Irish Presidency Conference Better Assessment and Evaluation to Improve Teaching and Learning Faustina Graham Assistant Chief Inspector I

System Improvement The fundamental challenge school system leaders face is how to shepherd their system through a journey to higher student outcomes. This journey is all the more complex because system starting points are different, contextual realities vary, and system leaders face multiple choices and combinations of what to do along the way a single misplaced step can result in system leaders inadvertently taking a path that cannot get them to their desired destination (McKinsey 2010)

Who Are We? Systems of evaluation in the Republic of Ireland and Northern Ireland are rarely mentioned compared to other Regions. (Faubert 2009 OECD Paper) Such marginalisations or exclusions are never identified as distinctive features of a system that may have something of particular importance to say. Rather such differences are ignored. (Sugrue, 2008, p.41)

Some facts and figures Pupil population of 330,000 c1,2000 schools (nursery, primary, post-primary and special) Compulsory schooling from 4-16 History of academic selection at 11 Vast majority remain in education or training from 16-18 (90%) Participation in higher education c42% Sectoral provision

Some characteristics of our system High performance at the top end but huge tail of underachievement Significant differences in outcomes between boys and girls and between those from our least and most affluent backgrounds Overall performance in reading and maths (PISA) is average 15% of children moving from primary to post-primary without expected levels of literacy and numeracy 1

60% of pupils achieve benchmark of 5 good GCSEs inc English and Maths but figure falls to just 30% of pupils from low income families Significant variations between schools that appear to share similar characteristics Challenges around overprovision too many schools; too many small schools In some communities, education not valued as it should be (low expectations; low aspirations; low achievement) 2

The Improvement Journey 2006 - 2012

2006 in Northern Ireland One size fits all Prescriptive Curriculum Professional Development (Literacy and Numeracy) Inspection

Towards Accountable Autonomy 2006-2012 Alignment of: Policy Development Curriculum Change Evaluation Assessment all of which put children at the centre but which recognise the importance of high quality learning and teaching endorsing it where it happens, building capacity as necessary.

Direction of Policy 2 key goals: Raising standards for all Closing the performance gap, increasing access and equity Supported by 3 enabling goals: Developing the education workforce Improving the learning environment Transforming the management and administration of education

What raises standards? Good teaching Well-led schools Child-centred provision Good community links

Key Dates / Documents 2007 - Revised Curriculum 2007 - Teaching: the Reflective Profession 2009 - Every School a Good School 2011 - Count, Read: Succeed 2012 - Revised Assessment Arrangements

The Statutory Curriculum A revised statutory curriculum was introduced into all grant-aided schools on a phased basis from 2007 with three key aims: 1.to ensure that the core curriculum delivered in all grant- aided schools was relevant to the needs, aspirations and career prospects of all young people; 2.to promote a greater focus on skills and their application as well as knowledge and on connecting learning across the curriculum; and 1

3.to reduce the prescription that had applied since 1989 and to give teachers much more flexibility to exercise their professional judgement in planning and delivering lessons that were connected, relevant, enjoyable and supported pupils in achieving their full educational potential. 2

Three key components: areas of learning; cross- curricular skills; and other skills* Some minimum content set out in legislation but curriculum designed to give teachers much greater freedom and flexibility Sets clear expectations around connecting learning *Thinking, problem-solving, and decision-making; self management; working with others; managing information; and being creative

The European Reference Framework The framework sets out eight key competences 1)Communication in the mother tongue 2)Communication in foreign languages 3)Mathematical competence and basic competences in science and technology 4)Digital competence 5)Learning to learn 6)Social and civic competences 7)Sense of initiative and entrepreneurship 8)Culture awareness and expression

Teachers Competence Framework The teacher competence model Teaching: the Reflective Profession underpins all stages of teacher education and Continuing Professional Development. This document sets out the 27 competences which student teachers and qualified teachers develop throughout their careers under 3 areas of professional practice: i. Professional Values and Practices; ii. Professional Knowledge and Understanding; iii. Professional skills and Application in Assessment.

Vision for Every School A Good School: is of schools as vibrant, self-improving, well governed and effectively led communities of good practice, focusing not on institutions but on meeting the needs and aspirations of all pupils through high quality learning, recognising the centrality of the teacher.

School Improvement focus Expectation that school improvement will be driven from within the school, including through effective use of performance data Recognition of the centrality of high quality teaching Direct intervention where provision is not good enough Focus on schools as part of their communities, supporting and being supported by the parents, families and neighbourhood they serve

Assessment focus New curriculum needed new assessment arrangements System also needed arrangements for measuring progress of pupils in key areas Desire for new arrangements to recognise the responsibilities that teachers already have in relation to assessment for and of learning Also desire to recognise and encourage professional judgement of teachers But need to ensure consistency and robustness of teacher judgement from school to school, particularly when assessment information being used at system level So focus of assessment now on moderated teacher assessment from 4-14, with public examinations playing key role from 14-18

Why necessary? To specify outcomes from teaching and learning in the core areas of literacy, numeracy and ICT and what progression looks like for each area To set standards at pupil and system level To clarify expectations for pupils, teachers, parents and others To deliver progression to ultimate goal of at least functionality in literacy, numeracy and ICT by the end of compulsory schooling To provide a baseline (KS1) from which progression and value-added can be measured at pupil and school level

Student Assessment At System level: giving parents, taxpayers and government information on the standards schools are achieving in return for the public money being invested in them. It allows the identification of what is working well and where improvement is needed. At School level: allows school leaders to assess the performance of their schools, identify gaps and areas for development. Schools can benchmark themselves against others in similar circumstances using system data and can set targets and deliver actions to drive school improvement. This idea is at the heart of the Departments school improvement policy. At Pupil level: this is an integral part of the work of a teacher. This includes both assessment of learning, for example checking that a pupil has reached the expected standard, and assessment for learning, where assessment is used to inform teaching and learning, to identify where a pupil is underachieving, for example, so that action can be taken to support that pupil.

Key elements of new arrangements Assessment against Levels of Progression Moderated teacher assessment Accredited centre model System check component Supported by training, guidance and exemplar material

Why moderated teacher assessment? Recognises central role of teacher and professional competence framework Provides consistency, fairness and rigour Addresses confidence issues Rewards good practice

Levels of Progression New Levels of Progression setting out what we expect pupils to know and be able to do Seven levels in total Cover each Key Stage from 1-3 Cover cross-curricular skills of Communication; Use of Mathematics; and Use of ICT Set expected standards to be reached by the end of each Key Stage Used for target-setting - % pupils at or above the expected level

GOING WELL

Currently in Northern Ireland Revised Curriculum Professional Development is based on areas for Improvement identified through School Development Planning and where appropriate, inspection Inspection process changing capacity building accountable autonomy

Outcomes from PIRLS 2012

Outcomes from TIMSS 2012

Inspection Evidence 2008-2010 Since the first evaluation of the revised curriculum in 2006-08, there has been good progress in communicating more simply to schools the purpose and the main elements of curriculum change. Most schools are addressing changes in the curriculum and in teaching and learning; and the focus on how to improve learning has led to improvements in the learning experiences in three-quarters of our schools. In all subject areas there remains the challenge of striking the correct balance between subject content and skills. Subject specialists need to continue to develop strategies which will support the development of skills while at the same time increasing knowledge.

Teachers Voice 2010 76% were confident in their ability to use formative assessment techniques and 78% responded similarly for summative assessment 91% of the primary school respondents felt confident that their judgement of pupil attainment was accurate

Inspection Evidence 2010 - 2012

Primary - Going Well The strengths include: the overall effectiveness is good or better in 78% of the primary schools evaluated; by the time children leave primary school, 82% have achieved the expected level in English and 83% in mathematics; there is an improving trend in childrens thinking skills and personal capabilities; the quality of learning and teaching was evaluated as good or better in 82% of the lessons observed; and the quality of leadership and management at all levels has improved and it is now good or better in 78% of the schools inspected, compared with 68% in the last reporting period.

Post Primary - Going Well The strengths include: the overall effectiveness in almost two out of three of the post-primary schools, which had standard inspections during the reporting period, was evaluated as good or better; achievements and standards were evaluated as good or better in 68% of the schools inspected; 1

the achievements of school leavers gaining five GCSEs A*-C (including equivalents) has increased steadily to 73%, while the percentage of pupils entered for 3 GCE A levels has increased to 64.5% in 2010-11; schools are generally effective at supporting the personal and social development of young people; pastoral care was found to be good or better in almost nine out of ten schools; and CEIAG provision has improved, from a low base, to good or better in 66% of schools. 2

In times of change, simplicity and conviction rule Self-evaluation should be formative but needs external validation at system level is as true for inspection as for assessment. What are we trying to achieve through our assessment processes? What are we trying to achieve through inspection?

Accountable Autonomy The Principal and Deputy Principal carry out Self Evaluation on a regular basis in this school (Brown 2012)

INTERNAL EVALUATION Has now become inextricably linked to external evaluation (Follow Up, Together Towards Improvement, etc) and is now common place in the majority of schools in Northern Ireland (Brown, 2012)

The emphasis placed on Self Evaluation by the ETI has made Self Evaluation a priority in this school (Principal, March 2010) I think the inspectors play a crucial role here because they are in the privileged position of seeing whats going on in every school. And theyre in a better position to advise somebody to reflect and go and take a look at whats happening in the school or go and maybe research another school...... (Principal, October 2011)

Outcomes ETI can demonstrate that of the organisations inspected, 93% showed significant improvement. ESaGS Since the introduction of ESaGS, 39 schools have entered the Formal Intervention Process. Of these, 8 schools have not improved their provision sufficiently at the point of re-inspection.

Summary EXTERNAL EVALUATION Based on an analysis of qualitative and quantitative data; a robust, data driven mode of evaluation has been effectively embraced and implemented in the majority of schools and is centred around partnerships and accountability between school and state (District Inspector and introduction of Associate Assessors are key to maintaining the terms of co-existence) (Brown 2012)

Exemplar Connected Learning VIDEO Newbridge Integrated School

GOING FORWARD

Improved School Systems Research suggests that six interventions are common to all performance stages across the entire improvement journey: building the instructional skills of teachers and management skills of principals assessing students improving data systems 1

facilitating improvement through the introduction of policy documents and education laws; revising standards and curriculum; and ensuring an appropriate reward and remuneration structure for teachers and principals. (McKinsey 2010) 2

Our trajectory to success Straight by 8 at least Level 2 in Communication, Use of Maths and ICT Transferring at 11 moving into post-primary school with at least Level 4 Choosing at 14 moving to the Entitlement Framework with at least Level 5 (and often Level 6) Prepared for life and work by 16 Achieving 5+ GCSEs inc English and Maths Ready for HE or skilled employment by 18 a level 3 qualification

Primary - Going forward There is a need to: further raise standards in literacy and numeracy for almost one in five children; improve around 18% of learning and teaching that is satisfactory or below; key areas involve developing adequately childrens reading and writing skills and their mathematical understanding; and increase the quality of leadership and management in 22% of the schools inspected, where there is a need for a relentless pursuit of high standards and achievements for all children through highly effective learning and teaching and high levels of teacher expectation.

Post-Primary - Going Forward There is a need to: ensure a greater emphasis on the effective monitoring and evaluation of the quality of provision, where actions to effect improvement were not good enough in nearly 50% of all schools inspected; improve outcomes for all pupils at GCSE in English and mathematics given that only 59% of school leavers attain at least five GCSEs at grades A*-C, and equivalents including English and mathematics, and particularly for those entitled to free school meals, where less than one in three reach this standard; and improve the quality of leadership and management in around 39% of schools inspected.

Mens best successes come after their disappointments Henry Ward Beecher

Standard Inspection of St Roses Dominican College April 2010 Overall Evaluation of Mathematics The quality of the provision for mathematics is inadequate

Strengths the good relationships between the teachers and the pupils in the majority of the lessons observed; the enthusiasm and ability of the pupils to engage in learning and work collaboratively when given the opportunity; and the good start made to using quantitative data to track the progress of individual pupils.

Areas Requiring Improvement the need to improve the inadequate standards achieved by the pupils, particularly those in public examinations; the need to improve the provision for most pupils in mathematics by ensuring that the learning and teaching strategies are matched to their abilities, needs and interests; and the need for the head of department to focus sharply on agreeing, monitoring and refining the departmental strategies required to effect improvement in the provision for, and the standards achieved in, mathematics.

Follow-up Inspection March 2012 The quality of the provision for mathematics is very good. Significant improvements in: -leadership; -learning and teaching; and -standards.

Key actions which effected improvement Leadership Positive attitude and high aspirations of Head of Department (HoD) Mentoring of HoD by a member of Senior leadership team and Principal Attendance of HoD at middle management courses Effective data collation and analysis to baseline pupils, set targets, track progress and identify underachievement at an early stage Continuous monitoring and evaluation of all aspects of the provision

Learning and Teaching Visits to see very good/outstanding practice in other schools Raised expectations of what the pupils could achieve Active learning and effective use of ICT Sharing of good practice through classroom visits and formal and informal discussion Consistent implementation of departmental policies Regular consultation with pupils on learning

St Roses Dominican College VIDEO

Impact on GCSE mathematics outcomes (all pupils entered) 20092013 PredictedDifference A*-C11.0%34.4%+23.4% A*-D29.8%64.0%+34.2% A*-E45.2%92.2%+47.0%

OECD Review of Evaluation and Assessment in Northern Ireland February 2013 Clare Shewbridge I think we have had a fantastic insight in that, we have enjoyed very frank open discussions from the children, we have learnt so much and they absolutely understand assessment and evaluation and what it means for them, so it might seem technical and jargonistic to a lot of people but the kids know what is going on and that was really very impressive, and I think stands out too in comparison to many other countries which we have been invited to, so its been a very interesting experience for us. (BBC Good Morning Ulster 5/3/2013)

Evaluation: Is it not the same as it always was? (The Future) LOOKING FORWARD: Schools in Northern Ireland now appear to be in the process of asking the question How do we as practitioner researchers improve the quality of education not only in our schools but also in our communities? (Brown 2012)

The ultimate goal Articulate, confident young people Achieving to full educational potential Clear competence in basic literacy and numeracy Stimulated by curriculum and coherent pathways of progression Guided and skilled in making the right choices post-14 and post-16 to reach full potential Ultimately, constructive citizens able to play full and positive part in the economy, their community and society

CONCLUSION System improvement is not about quick fixes/initiatives Importance of getting the building blocks right graft and grow not cut and paste Keep simplifying/streamlining/co-ordinating key aspects of education policy and communication Trust in teachers professionalism but take action where pupils are being failed. Education has to be about more than exam results holistic view of a child/young person and how a school is contributing to their development.