Statutory Assessment and the New National Curriculum
Stephen AnwyllOfqual
AAIA Annual ConferenceBournemouth2nd October 2014
Who’s who in NationalAssessment
Department for Education determines EYFS Framework and National Curriculum, defines expected standards and publishes outcomes
Standards and Testing Agency (STA) part of DfE responsible for development and delivery of National Assessment arrangements
Requirements on Local Authorities and schools (headteachers)
Ofqual ‘keeps under independent review’, fair for learners? standards maintained?
What’s changing?
2015 2016
EYAge 5 / Rec
2-3 Progress Check
EYFS Profile
2-3 Progress Check
[EYFS Profile]
New early baseline
KS1Age 7 / Y2
Phonics Screening Check (Y1/2)
TA in Rdg / Wtg / Ma (informed by test/task and
externally moderated)S&L and Sc
Phonics Screening Check (Y1/2)
TA in Rdg / Wtg / Ma (informed by tests and externally moderated)
S&L and Sc
KS2Age 11 / Y6
Test (R/GP&S/Ma)
Levels 3-5 & 6 (Sc sample)
& TA (inc statutory wtg TA moderation)
Test (R/GP&S/Ma)
(Sc sample)
& TA (inc statutory wtg TA moderation)
DfE proposals 2016 (pub. March 2014)
Accountability
Attainment: From 2016, KS2 floor standard measure to be raised to 85% of pupils achieving new, higher expectation in reading & mathematics tests and writing TA
Progress: measure from 2016 based on percentage of pupils making ‘sufficient progress’ in all of rdg and wrtg and ma, not separately
‘Sufficient progress’ to be defined in 2016 after new KS2 tests have been taken for the first time
Transitional arrangements from 2016 to 2023
Measuring progress 2014 to 2023
Years Basis of measuring progress in primary schools
2014 ‘levels of progress from KS1 to KS2 rdg and ma test outcomes and wrtg TA (as now) 2015
2016
KS1 ‘old’ TA levels to overall KS2 ‘new’ test and TA outcomes
2017
2018
2019
2020 KS1 ‘new’ TA outcomes to overall KS2 ‘new’ test and TA outcomes2021
2022
New baseline to overall KS2 ‘new’ test and TA outcomes OR KS1 ‘new’ TA outcomes to KS2 ‘new’ test and TA outcomes (whichever better)
2023 Early baseline to overall KS2 test and TA outcomes
Key issues in present system
Pupil Assessment v School Accountability
Purpose is accurate assessment of the individual pupil
One use of the outcomes is to hold schools to account
Both legitimate but tensions inevitable which can affect behaviours and lead to distortions
Some evidence of these behaviours in all forms of current statutory national assessment
End of Key Stage 1 2014
Phonics Screening Check 2014:
Attainment and accountability
2016 floor standard: higher attainment expectation and more pupils to attain it (85%) so fewer schools likely to
– In 2013, % of schools where 60% of pupils attained Level 4+ in all of Rdg and Ma tests and Wrtg TA
– In 2013, % of schools where 85% of pupils attained ‘4b’ in Rdg and Ma tests and L4 in Wrtg TA
90%
10%
Progress and accountability
2016 floor standard: percentage of pupils making ‘sufficient progress’ in all of rdg and wrtg and ma, i.e. not separately
– In 2013, % of schools where pupilprogress from KS1 was below median in each of the three subjects (Rdg, Wrtg and Ma)
DfE consultation document (July 2013) suggested that ‘sufficient progress’ will be defined so a similar number of schools fall below the floor as at present
24%
Impact of new accountability measures
2013 2016?
Questions
How can ‘perverse incentives’ be avoided with the Reception Baseline in a context of high stakes school accountability?
How will progress be calculated up to 2023 with the move to scaled scores in KS2 tests?
If progress measure covers whole of primary phase, what are the implications for schools with:– High mobility?– High percentage of EAL pupils? FSM pupils?
How will Ofsted deal with changes to available assessment data?
Key implications
pupil progress in reading, writing and mathematics, rather than attainment, 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 need to be able to justify how they have used assessment to improve learning
KS1 teacher assessment will carry very high stakes (at least until 2019)
Main challenges to the system
time needed to establish new standards
high stakes 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 (e.g. Rec. Baseline at pupil level) and inconsistency of approach during period of change
teacher performance management
Links
Final proposals for assessment and accountability:
• https://www.gov.uk/government/consultations/new-national-curriculum-primary-assessment-and-accountability
Draft KS1 and KS2 Test Frameworks for 2016:
• https://www.gov.uk/government/collections/national-curriculum-assessments-test-frameworks
Reception Baseline criteria
• https://www.gov.uk/reception-baseline-approval-process-for-assessments
Ofqual contact:
Top Related