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‘The best way to predict the future is to invent it’
Teacher assessment and MCP‘The best way to predict the future is to invent it’
Presentation to Dorset LA, Annual Assessment Conference
Janet WhiteNovember 2006
‘The best way to predict the future is to invent it’
Why now?
QCA Curriculum Division work on English 21 in 2004-5
– speaking and listening
– creativity
– permeable classrooms
current national curriculum review for key stage 3 and functional skills initiatives
assessing pupils’ progress in English and mathematics throughout key stage 3
renewal of the Primary National Strategy frameworks
Every child matters and Excellence and enjoyment
‘The best way to predict the future is to invent it’
Why Dorset schools?
LA aspirations for Dorset schools and pupils
leading role by Dorset schools in key stage 1 Building a picture development
thirteen key stage 2 schools taking part in the English and mathematics monitoring children’s progress (MCP) 2006-7 pilot project
‘The best way to predict the future is to invent it’
Where is this leading?
a greater repertoire of assessment methods
taking up the challenge to give more prominence to speaking and listening across the curriculum
enabling pupils to demonstrate independence and choice in what they know and can do
encouraging creativity and choice in planning teaching and learning
interacting with worlds beyond the classroom
‘The best way to predict the future is to invent it’
Key stage 2 English and mathematics MCP pilot project
‘The best way to predict the future is to invent it’
What is MCP?
a QCA and Primary National Strategy (PNS) research and development project funded by DfES
a structured approach for teachers
a model of assessment that is both diagnostic and keyed to national standards
a system which enables tracking of pupils’ progress at intervals defined by teachers throughout the key stages
‘The best way to predict the future is to invent it’
Scope of the project
Key stage 2
piloting with approx. 100 schools with data collection and reports in 2006-7
developing guidance and support materials
development of assessment guidelines for speaking and listening
Key stage 1/EYFS
research into assessment opportunities for English and mathematics
‘The best way to predict the future is to invent it’
Example assessment guideline for English
Child on L3/L4 borderline
Make ‘best fit’ assessment
against L3 and L4 criteria
Make overall level judgement
‘The best way to predict the future is to invent it’
The MCP model
developed from the 2005-6 MCP Year 5 English and mathematics pilot looking at levels 3 and 4
based on assessment focuses that underpin national curriculum assessment
supports the new Primary National Strategy frameworks
– in literacy moving from word, sentence and text to the bigger picture
– in numeracy embedding AT1, using and applying
‘The best way to predict the future is to invent it’
The MCP model
National curriculum + Level descriptions
Assessment focuses
National curriculum
level
MCP in the classroom
(full context)
National curriculum test
(sample)
nationally valid assessment embedded in classroom teaching and learning
‘The best way to predict the future is to invent it’
Benefits of MCP
embraces both formative and summative assessment
supports teachers in aligning their judgements systematically with national standards
increases consistency and reliability of teacher assessment
is systematic and adaptable to local contexts
contributes to teachers’ professional judgements
provides high quality evidence to inform reporting on children’s progress within school and to parents
contributes to improved learning and more responsive teaching
‘The best way to predict the future is to invent it’
Implications
when and how assessment is undertaken
balance between teacher assessment and testing
progress reviews
involvement of TAs and other adults
what’s passed on to the next teacher
‘The best way to predict the future is to invent it’
Developing ‘Teacher learning communities’ *
other classroom teachers
subject leaders
school senior management teams
external moderators
local authority staff
QCA and PNS colleagues
* Does Assessment Hinder Learning, Dylan Wiliam, ETS, July 2006