Sue HackmanAAIASeptember 2007

Developing assessment

Key Stage 3 English (2006)

Key Stage 3 English: high attainers (2006)

Key Stage 2 Maths (2006)

Key Stage 4 Maths: FSM boys (2006)

Key Stage 3 English 2006

Girls Boys

Addington High School KS3 English 2005

61% of pupils achieved Level 5 or above in 2005

28% of pupils achieved Level 5 or above in 2000

19% achieved Level 4, of which:

3% Absent

5% Stuck at Level 4

11% Slow Moving through Level 4

1% Fast Moving through Level 4

0% Regressed to Level 4

2% No KS2 record

5% at Level 3

12% at Level 2 or below

Two different Local AuthoritiesWhite FSM Boys GCSE English

Key KeyLocal Authority A Local Authority B

The elements of the Making Good Progress Pilot

Progression tuition

• One-to-one tuition for pupils who entered below national expectations, and still making slow progress.

Progression premium

• An incentive payment to improve the proportion of pupils adding 2 levels of progress

Assessment for progression

• Level-by-level “when-ready” tests to improve the pace of progression

• Pupil tracking, reported termly.

Progression targets

• Increase by 4% the number of pupils making 2 levels of progress in the key stage” – it would apply to all pupils.

Key stages: KS2 and KS3

Subjects: English and mathematics

Local Authorities: 10 LAs, geographical spread

Duration: Two year pilot over 2007/08 and 2008/09

• 152 responses, a third of which were from professional associations, unions and other groups

• Most respondents agreed that the whole system should have a stronger focus on progression

• 65% of respondents agreed that we should pilot the four strands described in the consultation document

• The big picture of responses for each strand of the pilot:

• Assessment for learning: strong support for a more systematic approach

• Single-level tests: quite strong support, but there were some concerns about how the tests will work, over-testing and teacher workload

• Targets: responses varied; some questioned the whether two levels of progress per key stage is the right target

• Premium: the least popular strand; many not convinced it would reach the hardest-to-reach pupils

Responses to the MGP consultation

Levels 1-8Sheet of A3 for Reading, Writing, mathematicsTermly reporting (sub-levelled high/medium/low)Underpinned by APPSame criteria used in Single Level Tests

Tracking

Reading, Writing, mathematicsLike the Music modelExternally markedTwice-yearly window – an opportunity not a compulsionShortEntry when teacher is sure the pupil is secure at that levelExpect most pupils to pass if accurately teacher-assessedLatest result in the result

Single level tests

Retains accountabilityEmphasises the forward trajectory as well as the accurate

assessment of individualsAttends to all children, not just borderlinersMotivational during long key stagesTeacher assessment leads, the test is confirmatoryTracking criteria are also the test criteriaThe MGP pilot backs up assessments with research, tuition and

incentives

Benefits

Securing continuity of standardsThe initial bulge of entriesHaving to do both types of testWhat happens if it works?

Some headaches at this stage

ProgressionPersonalisationAssessment for learning (the promised training)InterventionSame thing, really

An integrated agenda

Moving from Catching up to Keeping upFewer set piece ‘by age’ programmes, more ‘just in time’

interventions by stageAlignment of other progression ladders in systemTeaching by stageA significant change

Implications for practice

Questions and comments?Now and later

AAIA’s role

Sue HackmanAAIASeptember 2007

Developing assessment