Assessment How can governors be sure? 24-Jan-16 Calvin Henry Leadership & Management Adviser
Objectives Gaining an understanding of: The New Assessment Accountability Framework CoAWL and Interim Assessment Frameworks Assessment and Curriculum Links Governors Role: - holding the school to account - key questions Ofsted requirements
Changes to Accountability Framework EYFS KS1-2 KS3 GLD NC Levels NC Levels GLD & Baseline Assessment +/- 100 (Nat. St, Higher Score & EP) 3, 4, 5, 6, 7, 8, EP KS4 GCSE grades A*, A, B, C, D, E, F, G, U Post-16 A Level grades A*, A, B, C, D, E Vocational D (Distinction), M (Merit), P (Pass) DD, DM, MM, MP, PP
Primary Assessment: 8 Years of Change
KS1 Accountability & Performance KS1 Attainment % pupils at the expected national standard in R, W & M % pupils at the higher standard (greater depth) APS (conversion of TA to points or scaled score) Progress Taken from Reception Baseline to end KS1 (from 2018 - detailed VA measure tbc)
KS2 Accountability & Performance KS2 Attainment % pupils at the expected national standard in R, W & M % pupils achieving a high score Average score (scaled score) in KS2 assessments Progress Average progress in R, W & M from end of KS1 Comparisons made of actual scaled score to expected scaled score (for pupils with similar KS1 Prior attainment)
Primary Floor Standards Beyond 2016
Secondary Floor Standards Beyond 2016 Was: No longer 5 A*-C GCSE Now: Progress Across 8 Subjects = P8. Below if P8 score is less than -0.5 If +1.0, schools exempt from routine inspection.
Historic Linear Pupil Progress Model KS1 (age 7) KS2 (age 11) KS3 (age 14) KS4 (age 16)
Measuring Pupil Progress Is progress really as linear as we re led to believe?
So, how to measure progress against.. - a (relatively) new national curriculum? - a new assessment (without levels) framework? - a school s own internal assessment systems? It doesn t matter! So long as pupils show at last good progress from starting points and meet the National Standard.
The challenge of assessment Given disproportionate number of attainment targets within the Programmes of Study at each key stage.
KS1 (Y2 Only) Subject Content Reading - word reading Pupils should be taught to: continue to apply phonic knowledge and skills as the route to decode words until automatic decoding has become embedded and reading is fluent read accurately by blending the sounds in words that contain the graphemes taught so far, especially recognising alternative sounds for graphemes read accurately words of two or more syllables that contain the same graphemes as above read words containing common suffixes read further common exception words, noting unusual correspondences between spelling and sound and where these occur in the word read most words quickly and accurately, without overt sounding and blending, when they have been frequently encountered read aloud books closely matched to their improving phonic knowledge, sounding out unfamiliar words accurately, automatically and without undue hesitation reread these books to build up their fluency and confidence in word reading
KS1 (Y2 Only) Subject Content Reading - comprehension Pupils should be taught to develop pleasure in reading, motivation to read, vocabulary and understanding by: listening to, discussing and expressing views about a wide range of contemporary and classic poetry, stories and non-fiction at a level beyond that at which they can read independently discussing the sequence of events in books and how items of information are related becoming increasingly familiar with and retelling a wider range of stories, fairy stories and traditional tales being introduced to non-fiction books that are structured in different ways recognising simple recurring literary language in stories and poetry discussing and clarifying the meanings of words, linking new meanings to known vocabulary discussing their favourite words and phrases continuing to build up a repertoire of poems learnt by heart, appreciating these and reciting some, with appropriate intonation to make the meaning clear
KS1 (Y2 Only) Subject Content Understand both the books that they can already read accurately and fluently and those that they listen to by: drawing on what they already know or on background information and vocabulary provided by the teacher checking that the text makes sense to them as they read, and correcting inaccurate reading making inferences on the basis of what is being said and done answering and asking questions predicting what might happen on the basis of what has been read so far Participate in discussion about books, poems and other works that are read to them and those that they can read for themselves, taking turns and listening to what others say Explain and discuss their understanding of books, poems and other material, both those that they listen to and those that they read for themselves
KS3 Overall Subject Content Reading Pupils should be taught to: develop an appreciation and love of reading, and read increasingly challenging material independently through: reading a wide range of fiction and non-fiction, including in particular whole books, short stories, poems and plays with a wide coverage of genres, historical periods, forms and authors. The range will include high-quality works from: o o o English literature, both pre-1914 and contemporary, including prose, poetry and drama Shakespeare (two plays) seminal world literature choosing and reading books independently for challenge, interest and enjoyment. re-reading books encountered earlier to increase familiarity with them and provide a basis for making comparisons.
But..CoAWL (Key Messages) Opportunities Embracing a mastery approach to the curriculum Everyday formative feedback at the centre Earlier identification of those not on track Revisit target setting All teachers become marking/assessment experts Revisiting curriculum provision
CoAWL: Key Messages
CoAWL: Key Messages Greater freedom, but much responsibility. Improving pupils mind-sets about own ability Collaborative opportunities between schools Schools develop own assessment strategy Focus on the progress of key groups Deeper or wider understanding = mastery for all Not about meeting Ofsted agenda...to get it right!
So.Back to Basics Assessment - An Approach External Validation How secure are school systems? School Approach Tools Tracking Assessment Types How good are outcomes? Does it feel/look right? Is evaluation accurate? Vision Formative eg:marking Fundamentals Outcomes EoYE Evaluation How good are we? Curriculum (Non-negotiable) Policies Pedagogy Summative (internal) Summative (external) HAT Target Tracker RoL FFT DFE SEF SDP CONSISTENT CLEAR COMPARABLE
Effective Formative Assessment Great Planning Range of Evidence Little & Often Effective Questioning Pupil Involvement
What Assessment Data Do Governors Need to Know? Types of data? Level of detail? Do all governors need the same amount of data/performance information?
Key Assessment tools!
RAISEonline It only tells us about 4 year groups (EYFS, Year 1 [Phonics], Year 2 & Year 6) and at secondary, KS4. It only really tells us about one year - the year just gone, so the question is.. How can it help the school to improve (inform) the future?
RAISEonline (Summary Report) Does not tell us anything we don t already know - theoretically!!!! (except perhaps value added) 61 pages Contextual data Attainment data Thresholds Progress data Benchmarking data Destinations data (KS4)
RAISEonline (Governor Guidance )
RAISEonline (Governor Guidance )
Other Key Questions How well do you know your school? How well is your school performing compared to national standards? What about the 4 key groups (and your school s own groups)? What are your school s key priorities?
Other Key Questions What is attainment on entry like? How well do children progress and attain from starting points? What range of evidence do teachers use to demonstrate what children know, understand and can do? Are judgements about progress and attainment consistent within subjects and across/between year groups? What s the school s assessment strategy?
And Ofsted? Leadership and Management outstanding Leaders and governors focus on consistently improving outcomes for all pupils, but especially for disadvantaged pupils. They are uncompromising in their ambition. Governors systematically challenge senior leaders so that the effective deployment of staff and resources, including the pupil premium, the primary PE and sport premium and SEN funding, secures excellent outcomes for pupils. Governors do not shy away from challenging leaders about variations in outcomes for pupil groups, especially between disadvantaged and other pupils. Leaders and governors have a deep, accurate understanding of the school s effectiveness informed by the views of pupils, parents and staff. They use this to keep the school improving by focusing on the impact of their actions in key areas. Leaders and governors use incisive performance management that leads to professional development that encourages, challenges and supports teachers improvement. Teaching is highly effective across the school.
Ofsted Changes In school data = Performance Information Main weight progress of current pupils in all year groups across the curriculum Progress from starting points particularly disadvantaged, most able, those fallen behind, SEND Evidence of pupils progression observation, talking to them, reviewing written and other work, records
Ofsted Considers..
Ofsted: How well do you know if. teachers standards are being met? your school has high expectations for all pupils? your staff have relevant, up to date subject knowledge? assessment information is used well? there is at least good progress for SEN children and those falling behind? effective feedback is provided to children? there is effective engagement with parents to support pupil progress?
GD Outstanding (TLA): Teachers use questioning highly effectively identify pupils common misconceptions and act to ensure they are corrected. identify and support any pupil who is falling behind check pupils understanding systematically and effectively in lessons provide pupils with incisive feedback. They use this feedback effectively. Provide (parents) with clear and timely information on how well their child is progressing
Ofsted so far (TLA).. RI: teachers do not consistently have high enough expectations for pupils in reading and mathematics. teachers do not always provide pupils with enough guidance on how to improve in mathematics or explain clearly about what pupils are to learn.
Good: Ofsted so far (TLA).. Teachers do not always check learning during lessons so that they can adapt work, especially for the most able, when pupils are ready to deepen their knowledge and understanding. Not all teachers spot quickly enough whether pupils are learning successfully in lessons so they can adapt their teaching or adjust tasks they set. Teachers do not always move pupils, including the most able, on to more challenging work quickly enough. As a result, they do not deepen their knowledge and skills well enough in different subject areas.
Outstanding: Ofsted so far (TLA).. Written feedback in pupils workbooks is consistently strong across all year groups and in all subjects. This wellconsidered guidance helps pupils grasp how to improve their work. Teachers regularly and accurately check the academic progress that pupils make. Any pupils at risk of falling behind are identified quickly. Children get off to a flying start in the early years classes. Adults get to know children quickly and respond well to their needs and interests. They plan exciting activities so the children develop a love of learning, both indoors and outdoors.