Awareness Raising for Principals/

Senior Managers

November 2010

New Statutory Assessment Arrangements

from 2012/13

Intended Learning Outcomes

By the end of the conference Principals/Senior Managers should:

have a greater understanding of the statutory assessment arrangements from 2012/13;

be aware of the timescales for implementation and the programme of training and support;

have a greater understanding of the current statutory requirements for reporting;

begin to consider the implications of the assessment and reporting arrangements for their schools.

Overview of the Day

1 Implementation of Statutory Assessment

2 Assessing the Cross-Curricular Skills

3 Reporting at Key Stage 3 (and 4)

4 Consultation on Moderation - Questionnaire

5 Plenary

Session 1

Implementation of Statutory Assessment

Dates for Implementation

“… the future new statutory assessment arrangements for

Communication and Using Mathematics will be introduced in the

2012-13 school year, and the arrangements for Using ICT one year

later in 2013-14.”

(Department of Education, 17 September 2010)

Dates for Implementation

Academic Year Year Group

Transitional Levels2010/11 Year 10

2011/12 Year 10

2012/13 Year 10

(Year 8, 10/11)

Incoming Levels of Progression:

Communication and Using Mathematics

2013/14 Year 10

(Year 8, 11/12)

Incoming Levels of Progression:

Communication, Using Mathematics and Using ICT

Proposed Support Programme

November

2010

- Awareness raising for Principals and Senior Managers- Other CCEA development work (e.g. online training in task design)

April

2011

- Coordinators’ Events- Communication and Using Mathematics

August 2011

to

March 2012

- Cluster-based, full system training- 3 schools per cluster; average of 12 teachers per school- Task Approval System

September 2012

to

May 2013

- Agreement Trials- Moderation (rolling programme begins)

Levels of Progression

1 2 3 4 5 6 7

Primary: Levels 1 to 5

Key Stage 3: Levels 1 to 7

Expected Outcomes:

End of Key Stage 1 Level 2

End of Key Stage 2 Level 4

End of Key Stage 3 Level 5

Department of Education Circular No. 2010/06

In addition …

“ …. a very clear expectation that individual pupils

should progress at least one level between each

Key Stage.”

(Department of Education, May 2010)

Broader Context

Every School a Good School:

A Policy for School Improvement

(Department of Education, 2009)

Longer term targets for improving educational outcomes

(Department of Education, 2009)

Broader Context

Together Towards Improvement:

A Process for Self-Evaluation

(ETI, 2010)

‘The Quality Indicators’

Reflection

Consider your stage of readiness for the introduction of the statutory assessment arrangements in 2012/13.

What are the key messages for you from this first session?

Session 2

Assessing the Cross-Curricular Skills

Assessing Communication and Using Mathematics

“ .... our expectation is that assessment of Communication (literacy) and

Using Mathematics (numeracy) (and Using ICT) …. will have a clear focus

on helping pupils to develop their skills in literacy and numeracy and will

therefore need to be led in post-primary schools through the English (or

Irish) and Maths Departments, with support being provided by other

departments.”

(Department of Education, May 2010)

Assessing Communication and Using Mathematics

“We also want to ensure that assessment tasks and approaches in this area

are neither artificial nor contrived – the focus must be on connected learning

and good practice in planning for the consolidation of core skills in literacy,

numeracy and ICT.”

(Department of Education, May 2010)

Session 3

Reporting at Key Stage 3/4

The Education (Pupil Reporting) Regulations 2009:For Pupils in Key Stage 3

Information to be provided annually to the parents of each pupil in key stage 3 in relation to his educational and other achievements

The assessment of the pupil’s progress in relation to Communication (taking account of his achievement in the Language and Literacy area of learning) and Using Mathematics (taking account ofhis achievement in the Mathematics and Numeracy area of learning).

Brief particulars of the pupil’s achievement in any other area of learning or activity which forms part of his curriculum including:

• Using information and communications technology• Other Skills: - Thinking, Problem-Solving and Decision Making - Self Management - Working with Others - Managing Information - Being Creative• Modern Languages• The Arts• Environment and Society• Science and Technology• Learning for Life and Work• Physical Education

• Religious Education (optional)• Interests and Strengths• Focus for Development• Any further Optional Content.

The Education (Pupil Reporting) Regulations 2009:For Pupils in Year 10

Additional Information to be provided to the parents of each pupil in the final year of key stage 1, 2 or 3

In the case of a pupil in the final year of key stage 1, 2 or 3

the level of progression he has achieved in any cross-curricular skill in which he has been assessed in the final year of that key stage in accordance with the assessmentarrangements for that key stage;

a statement of the level of progression expected for a pupil at the end of that key stage in each cross-curricular skill;

a statement of the percentage of pupils in the final year of that key stage in the school:- attaining each level in that cross-curricular skill;- attaining the expected level or above in that cross-curricular skill;- working towards the level expected for a pupil at the end of that key stage, but who have not yet attained that level in that cross-curricular skill;- exempted from assessment in that cross-curricular skill.

Where a pupil has been exempted from any part of the assessment arrangements in that schoolyear a statement to that effect should be included.

The Education (Pupil Reporting) Regulations 2009:For Pupils in Key Stage 4

Information to be provided annually to the parents of each pupil in key stage 4 inrelation to his educational and other achievements

The assessment of the pupil’s progress in relation to Communication (taking account of his achievement in the Language and Literacy area of learning) and Using Mathematics (taking account of his achievement in the Mathematics and Numeracy area of learning).

Brief particulars of the pupil’s achievement in any other area of learning or activity which forms part ofhis curriculum including:

Using information and communications technology Other Skills: - Problem-Solving

- Self Management- Working with Others

Learning for Life and Work Physical Education Religious Education (optional) Interests and Strengths Focus for Development Any further Optional Content.

Reflection

Who do you need to communicate these messages to in your school?

What decisions have you made in relation to the involvement of departments?

Who are the most appropriate teachers to attend the training sessions planned for 2011 and 2012?

Session 4

Moderation Arrangements

Moderation

… a robust model of moderated teacher- assessment

that:

a. recognises the primacy and professionalism of

teachers; and

b. provides consistency and rigour.

(Department of Education, May 2010)

Characteristics of Moderation

Approved assessment tasks

Tasks embedded in ongoing teaching and learning

Rolling programme commencing 2012/13

Possibility of Accredited schools

Training and support material

Consultation on Moderation

Key Elements:

1. task approval system;2. Agreement Trials; 3. online exemplification materials;4. Internal Standardisation;5. rolling programme;6. portfolios of evidence;7. use of teacher-moderators;8. Code of Practice for Assessment;9. Possibility of Accredited Schools.

Consultation on Moderation

Plenary