Primary Assessment Managers Tuesday 4 th November 2014 Attendance and agenda E-Transition 2014-2015 (Peter) EYFS updates (Fiona) FFT Aspire and the demise

Primary Assessment ManagersTuesday 4th November 2014• Attendance and agenda

• E-Transition 2014-2015 (Peter)

• EYFS updates (Fiona)

• FFT Aspire and the demise of FFT Live (Ben)

• Test dates 2015-2016 (Peter)

• RAISE Online updates (Peter)

• Life beyond Levels (Emily/Peter)

• EDIT and tracker updates (Maq)

• Date, venue and agenda for next meeting

Primary Assessment ManagersTuesday 4th November 2014

Key Stage 2 to Key Stage 3 TransitionInduction Day 2015

•Year 6-into-7 Induction Day is Tuesday 7th July 2015

E-Transition 2014-2015•Primary submit by Friday 24th April 2015 (Friday of the first week back after Easter)•Secondary receive data in the week beginning Monday 11th May 2015 (but not necessarily on the Monday)•Some changes regarding the e-transition form for 2015 in the attendance codes (currently a 1-4 grade)•The 1-4 grades will have descriptors to indicate EWO involvement, penalty notice issued and so on


National Curriculum test dates 2015 Key Stage 2 tests: week commencing Monday 11th May 2015 These will be the last tests using the 1988-2015 National Curriculum These will also be the last tests using National Curriculum Levels Phonics screening check: week commencing Monday 15th June 2015 Return of Key Stage 2 test results: Tuesday 7th July 2015 There will be no Science sampling tests in 2015

National Curriculum test dates 2016 Key Stage 2 tests: week commencing Monday 9th May 2016 These will be the first tests using the new National Curriculum These will also be the first tests using the new assessment model Phonics screening check: week commencing Monday 13th June 2016 There will be Science sampling tests in 2016


Ordering test materials for 2015 You can order Key Stage 1 and Key Stage 2 tasks and test materials from the

‘Test Orders’ section of NCA Tools until Friday 28th November. Remember that this is the final year that you can use the 2007 and 2009 Key

Stage 1 tasks and tests, which will be replaced in May 2016. You do not need to place orders for the standard Phonics screening check (STA

will send materials based on census data). You should order braille and modified large print versions of the tasks and test

materials (and the Phonics test) by Friday 28th November. Additional CDs for the mental mathematics test should also be ordered by 28th

November. You can't order the Level 6 tests at this time but you must register pupils for

those tests using the pupil registration process. The 'Pupil Registration' section of NCA tools will open on Monday 23rd February

2015 and must be completed by Friday 20th March. Any pupils not registered for the Level 6 tests by the pupil registrationdeadline will not be able to take part in them.


Key Stage 1/Phonics and Key Stage 2 Assessment and Reporting Arrangements 2015These used to come as hard-copy to schools and as a pdf to the LA, which could then be mailed direct to schools.In 2014-2015 the Assessment and Reporting Arrangements booklets will exist only as an online resource, for Key Stage 1/Phonics here:

https://www.gov.uk/government/publications/key-stage-1-assessment-and-reporting-arrangements-araAnd for Key Stage 2 here:

https://www.gov.uk/government/publications/key-stage-2-assessment-and-reporting-arrangements-araI am in the process of preparing a word.doc with all the information in it but until then the only way to access the ARAs is online, as above.


Please make sure that you click on (and read) each individual section (and also take the opportunity to download your wall-charts for 2015).


RAISE Online 2014 Unvalidated RAISE Online data was made available on Friday 24th October and

the summary reports appeared on Tuesday 28th October. Unvalidated data do not reflect changes that may have been requested as part

of the schools performance tables checking exercise. RAISE Online are aware that some schools submitted their Year 2 phonics data

including pupils who met the expected standard in 2013. Please note that RAISE Online will calculate school and national figures based

only on those Year 2 pupils taking the test for the first time in 2014 or re-taking the test in 2014 because they did not meet the standard in 2013.

The ‘validated’ data (when it is published) incorporate changes that have been requested and accepted as part of the checking exercise within the required timescales (usually be the result of successful revisions and re-marks).

For Key Stage 1 (and Phonics) in 2014 there were not enough changes to justify a ‘validated’ data release, so schools with changes were notified directly.

The Key Stage 2 checking exercise website is now closed forsubmitting online amendment requests.

(1) Children were self-labelling themselves (‘I’m Level 3 and all my friends are Level 4’) in an unhealthy way.

(2) There was unnecessary pace: teachers felt under pressure to move children quickly through the Levels.

(3) There were different concepts of what each Level meant. You might be Level 3 because:

• You got a particular score in a test (which had some easy questions and some challenging questions)

• Your work ‘best matched’ a particular Level descriptor

• You just ‘tipped over’ a particular threshold (so not everyone with a Level 3 was of the same ability)

(4) Various other countries, whose education systems wethink are good, don’t use Levels.

The Four Reasons Why Levels Had to GoTim Oates (Chair of Expert Panel for the NC Review) May 2014

(1) The new National Curriculum ‘really does focus on fewer things in greater depth’ and requires ‘the conceptual progression through a subject to be made extremely clear’.

(2) ‘The assessment should therefore focus on ‘has a child understood the key ideas which we’re trying to get them to understand and grasp, at this particular age?’ and the revised structure of the National Curriculum encourages that’.

(3) ‘In our system we frequently claim that there’s too much assessment. I believe there’s too little assessment, and the reason for that is that we haven’t got enough assessment of the right kind’.

(4) We need ‘more assessment of a different kind – much more probing, much more supportive of learning’.

Why Assessment has to Fit the New National CurriculumTim Oates (Chair of Expert Panel for the NC Review) May 2014

What the Department for Education are hoping to see

•Schools assessing children in a way which matches their curriculum, allows them to give meaningful feedback, and ensures progress.•A renewed focus on progression in the accountability system will lead to schools and colleges focusing on all pupils.•A system that delivers a broad and balanced curriculum that leads to meaningful qualifications and prepare young people for future employment and study.•A system that recognises success in school improvement – so that good school leaders want to take on the

challenge of difficult schools.

Reforms to School Accountability and AssessmentKate Ridley-Moy (Department for Education) October 2014

Reforms to national assessment

•More challenging tests that will report a precise scaled score at the end of each Key Stage rather than a level.•Detailed performance descriptors will be available to inform teacher assessment at the end of Key Stage 1 and Key Stage 2.•These performance descriptors will be directly linked to the content of the new National Curriculum.•The moderation regime will be improved to ensure that teacher assessments are more consistent.


The new Reception Baseline

•This will be a short, teacher-administered, age-appropriate assessment conducted in the first few weeks of a child starting school.•Schools will be able to choose from a range of baselines in September 2015 – a list of suppliers will be available in January 2015.•The Reception Baseline will be the only measure used to assess progress for children who start reception in September 2016 and beyond. •From September 2016, teachers will be no longer required to carry out and submit data on the Early Years

Foundation Stage Profile.


The new Floor Standards

•A new primary floor standard will reflect raised expectations of schools and recognise the excellent work they do.•DfE will set a challenging aspiration that 85% of children should achieve the new expected standard by the end of primary school. •There will be a new measure, based on the progress made by pupils from reception to the end of primary school. •A school will fall below the floor only if pupils make poor progress and if fewer than 85% of them achieve the new expected standard.


What’s changing…

Statutory Assessment and the New National CurriculumStephen Anwyll (OfQual) at AAIA Conference October 2014

Key Stage 2015 2016

Early YearsAged 5/Reception

2-3 Progress CheckEYFS Profile

2-3 Progress Check(EYFS Profile)

New early baseline

Key Stage 1Aged 7/Year 2

Phonics Screening Check (Years1-2)

TA in Reading/Writing/Maths(informed by test/task and

externally moderated)Speaking/Listening and Science

Phonics Screening Check (Years1-2)

TA in Reading/Writing/Maths(informed by tests and externally moderated)

Speaking/Listening and Science

Key Stage 2Aged 11/Year 6

Test (Reading/EGPS/Maths)Levels 3-5/6 (Science sample)

and TA (including statutory Writing TA moderation)

Test (Reading/EGPS/Maths)(Science sample)

and TA (including statutory Writing TA moderation)

…and what’s not


Accountability

Attainment•From 2016, Key Stage 2 floor standard measure to be raised to 85% of pupils achieving new, higher expectation in Reading and Mathematics tests and Witing TA.Progress•Measure from 2016 based on percentage of pupils making ‘sufficient progress’ in all of Reading, Writing and Mathematics, not separately.•‘Sufficient progress’ will be defined in 2016 after the new Key Stage 2 tests have been taken for the first time.•‘Transitional arrangements’ will apply from 2016 to2023 (when 2016-2017 Reception class are in Year 6).

Measuring progress 2014 to 2023


Year Basis of measuring progress in primary schools

2014 Levels of progress from Key Stage 1 to Key Stage 2 Reading and Mathematics test outcomes and Writing TA (as now)2015

2016

Key Stage 1 ‘old’ TA levels to overall Key Stage 2 ‘new’ test and Teacher Assessment outcomes

2017

2018

2019

2020 Key Stage 1 ‘new’ Teacher Assessment outcomes to overall Key Stage 2 ‘new’ test and Teacher Assessment outcomes2021

2022New baseline to overall KS2 ‘new’ test and TA outcomes or KS1

‘new’ TA outcomes to KS2 ‘new’ test and TA outcomes (whichever is better)

2023 Early baseline to overall Key Stage 2 test and TA outcomes


Key Issues in Present SystemPupil Assessment versus School

Accountability

•The purpose is accurate assessment of the individual pupil.•One use of the assessment outcomes is to hold schools to account.•Both are legitimate but tensions are inevitable, which can affect behaviours and lead to distortions.•There is some evidence of these behaviours in all forms of current statutory national assessment.


Key Implications

•Pupil progress in Reading, Writing and Mathematics, rather than attainment, is the focus for most schools.•Pupil progress tracking will need to take account of new, national ‘performance descriptors’.•Progress ‘data’ derived from statutory assessment will go through changing forms until 2023.•‘Sufficient progress’ will not be defined in advance so schools will need to be able to justify how they have used assessment to improve learning.•Key Stage 1 teacher assessment will carry very high stakes (at least until 2019).


Main Challenges to the System

•Time needed to establish new standards.•High stakes for school accountability on pupil progress.•Tests promote a misleading impression of accuracy .•Lack of coherence between school-level approaches to classroom assessment, monitoring progress and national benchmarks.•OFSTED competing demands on assessment data and inconsistency of approach during period of change.•Teacher performance management.

Documents

Primary Assessment Managers Tuesday 4 th November 2014 Attendance and agenda E-Transition 2014-2015 (Peter) EYFS updates (Fiona) FFT Aspire and the demise