Assessment without Levels

Assessment without LevelsFinding a way forward for Stanborough

January 2016 INSET Session

Aims of this session To understand the national context surrounding assessment in

general and the removal of National Curriculum Levels in particular To explore what we need any new system to deliver To provide you with a proposed framework to take forward and

discuss For you to discuss this proposal in your Curriculum Teams today and

provide me with written feedback by the end of the day

DfE: September 2014

Assessment Reform

As part of our reforms to the national curriculum, the current system of ‘levels’ used to report children’s attainment and progress will be removed from September 2014 and will not be replaced. By removing levels we will allow teachers greater flexibility in the way that they plan and assess pupils’ learning.The programmes of study within the new national curriculum set out 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

Rationale for the removal of Levels Accuracy and Consistency – Levels were originally intended to be

‘best fit’ descriptors to assess student progress against the whole programme of study, not assessing individual tasks

Impact on learning – There is a disconnect between Levels and the content / skills defined in the POS. Teaching became increasingly focused on getting students up to the next Level rather than ensuring that knowledge / understanding is secure

Fixed mindset – Levels were a ‘label’, demotivating for less able Clarity and coherence – Levels and sub-Levels do not provide

meaningful information to parents about what their child knows, understands or can do

Benefits of assessment without Levels Allows greater focus on individual aspects of learning they are doing

well in and those they need to work on Strengthen formative assessment – The accurate assessment of

student knowledge, understanding and skills better informs feedback planning and teaching

Promotes a growth mindset Creates greater clarity and coherence for students and parents (and

teachers!) – More constructive reporting and feedback should lead to greater knowledge of where students are, including strengths and areas for development

DFE Assessment Principles (April 2014) Give reliable information to parents about how their child,

and their child’s school, is performing.o Allows for meaningful tracking of pupils towards end of KS

expectations

o Provide information that is easily understood and covers both qualitative and quantitative assessment

o Differentiate attainment between pupils of different abilities giving early recognition of those falling behind and those excelling

o Reliable and free from bias

Assessment – The National Picture Reception – Baseline Tasks Age 7(KS1) – National tests probably re-introduced Age 11(KS2)- National Tests in Maths and English (80-130, 100=4c) Year 7&8(KS3) at Stanborough Age 16(KS4) New GCSEs / BTECs Age18(KS5) New Linear A Levels

To develop an assessment framework that has student learning at its core. The new system should provide an effective framework for students, teachers and parents to play their role in improving the progress and attainment of students at Stanborough School

Our Mission Statement

A checklist for success?(Or, any new framework will be a success if….) Focus is on improving student learning Consistent system across the school with some flexibility within it for

subjects It is clear and easy to interpret for students, staff and parents It helps prepare students for success at KS4 and builds upon KS2 All stakeholders are involved in its development and implementation Robust and fit for purpose Challenging and progressive Manageable and realistic for staff

How did we arrive at this proposal? Visits to local secondary and primary schools Lots of reading / research Much discussion (which we are sure will be continued today!)

Lessons learnt from Secondary schools who ‘went early’?

The new system at Stanborough Builds on KS2 experience of students Looks ahead to GCSE and aims to create the foundations for success Allows us as a school / subject professionals to decide what should be

assessed and how this should be done Replaces NC levels at KS3 and modifies current practice at KS4 – No

need for major changes here At KS3 the focus should be on a successful secondary transition and

creating the conditions for high achievement for all at KS4, and beyond

How will it work? Year 7 Subjects to draw up a set of ‘Learning Goals’ for students in Year 7 These will include the important (ie: not all!) skills and knowledge

that we would want all students to have learnt by the end of Year 7 so that they can be successful in Year 8 and beyond!

We decide these, these are not given to us Students are judged against these criteria using a range of

assessment techniques 3 PUs a year – PU1: November, PU2: March, PU3: July (NB at PU1 ATL

grades only for Year7, too early to assess progress

At Each PU (except PU1 in Year7) ATL grades as now Replace Current Assessment and Projection with the following: (D) Developing towards achieving the necessary skills and

knowledge to meet expectations (S) Secure in the required skills and knowledge and likely to achieve

expectations (X) Exceeding the required skills and knowledge and likely to

achieve above expectations (E) Excellence / Exceptional level of work shown in all respects

and on track to achieve well above expectations

Personalised Learning Goal (PLG) This will allow us to distinguish between different abilities of students From PU2 of Year7 students will get a (PLG) giving them an

expectation of E, X, S, D in individual subjects This will be based on KS2 data, CAT Tests, Baseline Testing in Yr7 and

work completed prior to PU2 in Year 7 Will allow us to monitor progress of individual students / groups

Please note, the focus should now be on good quality learning and teaching and feedback and less on ‘the grade’ ie: e, x, s, d achieved. This is purely a framework to monitor who is on track.

We do not envisage e, x, s, d to be commonly used in the classroom except at key points in the year.

How will it work? – Year 8 More challenging ‘Learning Goals’ to be drawn up to reflect

progression from Year 7 and increasing level of challenge PU1 will include e, x, s, d analysis, we should know the students by

now! Information from e, x, s, d analysis will obviously inform Option

choices for students

An Asymmetric system which promotes excellence and progression

Year 7 Year 8E

E XX SS DD

Asymmetric – Students encouraged to get above (S) level by having two levels above and only one below

‘Learning Goals’ should show progress from Year 7 to 8 and the level of challenge should increase accordingly. For example (S) in Year 7 is only (D) in Year 8, students will need to raise their game to even stay at the same level!

How will it work? Year 9 and above Similar system to now. A few tweaks to tie KS3 & 4 together and to act upon staff

feedback Subjects (within the tolerance of meeting the schools targets) will be able to adjust

student targets. No expectation of a Current Working Grade (replacing Current Assessment) for PU1 in Year 9. Parents made aware that target grade may also change at PU2 based on work thus far

Still three PUs per year, at each one:1. ATL as now2. Target Grade3. Current Working Grade (not PU1 in Year 9)4. Projection replaced with e, x, s, d analysis (D – Working towards target (Red), S – On

Target (Yellow), X – Working above target (Green), E – I have put your target up as you have consistently worked above target (Gold?)

Questions?

Implications of change – Some issues to consider! Workload / time / resources. Don’t we have enough to do? Informing Year 7 parents of a new system Parental and student involvement in development

Please let me know of any more!

Where next? Discussions today at curriculum level Feedback Changes Final proposal before February HT (consultation with CL/SL) Roll out system ready for Year 7 in September 2016, other years

would remain the same as now

Your views count but we do need consistency across the school

Planners Looking to review the use, design and content of student planner Any ideas to me please If interested in working on this more closely please let me know