Lif

e a

fter

lev

els

–N

AH

T e

dg

e/F

RO

G R

oad

sh

ow

. M

ick W

alk

er

2015

• A revised ‘national curriculum’

• New accountability measures

• New assessments & procedures

• Revised standards of performance

• And more to come…

Context

2

Lif

e a

fter

lev

els

–N

AH

T/F

RO

G R

oad

sh

ow

. M

ick W

alk

er

2015

The current expectations for primary schools are set too low.

• ‘In 2012, less than half the pupils who had only just reached the current expected standard at key stage 2 went on to achieve five good GCSEs, including English and mathematics. In contrast,

seven in ten of those with a ‘good’ level 4 or above achieved this GCSE standard’.

A need to celebrate the progress that pupils make in schools with more challenging intakes.

• ‘…reforms will recognise the good progress that schools make with children from a low starting point.’

Reforming assessment and accountability for primary schools. Government response to consultation on primary school assessment and accountability. March 2014

The Government’s case for change

3

Lif

e a

fter

lev

els

–N

AH

T e

dg

e/F

RO

G R

oad

sh

ow

. M

ick W

alk

er

2015

4

• the current system of ‘levels’ used to report children’s attainment and progress removed from September 2014 - and will not be replaced;

• removing levels will allow teachers greater flexibility in the way that they plan and assess pupils’ learning;

• the new National Curriculum sets out the expectations at the end of each key stage and all maintained schools will be free to develop a curriculum relevant to their pupils that teaches this content;

• the curriculum must include an assessment system which enables schools to check what pupils have learned and whether they are on track to meet expectations at the end of the key stage, and to report regularly to parents;

• Ofsted do not have any predetermined view as to what specific assessment system a school should use. Inspectors’ main interest will be whether the approach adopted by a school is effective. They will be looking to see that it provides accurate information showing the progress pupils are making;

• the information should be meaningful for pupils, parents and governors.

Lif

e a

fter

lev

els

–N

AH

T e

dg

e/F

RO

G R

oad

sh

ow

. M

ick W

alk

er

2015

National curriculum and assessment from Sept. 2014:

DfE National curriculum and assessment from September 2014: information for schools.

Why remove levels?The DfE

• We believe this system is complicated and difficult to understand, especially for parents.

• It also encourages teachers to focus on a pupil’s current level, rather than consider more broadly what the pupil can actually do.(1)

Other reasons include:

• levels became a sole focus for teachers and children – sometimes demotivating -rather than a response to the formative targets provided by the teacher;

• levels encouraged undue pace in learning over and above a deeper mastery of curriculum content – a result of the accountability system that encouraged schools to move pupils up through levels quickly, rather than securing knowledge in each subject area;

• a lack of clarity about what levels actually were other than a level 3 being better than a 2 – an over-simplified definition of achievement. As for level 3b !!!!!!!!!!!

• National Curriculum test levels are derived from a compensatory methodology; levels shed no light on a pupil’s actual strengths and weaknesses;

• whilst one pupil might ‘just scrape’ a particular level another on the same level had just missed the next level up.

5

Department for Education (2013). Assessing Without Levels [online]. Available: www.education.gov.uk/schools/ teachingandlearning/curriculum/nationalcurriculum2014/ a00225864/assessing-without-levels [18 September 2013]

Lif

e a

fter

lev

els

–N

AH

T e

dg

e/F

RO

G R

oad

sh

ow

. M

ick W

alk

er

2015

New assessments will reflect the more challenging national curriculum.

Specifically the DfE will:

• introduce more challenging tests that will report a precise scaled score at the end of the key stages rather than a level;

• make detailed performance descriptors available to inform teacher assessment at the end of key stage 1 and key stage 2. These will be directly linked to the content of the new curriculum;

• improve the moderation regime to ensure that teacher assessments are more consistent.

Summary of Reforms

6

Lif

e a

fter

lev

els

–N

AH

T e

dg

e/F

RO

G R

oad

sh

ow

. M

ick W

alk

er

2015

The Accountability system will reflect the raised expectations of primary schools and recognise the excellent work they do.

The DfE will:

• set a challenging aspiration that 85% of children should achieve the new expected standard by the end of primary school. Over time more and more schools are expected to achieve this standard;

• introduce a new floor standard, which will be based on the progress made by pupils from reception to the end of primary school;

• require schools to publish information on their websites so that parents can understand both the progress pupils make and the standards they achieve.

Summary of Reforms

7

Lif

e a

fter

lev

els

–N

AH

T e

dg

e/F

RO

G R

oad

sh

ow

. M

ick W

alk

er

2015

Introduction of a reception baseline to measure a school’s progress:

• from September 2016 the Early Years Foundation Stage Profile will no longer be compulsory.

• choice from a range of assessment approaches but most are likely to be administered by the reception teaching staff;

• schools can use one of these assessments from September 2015;

• if you choose not to use the reception baseline, from 2023 the DfE will only hold you to account by your pupils’ attainment at the end of key stage 2;

• choose the reception baseline that best fits your school’s needs and approach to assessment;

• sign up by the end of April to start using the reception baseline from 1 September 2015. You can sign up after this, but your preferred provider might not available;

• if a provider doesn’t recruit a sufficient number of schools they won’t be able to offer the reception baseline. We’ll contact you by 3 June 2015 if you’ve chosen a provider that has been suspended - you’ll then be able to choose an alternative approved provider.

Reception Baseline

8

Lif

e a

fter

lev

els

–N

AH

T e

dg

e/F

RO

G R

oad

sh

ow

. M

ick W

alk

er

2015

The Standards and Testing Agency has approved the following providers for the reception baseline assessment:

• Centre for Evaluation and Monitoring, Durham University (CEM)

• Early Excellence

• GL Assessment

• Hodder Education

• National Foundation for Educational Research (NFER)

• Speech Link

Reception Baseline – DfE approved providers

9

Lif

e a

fter

lev

els

–N

AH

T e

dg

e/F

RO

G R

oad

sh

ow

. M

ick W

alk

er

2015

Key stage 1

• At the end of key stage 1, teacher assessment in mathematics and reading will be informed by externally-set, internally-marked tests. There will also be an externally-set test in grammar, punctuation and spelling which will help to inform the teacher assessment of writing. The tests will be expressed as a scaled score, with the new assessments first taking place in summer 2016.5 Teacher assessment of speaking and listening and science will continue.

• In autumn 2014, new performance descriptors will be introduced to inform statutory teacher assessments at the end of key stage 1. For mathematics, reading, writing and speaking and listening, teachers will assess pupils as meeting one of several performance descriptors. For science, there will be a single performance descriptor of the new expected standard. These will be linked to the content of the new curriculum and drafted by an expert group.

Moderation

• HMCI’s annual report identified uneven moderation as a source of unreliable assessment, concerns echoed by the recent NAHT Commission on Assessment. ‘For this reason, we will work closely with Ofsted and schools to improve moderation.’

Reforming assessment and accountability for primary schools. DfE March 2014

5. A scaled score of 100 will represent the new expected standard for that stage.

10

Lif

e a

fter

lev

els

–N

AH

T e

dg

e/F

RO

G R

oad

sh

ow

. M

ick W

alk

er

2015

100

0

50

100

130

80

Cut score

on the

raw scale

Scaled Score

(from 80-130 points)Test Raw

ScoreYields Converted into

A score of 100 will represent the

“expected standard” (approximately 4b

of the current regime).

Cut scores are placed on

boundaries selected to reflect the

required standard of performance.

Year on year adjustments to cut

scores reflect the relative demand

of each annual test.

The cut score on the raw scale is

converted to 100 on the

standardised scale and other values

are then converted mathematically.

Scaled Scoring

11

Lif

e a

fter

lev

els

–N

AH

T e

dg

e/F

RO

G R

oad

sh

ow

. M

ick W

alk

er

2015

Key stage 2

• At the end of key stage 2 pupils will continue to sit externally-set and marked tests in mathematics, reading, and grammar, punctuation and spelling. These will be used for school performance measures from 2016 onwards. As now, there will continue to be teacher assessment in mathematics, reading, writing and science to give a broader picture of children’s attainment.

• The results of the tests in reading; mathematics; and, grammar, punctuation and spelling will be reported to pupils and parents as scaled scores. Parents will be provided with their child’s score alongside the average for their school, the local area and nationally.

• New performance descriptors will be introduced to inform the statutory teacher assessments at the end of key stage 2. For writing, teachers will assess pupils as meeting one of several performance descriptors. For science, reading, and mathematics, there will be a single performance descriptor of the new expected standard.

• A sample of pupils will continue to sit tests in science to give a picture of national performance.

12

Lif

e a

fter

lev

els

–N

AH

T e

dg

e/F

RO

G R

oad

sh

ow

. M

ick W

alk

er

2015

Performance Descriptions

Consultation October to December 2014

• Currently in draft form

• Drafted by teachers, LA representatives, curriculum and subject experts

• Ofsted and Ofqual observed and supported the process

• Designed for use as end of key stage assessments for Key Stage 1 & 2 in 2016 following the first two years of teaching the new National Curriculum

• Not recommended for use in school assessment systems until September 2015 (final versions)

• The number of descriptors varies by subject/key stage dependent on contribution to new primary floor standards.

13

Lif

e a

fter

lev

els

–N

AH

T e

dg

e/F

RO

G R

oad

sh

ow

. M

ick W

alk

er

2015

Performance Descriptions – Consultation

• Teacher assessment of reading, writing and mathematics will contribute to measures for the new floor standards for key stage 1 from 2016, and;

at Key Stage 2 teacher assessment of writing (alongside test results in reading and mathematics).

• To ensure that a broad picture of children’s attainment is maintained, teacher assessment will also be statutory for science at key stage 1, and;

reading, mathematics and science at key stage 2

The teacher assessment of these subjects will not form part of the new floor target.

• Require teachers professional judgment in selecting best match;

• Performance descriptors do not include work from following key stages – Mastery expectation of greater depth and breadth within the key stage;

• Performance descriptors will not be written for other subjects.

14

Lif

e a

fter

lev

els

–N

AH

T e

dg

e/F

RO

G R

oad

sh

ow

. M

ick W

alk

er

2015

• A progress measure is the fairest way to assess many schools. DfE will use the reception baseline, when taken, to assess the progress children make between starting reception and age 11, compared to other children with the same starting points.

• To ensure that children succeed across the curriculum, DfE are proposing that schools will only meet the progress standard if pupils make sufficient progress in all of reading, writing and mathematics.

Floor standards - progress

15

Lif

e a

fter

lev

els

–N

AH

T e

dg

e/F

RO

G R

oad

sh

ow

. M

ick W

alk

er

2015

Progress standard from 2016 to 2022

• Until the first cohort of children taking the reception baseline reach the end of key stage 2 in 2022, progress will continue to be measured from assessments at the end of key stage 1 to key stage 2.

• The proposed progress measure will be based on value-added in each of reading, writing and mathematics. Each pupil’s scaled scores in each area at key stage 2 will be compared with the scores of pupils who had the same results in their assessments at key stage 1.

• For a school to be above the progress floor, pupils will have to make sufficient progress in all of reading, writing and mathematics. For 2016, DfE will set the precise extent of progress required once key stage 2 tests have been sat for the first time.

• Once pupils take a reception baseline, progress will continue to be measured using a similar value-added methodology.

16

Lif

e a

fter

lev

els

–N

AH

T e

dg

e/F

RO

G R

oad

sh

ow

. M

ick W

alk

er

2015

In addition, there is an attainment element in the floor standard:

• schools to aim to have 85% of their pupils at this new higher standard for the end of key stage 2 by 2016;

• the attainment standard from 2016 will be based on the proportion of pupils reaching the new expected standard in all of reading, writing and mathematics. To reach the new expected standard, each pupil will be required to attain a scaled score of 100 or more in the tests in each of reading and mathematics, as well as being assessed by their teacher as reaching the new expected standard in writing

• a school will be above the attainment floor if 85% of pupils reach the new expected standard in each area;

• over time, DfE expect more and more schools to reach this standard as they rise to the challenge of ensuring that almost all children master the basics at the end of their primary schooling.

Floor standards - attainment

17

Lif

e a

fter

lev

els

–N

AH

T e

dg

e/F

RO

G R

oad

sh

ow

. M

ick W

alk

er

2015

An all-through primary school will be above the floor standard if:

• pupils make sufficient progress at key stage 2 from their starting point in the reception baseline; or,

• 85% or more of pupils meet the new expected standard at the end of key stage 2 (similar to a level 4b under the current system).

A junior or middle school will be above the floor standard if:

• pupils make sufficient progress at key stage 2 from their starting point at key stage 1; or,

• 85% or more of pupils meet the new expected standard at the end of key stage 2 (similar to a level 4b under the current system).

There will be further consideration of the arrangements for measuring the progress of pupils in infant or first schools from their starting point in the reception baseline.

Floor standards

18

Lif

e a

fter

lev

els

–N

AH

T e

dg

e/F

RO

G R

oad

sh

ow

. M

ick W

alk

er

2015

Schools will be required to publish a suite of indicators of performance on their website in a standard format:

• the average progress made by pupils in reading, writing and mathematics;

• the percentage of pupils achieving the expected standard in reading, writing and mathematics at the end of key stage 2;

• the average score of pupils in their end of key stage 2 assessments; and,

• The percentage of pupils who achieve a high score in all areas at the end of key stage 2.

So that parents can make comparisons between schools, we (DfE) would like to show each school’s position in the country on these measures and present these results in a manner that is clear for all audiences to understand. We will discuss how best to do so with stakeholders, to ensure that the presentation of the data is clear, fair and statistically robust.

Implications for schools

19

Lif

e a

fter

lev

els

–N

AH

T e

dg

e/F

RO

G R

oad

sh

ow

. M

ick W

alk

er

2015

Implications for schools

Be measured in your response

• Understand the timeline, what and when – and who

Curriculum and teaching quality is key

• The reforms allow schools to develop a school curriculum that delivers the core content in a way that is challenging and relevant for their pupils.

Primary assessment and accountability under the new national curriculum. DfE consultation document July 2013.

20

Lif

e a

fter

lev

els

–N

AH

T e

dg

e/F

RO

G R

oad

sh

ow

. M

ick W

alk

er

2015

Levels have gone

• Government will not impose a single system for on-going assessment. The chosen system needs to be clearly articulated.

• Floor standards hold schools to account both on the progress they make and on how well their pupils achieve.

Schools will be expected to demonstrate (with evidence) their assessment of pupils’ progress to:

• keep parents informed;

• enable governors to gauge school effectiveness; and

• inform Ofsted inspections (plus attainment targets.)

Implications for schools

21

Lif

e a

fter

lev

els

–N

AH

T e

dg

e/F

RO

G R

oad

sh

ow

. M

ick W

alk

er

2015

…an opportunity

22

• Making assessment about teaching and learning

• Improved teacher subject knowledge

• Better skilled teachers with assessment expertise

• Trust in the profession

• Quality assured assessments

…but it won’t just happen!

Implications for schoolsL

ife a

fter

lev

els

–N

AH

T e

dg

e/F

RO

G R

oad

sh

ow

. M

ick W

alk

er

2015

Therefore…

• progress needs to be understood, articulated and evidenced

• baseline assessment needs to be valid & reliable

• standards of performance need to be understood, articulated and shared

• professional development covering assessment should be targeted

Implications for schools

23

Lif

e a

fter

lev

els

–N

AH

T e

dg

e/F

RO

G R

oad

sh

ow

. M

ick W

alk

er

2015

24

A design & technology experience…L

ife a

fter

lev

els

–N

AH

T e

dg

e/F

RO

G R

oad

sh

ow

. M

ick W

alk

er

2015

Determining progression

Age 5 Age 7 Age 11 Age 16 Age 18

Baseline

assessment

KS1

assessment

KS2

assessment

GCSE

assessment

GCE

assessment

Expected

standard

?

?

(L2)

?

(L4b)

?

G4/5

?

A*

25

© Mick Walker April14

Lif

e a

fter

lev

els

–N

AH

T e

dg

e/F

RO

G R

oad

sh

ow

. M

ick W

alk

er

2015

get the right assessment

tool for the job….

Teaching & Assessment

Lif

e a

fter

lev

els

–N

AH

T e

dg

e/F

RO

G R

oad

sh

ow

. M

ick W

alk

er

2015

27

Beware mad numbers! L

ife a

fter

lev

els

–N

AH

T e

dg

e/F

RO

G R

oad

sh

ow

. M

ick W

alk

er

2015

But Spinal Tap’s amplifier

goes to 11…

No more levels: an early response…

2013-14 Year 5 Maths AssessmentTeacher: Pupils

Total Progress

Number, place value, approximation and estimation

read numbers to at least 1,000,000 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 16 17.8

write numbers to at least 1,000,000 0 0.0

order numbers to at least 1,000,000 1 2 2 3 2 3 3 3 2 2 3 2 2 3 3 2 38 42.2

determine the value of each digit to

1,000,0001 2 2 3 2 3 3 3 2 2 3 2 2 3 3 2 38 42.2

count forwards or backwards in steps

of 10 for any given number up to

1,000,000

1 2 2 3 2 3 3 3 2 2 3 2 2 3 3 2 38 42.2

interpret negative numbers in context, 1 2 2 3 2 3 3 3 2 2 3 2 2 3 3 2 38 42.2

count forwards and backwards with

positive whole numbers through zero 1 2 2 3 2 3 3 3 2 2 3 2 2 3 3 2 38 42.2

count forwards and backwards with

negative whole numbers through zero 1 2 2 3 2 3 3 3 2 2 3 2 2 3 3 2 38 42.2

round any number up to 1,000,000 to the

nearest 103 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 48 53.3

28

Lif

e a

fter

lev

els

–N

AH

T e

dg

e/F

RO

G R

oad

sh

ow

. M

ick W

alk

er

2015

29

3

Red

14

92

Green

EmergingFruit

Beware mad numbers! Meaning must be added - be careful when

comparing two numbers that come from different contexts.

Lif

e a

fter

lev

els

–N

AH

T e

dg

e/F

RO

G R

oad

sh

ow

. M

ick W

alk

er

2015

Ofsted’s expectations

30

Lif

e a

fter

lev

els

–N

AH

T e

dg

e/F

RO

G R

oad

sh

ow

. M

ick W

alk

er

2015

Ofsted – (HMCI letter to schools July 2014)

Schools will be expected to demonstrate (with evidence) their assessment of pupils’ progress. This will be reinforced by the revised focus of Ofsted inspections. Inspectors will:

• spend more time looking at a range of pupil’s work in order to consider what progress they are making;

• talk to leaders about the school’s use of formative and summative assessment and how this improves teaching and raises achievement;

• evaluate how well pupils are doing against age-related expectations, as set out by the school and the National Curriculum (where this applies);

• consider how the school uses assessment information;

• evaluate the way the school reports to parents on pupils’ progress and attainment. Inspectors will assess whether reports help parents to understand how their children are doing in relation to the standards expected.

31

Lif

e a

fter

lev

els

–N

AH

T e

dg

e/F

RO

G R

oad

sh

ow

. M

ick W

alk

er

2015

As now, inspectors will use a range of evidence to make judgements, including by looking at test results, pupils’ work and pupils’ own perceptions of their learning. Inspectors will not expect to see a particular assessment system in place and will recognise that schools are still working towards full implementation of their preferred approach.

Further advice and guidance to support schools in selecting an appropriate system may be found by following the links below:

• Assessment principles: school curriculum, DfE, April 2014:www.gov.uk/government/publications/assessment-principles-school-curriculum.

• Schools win funds to develop and share new ways of assessing pupils:www.gov.uk/government/news/schools-win-funds-to-develop-and-share-new-ways-of-assessing-pupils.

• National curriculum and assessment: information for schools, DfE, March 2014:www.gov.uk/government/publications/national-curriculum-and-assessment-information-for-schools.

• Assessment Commission Report, NAHT, February 2014, www.naht.org.uk/welcome/news-and-media/key-topics/assessment/assessment-commission-resources/.

• Case study One - Assessment without levels, www.ascl.org.uk/utilities/document-summary.139FCCAF-54DA-416D-B67D2FA2149B6BA7.html.

• Case study Two - Assessment without levels http://www.ascl.org.uk/utilities/document-summary.8A5E3F46-2082-416E-928E83DAA69E3AB0.html.

32

Ofsted - Note for inspectors: use of assessment information during inspections in 2014/15 (June 2014)

Lif

e a

fter

lev

els

–N

AH

T e

dg

e/F

RO

G R

oad

sh

ow

. M

ick W

alk

er

2015

Leadership and management

In arriving at judgements within leadership and management, inspectors will usually consider how well:

• a suitably broad and balanced curriculum and the system of assessment set out what pupils are expected to know, understand and do, and by when

• the assessment system is linked to the school’s curriculum

• information about what is taught in the curriculum is shared with parents and carers, including by meeting the legal requirement to make curriculum information available on the school’s website

• the school uses detailed formative and summative assessment to ensure that pupils, teachers and parents know if pupils are achieving the expected standard or if they need to catch up

• assessment information, including test results, are used by leaders and governors to improve teaching and the curriculum for all pupils.

33

Note for inspectors: use of assessment information during inspections in 2014/15 (June 2014)

Lif

e a

fter

lev

els

–N

AH

T e

dg

e/F

RO

G R

oad

sh

ow

. M

ick W

alk

er

2015

Accuracy of assessment

In evaluating the accuracy of assessment, inspectors will usually consider how well:

• any baseline assessment, teacher assessment and testing are used to modify teaching so that pupils achieve the expected standards by the end of year or key stage

• assessment draws on a range of evidence of what pupils know, understand and can do in the different aspects of subjects in the curriculum, for example, through regular testing

• teachers make consistent judgements and share them with each other; for example, within a subject, across a year-group and between adjacent year-groups

• leaders ensure the accuracy of assessment through internal and external standardisation and moderation

• governors assure themselves of the rigour of the assessment process

• schools adopt the best practice of working together to moderate assessment for year groups and the end of key stages, and to develop common understanding of attainment and share records at points of transfer (within the context of the revised common transfer file).

34

Note for inspectors: use of assessment information during inspections in 2014/15 (June 2014)

Lif

e a

fter

lev

els

–N

AH

T e

dg

e/F

RO

G R

oad

sh

ow

. M

ick W

alk

er

2015

Progress

In arriving at judgements about progress, inspectors will usually consider how well:

• pupils’ work shows that, where possible, they have the knowledge, understanding and skills expected for their age as set out by the curriculum and assessment system

• all pupils are set aspirational targets and that they are on track to meet or exceed these expected standards by the end of each key stage

• assessment, including test results, targets, performance descriptors or expected standards are used to ensure that all pupils make the progress their teachers expect and that more able pupils do work that deepens their knowledge and understanding

• progress in literacy and mathematics is assessed by drawing on evidence from other subjects in the curriculum, where this is sensible

• pupils’ strengths and misconceptions are identified and acted on by teachers during lessons, and more widely, to:

• plan future lessons and teaching

• remedy where pupils do not demonstrate knowledge or understanding of a key element of the curriculum

• deepen the knowledge and understanding of the most able.

35

Note for inspectors: use of assessment information during inspections in 2014/15 (June 2014)

Mick Walker Optimus - Effective Primary Assessment under the New National Curriculum

29th January 2015

Lif

e a

fter

lev

els

–N

AH

T e

dg

e/F

RO

G R

oad

sh

ow

. M

ick W

alk

er

2015

Reporting

• In evaluating the effectiveness of reporting, inspectors will assess the way the school reports on the progress and attainment of pupils to parents and carers. Inspectors will consider whether reports help parents to understand how well their children are doing in relation to any standards expected.

36

Note for inspectors: use of assessment information during inspections in 2014/15 (June 2014)

Lif

e a

fter

lev

els

–N

AH

T e

dg

e/F

RO

G R

oad

sh

ow

. M

ick W

alk

er

2015

• Is our recording system valid and manageable?

• Have we agreed the information that needs to be retained? Are we clear

about purpose/use?

• Is practice consistent?

• How do records inform future plans and provide feedback on

effectiveness of teaching?

• Are learners involved wherever possible?

• How do records feed into reports to parents/carers?

• Are they easy to interpret?

• How do we come to an agreed understanding of the curriculum

requirements in order to make valid judgements?

• Are records passed between colleagues useful?

• Are records effective for learners of all abilities?

• Do records support effective transition between classes/key stages?

• Is there any duplication?

• Do our assessments record a sufficiently broad range of learner

achievement?

Welsh Assembly Government 2010

Recording

37

Lif

e a

fter

lev

els

–N

AH

T e

dg

e/F

RO

G R

oad

sh

ow

. M

ick W

alk

er

2015

Assessment without levels: NAHT support

•Course leader

38

Lif

e a

fter

lev

els

–N

AH

T e

dg

e/F

RO

G R

oad

sh

ow

. M

ick W

alk

er

2015

- Background- Structure- Process- Gathering evidence and applying across

all year groups

The NAHT Framework

Lif

e a

fter

lev

els

–N

AH

T e

dg

e/F

RO

G R

oad

sh

ow

. M

ick W

alk

er

2015

The (National) Curriculum – assessment without levels

40

A revised national curriculum from 2014 for all maintained schools

Academy/free schools do not have to follow the National Curriculum

But… all schools have the same assessment requirements

No more assessment levels

Each school is responsible for publishing its curriculum and assessment

framework

Schools will be held to account both on the progress they make and on how well

their pupils achieve

Lif

e a

fter

lev

els

–N

AH

T e

dg

e/F

RO

G R

oad

sh

ow

. M

ick W

alk

er

2015

NAHT and assessment without levels

The NAHT Commission on Assessment -February 2014

Recommendation 4

Pupils should be assessed against objective and agreed criteria rather than ranked against each other

Recommendation 6

In respect of the National Curriculum, we believe it is valuable – to aid communication, comparison and benchmarking – for schools to be using consistent criteria for assessment. To this end, we call upon the NAHT to develop and promote a set of model assessment criteria based on the new National Curriculum

41

Lif

e a

fter

lev

els

–N

AH

T e

dg

e/F

RO

G R

oad

sh

ow

. M

ick W

alk

er

2015

Content of the

curriculum is taken

from the school’s

curriculum which is

matched to the New

National Curriculum

(NNC)

Any gaps between

the school curriculum

and the NNC must be

filled

The curriculum

content will reflect

the entire year’s

delivery

Term one

The content here is driven by the

topic or theme used to deliver the

curriculum and provide

assessment opportunities

Term two

Again, the content is driven by

the theme used to deliver the

curriculum

Term three

Again, the content is driven by the

topic or theme. At the end of the

year, the entire curriculum for that

year will have been covered

Assessment criteria are taken

from the NNC

Key Performance Indicators

(KPIs) describe a group of

individual criteria

Separate KPIs make up the end of year Performance

Standards (PS), that is the expected performance at the

end of the year and against which assessments are made at

the end of the year

An individual pupil’s work can be kept to

exemplify attainment against the KPI and

PS. This can be known as the

exemplification of performance. This work

should be annotated to highlight the

achievement

From individual pupil’s work the school can

create a standards file showing

achievement in all subjects at each level.

This will create a benchmark for

assessment purposes in future years

The standards file can be used as and

when necessary to take part in cross

school moderation activities, when the

standards can be agreed or altered

according to decisions at the moderation

Term one

KPIs clearly stated

for each topic or

theme

Term two

KPIs clearly stated

for each topic or

theme

Term three

KPIs clearly stated

for each topic or

theme

National and school curriculum - measuring and recording progress across key stages – NAHT assessment model

42

Lif

e a

fter

lev

els

–N

AH

T e

dg

e/F

RO

G R

oad

sh

ow

. M

ick W

alk

er

2015

Content of the

curriculum is taken

from the school’s

curriculum which is

matched to the New

National Curriculum

(NNC)

Any gaps between

the school curriculum

and the NNC must be

filled

The curriculum

content will reflect

the entire year’s

delivery

Term one

The content here is driven by the

topic or theme used to deliver the

curriculum and provide

assessment opportunities

Term two

Again, the content is driven by

the theme used to deliver the

curriculum

Term three

Again, the content is driven by the

topic or theme. At the end of the

year, the entire curriculum for that

year will have been covered

Assessment criteria are taken

from the NNC

Key Performance Indicators

(KPIs) describe a group of

individual criteria

Separate KPIs make up the end of year Performance

Standards (PS), that is the expected performance at the

end of the year and against which assessments are made at

the end of the year

An individual pupil’s work can be kept to

exemplify attainment against the KPI and

PS. This can be known as the

exemplification of performance. This work

should be annotated to highlight the

achievement

From individual pupil’s work the school can

create a standards file showing

achievement in all subjects at each level.

This will create a benchmark for

assessment purposes in future years

The standards file can be used as and

when necessary to take part in cross

school moderation activities, when the

standards can be agreed or altered

according to decisions at the moderation

Term one

KPIs clearly stated

for each topic or

theme

Term two

KPIs clearly stated

for each topic or

theme

Term three

KPIs clearly stated

for each topic or

theme

National and school curriculum - measuring and recording progress across key stages – NAHT assessment model

43

Lif

e a

fter

lev

els

–N

AH

T e

dg

e/F

RO

G R

oad

sh

ow

. M

ick W

alk

er

2015

Selecting KPIs - extract from the year 1 programme of study

Reading – word reading

Statutory requirements

Pupils should be taught to:

• apply phonic knowledge and skills as the route to decode words

• respond speedily with the correct sound to graphemes (letters or groups of letters) for all 40+ phonemes, including, where applicable, alternative sounds for graphemes

• read accurately by blending sounds in unfamiliar words containing GPCs that have been taught

• read common exception words, noting unusual correspondences between spelling and sound and where these occur in the word

• read words containing taught GPCs and –s, –es, –ing, –ed, –er and –est endings

• read other words of more than one syllable that contain taught GPCs

• read words with contractions [for example, I’m, I’ll, we’ll], and understand that the apostrophe represents the omitted letter(s)

• read aloud accurately books that are consistent with their developing phonic knowledge and that do not require them to use other strategies to work out words

• re-read these books to build up their fluency and confidence in word reading.

The National Curriculum in England Framework Document September 2013 . English Page 21

44

Lif

e a

fter

lev

els

–N

AH

T e

dg

e/F

RO

G R

oad

sh

ow

. M

ick W

alk

er

2015

Selecting KPIs - extract from the year 1 programme of study

Reading – word reading

Statutory requirements

Pupils should be taught to:

• apply phonic knowledge and skills as the route to decode words

• respond speedily with the correct sound to graphemes (letters or groups of letters) for all 40+ phonemes, including, where applicable, alternative sounds for graphemes

• read accurately by blending sounds in unfamiliar words containing GPCs that have been taught

• read common exception words, noting unusual correspondences between spelling and sound and where these occur in the word

• read words containing taught GPCs and –s, –es, –ing, –ed, –er and –est endings

• read other words of more than one syllable that contain taught GPCs

• read words with contractions [for example, I’m, I’ll, we’ll], and understand that the apostrophe represents the omitted letter(s)

• read aloud accurately books that are consistent with their developing phonic knowledge and that do not require them to use other strategies to work out words

• re-read these books to build up their fluency and confidence in word reading.

Then Reading – Comprehension….

45

Lif

e a

fter

lev

els

–N

AH

T e

dg

e/F

RO

G R

oad

sh

ow

. M

ick W

alk

er

2015

Key performance indicators

46

Responds speedily with the correct sound to

graphemes (letters or groups of letters) for all

40+ phonemes, including, where applicable,

alternative sounds for graphemes.

Reads accurately by blending sounds in

unfamiliar words.

Reads common exception words.

Reads aloud accurately books that are

consistent with their developing phonic

knowledge and that do not require them to

use other strategies to work out words.

Develops pleasure in reading, motivation to

read, vocabulary and understanding by:

1.listening to and discussing a wide range of

poems, stories and non-fiction at a level

beyond that at which they can read

independently;

With reference to the KPIs:

By the end of Y1 a child should be able to read

all common graphemes and be able to read

unfamiliar words containing these graphemes,

accurately and without undue hesitation, by

sounding them out in books that are matched

closely to the level of word reading knowledge.

A child should be able to read many common

words containing GPCs taught so far, such as

shout, hand, stop, or dream, without needing to

blend the sounds out loud first. Reading of

common exception words, such as you, could,

many, or people, should be secure meaning a

child can read them easily and automatically.

A child can read words with suffixes with support

to build on the root words that can be read

already.

Performance standard

National and school curriculum - measuring and recording progress across key stages – NAHT assessment modelL

ife a

fter

lev

els

–N

AH

T e

dg

e/F

RO

G R

oad

sh

ow

. M

ick W

alk

er

2015

The NAHT assessment model –Year 1

47

National Curriculum Assessment. Pupil progression. Sheet 1 – Year 1Mathematics Year 1 English Reading Year 1 English Writing Year 1

Key Performance Indicator Performance Standard Key Performance Indicator Performance Standard Key Performance Indicator Performance Standard

Number and Place value

Counts to and across 100, forwards and backwards, beginning with 0 or 1, or from any given number.

Counts, reads and writes numbers to 100 in numerals; counts in multiples of twos, fives and tens.

Given a number, identifies one more and one less.

Addition and Subtraction

Represents and uses number bonds and related subtraction facts within 20.

Multiplication and division

Not expected at this age

Fractions (including decimals)

Recognises, finds and names a half as one of two equal parts of an object, shape or quantity.

Measurement

Compares, describes and solves practical problems for: 1.lengths and heights [for example, long/short, longer/shorter, tall/short, double/half]; 2.mass/weight [for example, heavy/light, heavier than, lighter than]; 3.capacity and volume [for example, full/empty, more than, less than, half, half full, quarter]; 4.time [for example, quicker, slower, earlier, later].

Tells the time to the hour and half past the hour and draws the hands on a clock face to show these times.

Properties of shape

Recognises and names common 2-D and 3-D shapes, including: 1.2-D shapes [for example, rectangles (including squares), circles and triangles]; 2.3-D shapes [for example, cuboids (including cubes), pyramids and spheres].

Position and direction

Not expected at this age

With reference to the KPIs:

By the end of Y1 a child should be fluent with whole numbers and counting.

A child has a developing knowledge of addition and subtraction using concrete objects and pictorial representations.

A child can describe and compare different quantities such as length, mass and capacity/volume.

A child is beginning to recognise simple fractions.

A child is beginning to tell the time.

Pupils should read and spell mathematical vocabulary, at a level consistent with their increasing word reading and spelling knowledge at key stage 1.

Responds speedily with the correct sound to graphemes (letters or groups of letters) for all 40+ phonemes, including, where applicable, alternative sounds for graphemes.

Reads accurately by blending sounds in unfamiliar words.

Reads common exception words.

Reads aloud accurately books that are consistent with their developing phonic knowledge and that do not require them to use other strategies to work out words.

Develops pleasure in reading, motivation to read, vocabulary and understanding by:

1.listening to and discussing a wide range of poems, stories and non-fiction at a level beyond that at which they can read independently; 2.becoming very familiar with key stories, fairy stories and traditional tales;

Understands both the books they can already read accurately and fluently and those they listen to by:

1.checking that the text makes sense to them as they read; 2.as they read correcting inaccurate reading;3.discussing the significance of the title and events;4.predicting what might happen on the basis of what has been read so far.

With reference to the KPIs:

By the end of Y1 a child should be able to read all common graphemes and be able to read unfamiliar words containing these graphemes, accurately and without undue hesitation, by sounding them out in books that are matched closely to the level of word reading knowledge.

A child should be able to read many common words containing GPCs taught so far, such as shout, hand, stop, or dream, without needing to blend the sounds out loud first. Reading of common exception words, such as you, could, many, or people, should be secure meaning a child can read them easily and automatically.

A child can read words with suffixes with support

to build on the root words that can be read

already.

A child can retell some familiar stories that have been read to him and discussed with him or that he has acted out.

A child can listen to stories, poems and non-fiction

that cannot yet be read independently, and

understand how written language can be

structured, such as how to build surprise in

narratives, and the characteristic features of non-

fiction.

A child can take part in a discussion, considering

the opinions of others, with support.

Begins to form lower-case letters in the correct direction, starting and finishing in the right place.

Writes sentences by:

1.sequencing sentences to form short narratives;

1.re-reading what has been written to check that it makes sense.

Spells words containing each of the 40+ phonemes already taught.

Names the letters of the alphabet in order;

Writes from memory simple sentences dictated by the teacher that include words using the GPCs and common exception words taught so far.

Introduces capital letters, full stops, question marks and exclamation marks to demarcate sentences.

With reference to the KPIs:

By the end of Y1 a child should be able to

compose individual sentences orally and

then write them down and be able to spell

correctly many of the words covered in year

1 (see Appendix 1) as well as name the

letters of the alphabet in order.

A child is able to make phonically-plausible

attempts to spell words that have not yet

been learnt and can form individual letters

correctly.

A child can sound and blend unfamiliar printed words quickly and accurately using the phonic knowledge and skills that have already been learnt.

A child can read back words that have been spelt.

A child can spell some words in a phonically plausible way, even if sometimes incorrectly.

A child can write simple dictated sentences that include words taught so far.

A child is able to form letters correctly and confidently.

A child can demonstrate the skills and processes essential to writing by thinking aloud as he collects ideas, sequence the ideas, draft, and re-read to check that the meaning is clear.

A child can recognise sentence boundaries in spoken sentences and use the vocabulary listed in Appendix 2 when writing is discussed.

A child is beginning to use some of the distinctive features of Standard English in her writing. ‘Standard English’ is defined in the glossary.

Lif

e a

fter

lev

els

–N

AH

T e

dg

e/F

RO

G R

oad

sh

ow

. M

ick W

alk

er

2015

48

Reporting progress: descriptive reporting

1. Has shown expected progress in …

2. Now needs to develop…

Align with school assessment framework

Lif

e a

fter

lev

els

–N

AH

T e

dg

e/F

RO

G R

oad

sh

ow

. M

ick W

alk

er

2015

49

Extract from a year 1 descriptive report

NinaNina has performed very well in school this year. She has settled quickly into a learning routine and regularly performs beyond the levels we would expect of someone of this age.

She reads fluently and accurately, from a range of texts, including both poetry and prose. Nina spells accurately and applies the rules of spelling that she has been taught. She forms letters accurately and legibly. She can also write in simple sentences accurately, using the basic punctuation marks.

Next year I would like her to extend the range of the books she reads, perhaps choosing one or two that would not normally appeal to her, especially the non-fiction texts.

Lif

e a

fter

lev

els

–N

AH

T e

dg

e/F

RO

G R

oad

sh

ow

. M

ick W

alk

er

2015

50

Reporting progress: numerical reporting

1. Is working towards…

2. Has met the expected standard for year…

3. Has exceeded…

Align with school assessment framework

Lif

e a

fter

lev

els

–N

AH

T e

dg

e/F

RO

G R

oad

sh

ow

. M

ick W

alk

er

2015

51

Recording performance using KPIsL

ife a

fter

lev

els

–N

AH

T e

dg

e/F

RO

G R

oad

sh

ow

. M

ick W

alk

er

2015

52

Recording performance using KPIs

Lif

e a

fter

lev

els

–N

AH

T e

dg

e/F

RO

G R

oad

sh

ow

. M

ick W

alk

er

2015

53

Lif

e a

fter

lev

els

–N

AH

T e

dg

e/F

RO

G R

oad

sh

ow

. M

ick W

alk

er

2015

Understanding progress – KPIs and Performance Standards

Applying a robust process

Using the Framework

“Don’t assess everything that moves, just the key concepts”

(Tim Oates)

Lif

e a

fter

lev

els

–N

AH

T e

dg

e/F

RO

G R

oad

sh

ow

. M

ick W

alk

er

2015

Support

NAHT Assessment Commission – February 2014

NAHT courses - ‘NAHT's assessment framework: good practice in a

world without levels’ see: http://www.naht.org.uk/welcome/naht-

events/courses-list/nahts-assessment-framework/

NAHT guidance

NAHT Assessment Framework

NAHT exemplification project

NAHT Edge / FrogEducation partnership

Lif

e a

fter

lev

els

–N

AH

T e

dg

e/F

RO

G R

oad

sh

ow

. M

ick W

alk

er

2015

The Chartered Institute of Educational Assessors (CIEA)

Communities of professional practice

NAHT Contacts

Main contacts

www.nahtedge.org.uk

Membership enquiries, NAHT and NAHT Edge

• Jane Martin - 01444 472 414, email: joinus@nahtedge.org.uk

General enquiries

• info@nahtedge.org.uk (NAHT Edge)

• info@naht.org.uk (NAHT) or ring 0300 30 30 333

56

And if nothing else, get a robust process in place….

57

Standardisation

What:

• Standardisation is the procedure that ensures that all assessors involved in the assessment of pupils’ performances do so accurately and consistently.

• Standardisation establishes a common standard of marking linked to the standard set for the work being assessed that helps maintain quality of marking.

• Assessments need to be standardised, administered, fixed in their scope and level of difficulty and marked consistently.

How:

• The procedure is carried out before anyone assesses a piece of work.

• The procedure is managed by someone who is confident in applying the standard. In external summative tests, this would be carried out by the senior examiner or even electronically.

58

Lif

e a

fter

lev

els

–N

AH

T e

dg

e/F

RO

G R

oad

sh

ow

. M

ick W

alk

er

2015

Moderation

What:

• Moderation is the process through which an assessment is monitored within an institution, or across institutions, to ensure that the assessment is reliable, fair and consistent with required standards

How:

• Appoint a moderator for the assessment. This person can be rotated so that everyone in the assessment team takes responsibility for the role. In a school it can also be the same person who oversaw the standardisation procedure.

• The moderator takes samples of other assessors’ work during the assessment process and feeds back to the assessor: accurate, harsh, lenient, inconsistent. This allows for the assessments to be standardised across a team of assessors.

• Once assessments have been standardised, moderated and agreed internally, representative samples can be entered into a standards file. This can be used for future reference to help in standardisation procedures

59

Lif

e a

fter

lev

els

–N

AH

T e

dg

e/F

RO

G R

oad

sh

ow

. M

ick W

alk

er

2015