Managing Assessment Change

February/March 2008

Leading Learning

Learning Outcomes

Principals will:• be aware of the statutory assessment and

reporting arrangements for the N.I. Curriculum• have greater understanding of the different types

of assessment and their purposes• have considered the implications of the statutory

assessment and reporting arrangements for their school and the integration of these into their School Development Plan

Overview

Introduction

Session 1 – Statutory Assessment

Session 2 – Pupil Profile

Conclusion – Support and Professional Development

Session 1

Statutory Assessment

Legislative Requirements

The Education (NI) Order 2006

Article 9: Assessment

9 (1) The curriculum for every grant-aided school shall require each pupil in each key stage at the school to be assessed in each school year in accordance with such assessment arrangements as are specified in relation to that pupil and that key stage under paragraph (2).

(2) The Department may by order specify, in relation to –

(a) an area of learning;(b) a cross-curricular skill; and(c) any other skill specified under Article 8(1)(b),

such assessment arrangements as it considers appropriate for pupils in each key stage.

Legislative RequirementsThe Education (NI) Order 2006

Article 9: Assessment

(3) Assessment arrangements specified under paragraph (2)(b)-

(a) must, in the case of pupils in key stages 1, 2 and 3 … require pupils to be assessed by reference to levels of progression …

“levels of progression” means levels determined for the purpose of measuring the progress of pupils in the development of a cross-curricular skill.

Article 8: Skills

(2) The cross-curricular skills are-

(a) communication;(b) using mathematics;(c) using information and communications technology.

(http://www.opsi.gov.uk)

What does this mean for schools?

Cross-Curricular Skills • Communication• Using Mathematics• Using ICT

Yrs 3 - 7 pupils assessed each year using Levels of Progression (2009/10)

Foundation Stage – pupils assessed each year (Levels of Progression - not statutory)

What does this mean for schools?

Areas of Learning – assessed and reported annually using qualitative comments

Other Skills (TS&PC) – also assessed and reported annually using qualitative comments

Changing EmphasisFrom To

Detailed Programmes of Study and Attainment Targets

Level Descriptions in English (Irish) and Mathematics

End of Key Stage assessment in English (Irish) and Mathematics

Ongoing teacher assessment

Assessment Units

Moderation

Annual Report

Areas of Learning

Levels of Progression in Communication, Using Mathematics and Using ICT

Annual assessment (Yrs 3 - 7)

Diagnostic Assessment (InCAS Yrs 4 - 7 statutory)

Ongoing teacher assessment

Assessment tasks and activities

Moderation

Annual Pupil Profile ReportAnnual Parent Meeting

Levels of Progression

• Draft – subject to regulation• Statutory criteria for teacher assessment• Communication, Using Mathematics and Using

ICT• Common criteria for Key Stages 1, 2 and 3• 7-Level scale (Key Stages 1-3)• Competence-based (‘Pupils can…’)• Supplementary Guidance

DRAFTLevels of Progression in Communication

Requirements for

Communication Levels 1-5‘Pupils can….’

Levels of Progression in Using MathematicsDRAFT

Requirements for

Using Mathematics

Levels 1-5‘Pupils can….’

Levels of Progression in Using ICT DRAFT

Requirements for

Using ICT

Levels 1-5‘Pupils can….’

Using the Levels of Progression

• Annual assessment (Yrs 3 – 7)• Teacher judgement• Range of assessments over time• Optional CCEA assessment tasks• ‘Best fit’, holistic judgement

Consistency of Standards

• Internal Standardisation

• Moderation

• Voluntary Accreditation

Implications for your school

Managing the assessment of the Cross-Curricular

Skills in your school

Consider:• raising staff awareness • reviewing policies • school development planning

Legislative Requirements: Skills and Capabilities

The Education (NI) Order 2006Article 8: Skills

‘The curriculum for a grant-aided school must ensure, wholly or mainly through the teaching of the minimum content of areas of learning and religious education, the acquisition and development by pupils of-(1) the cross-curricular skills

(a) communication(b) using mathematics(c) using information and communications technology.

(2) any other skills specified under Article 8(1)(b).’

The ‘other skills’

www.nicurriculum.org.uk

Website and support materials

Session 2

Pupil Profile

Update

1. Annual Pupil Profile Report

2. Report Writer Training

3. Evaluation of InCAS Computer-Adaptive Assessments (December 2007)

4. Implementation Timetable

5. Moving forward

Annual Pupil Profile Report

Standardised:• Statutory minimum content• Fixed headings• Attendance

Flexible:• Headings labelled ‘optional’ can be removed • Optional Content can be re-named• Box sizes• Font style and size• Length• Logo

Report Writer Training

• C2k• Report Co-ordination• On-line training• C2k helpdesk 0870 6011666• Comment banks

Evaluation of InCAS

• carried out in December 2007

• available at: www.nicurriculum.org.uk

Implementation Timetable

Year InCAS Assessments

Parent Meeting Annual Pupil Profile Report

2007-2008

(transition)

Yr 5 Yrs 1-3: Flexible timing

Yr 5: Autumn term

Yrs 1 and 5

2008-2009 Yrs 5 and 6 Yrs 1-3: Flexible timing

Yrs 5 and 6: Autumn term

Yrs 1, 2, 5 and 6

2009-2010 Yrs 4-7 Yrs 1-3: Flexible timing

Yrs 4-7: Autumn term

Yrs 1-7

Moving Forward

Implications for your school: • Annual Pupil Profile Report / Profiles 7• Managing InCAS• Using InCAS feedback• Sharing InCAS feedback with parents

Conclusion

Support and Professional Development

Support and CPD

• InCAS Yr 6 training – May/June 2008• Whole school Professional Development in

assessment - 2008/09• Range of guidance materials• Assessment tasks• Exemplification

• Website: www.nicurriculum.org.uk