Assessment without Levels. At Goose Green

Transcription

1 Assessment without Levels At Goose Green

2 Dylan Wiliam said: If what you are doing under the heading of assessment for learning involves putting anything into a spreadsheet, then you are not doing the assessment for learning that makes the most difference to student learning.

3 The old way In the old level system teachers and children were labeling themselves and each other I am a level 4 you are just level 3 This did not encourage good learning. In fact good learning was held back Under the old system there was undue pace. Children were encouraged to move quickly through levels before they were ready

4 Research shows The biggest differences are made through quality teaching, feedback and steps to success. Learning is not Linear Studying fewer things in greater depth allows for mastery of a subject Focus should be on whether children have secure understanding of key concepts rather than on what level they are

5 The new way The new national curriculum focuses on fewer things in greater depth. Instead of moving children through levels quickly the aim now is to have age expected statements that the children need to be secure and confident in by the end of the year. In the next year they build on these statements and master the next range of statements. Age related statements are made for each year and build up to an end of key stage score

6 The ultimate aim: To ensure all children reach at least a secure level of understanding in all of the age expected statements across a year

7

8 Reminder Show parents some Literacy books!

9 Planning

10 Example statements Year 4 Writing Emerging Developing Secure I am beginning to create noun phrases with support I can create noun phrases using prepositional phrases I can create noun phrases in a variety of ways.

11 Teaching builds up across a year so that all children can reach secure in their age expected. Most children will not reach secure until the middle of the summer term.

12 Mastery/Depth of Learning Children are not taught objectives beyond their year group as they were in the past So how do you stretch the Rapid Graspers (more/most able)? Depth of Learning is how skilfully a child can apply their learning Depth of Learning is not just knowing a fact, but it is using that fact in increasingly more difficult situations A child with better Depth of Learning will score higher in the DFE's new 2016 tests than a child with lower Depth of Learning, even if they know the same content

13 2016 and beyond Statutory assessment KS1 and KS2 new national curriculum tests with outcomes in the form of scaled scores. Teacher assessment at KS1 and KS2 using the interim frameworks for teacher assessment. Phonics screening check. Formative classroom assessment Determined by the school in line with their curriculum. Optional reception baseline. Reception to Year 6 assessment profile

14 Scaled scores Tests at the end of KS1 and KS2 will report in scaled scores. The expected standard will always be set at 100. Raw scores in the test will be converted to scaled scores. The raw score that equates to 100 might be different each year. Pupils who score 100 or more will have met the expected standard. Pupils who score below 100 will not have met the expected standard.

15 School progress measures Progress now a value-added measure, rather than expected levels of progress measure. A pupil s KS2 score is measured against the average KS2 score for pupils nationally having the same prior attainment. KS1 baseline is worked out by creating a combined score of all teacher assessment outcomes. Up to and including 2019, progress to KS2 will use KS1 APS based on levels from pupils prior attainment. A school s progress score will be calculated as the mean average of its pupils progress scores, so it will show whether overall pupils make above or below average progress compared to similar pupils in other schools.

16 Progress measure how does it work? Stage 1: This is Tom All other pupils nationally with average score at KS1 of 18.0 Back to Tom Tom s results are KS1 Reading APS = 18.0 KS2 reading score = 117 He got 1 point more than the average for those with similar starting points = +1 All these pupils KS2 scores are added together and divided by the number of pupils in the group = average (national mean) reading score is 116

17 Stage 2: Tom now brings his +1 progress score with him Progress measure how does it work? We put Tom back with his Y6 peers in his school +1 Add all the Y6 progress scores together and divide by the number of pupils to give mean score = schools progress score of, say, +1 So pupils in Tom s school made slightly more progress than those with similar starting points in other schools Parents can now compare schools to see where pupils with similar starting points make more or less progress Govt will set the definition of sufficient progress once tests have been taken (e.g. a school should have a score of at least - 3 below or above

18 Accountability reforms: floor standard In 2016, a school will be below the floor standard if: fewer than 65% of pupils achieve the expected standard in English reading, writing and mathematics and pupils fail to make sufficient progress in English reading, writing or mathematics (progress from KS1 to KS2 up until 2019, and then Reception Baseline to KS2 thereafter).

19 How information will be reported to you from now on: You will receive an interim report during the Spring term each year. This will be coupled with a face to face meeting with the class teacher so you can discuss the outcome of the report and find out how best to support your child. The end of year report will still take place at the end of the year.

20 How your reports will look from now on:

21