Leadership

Approaches To Assessment Without Levels In Schools

This DfE report explores ways teachers assess their pupils in primary and secondary schools following the removal of national curriculum levels.

The removal of national curriculum levels in 2014 was designed to complement the introduction of a revised, more challenging national curriculum.

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      string(5530) "Group, Mansell, W. and James, M. (2009) Assessment in schools. Fit for purpose? A commentary by theTeaching and Learning Research Programme. [pdf ] Available at: mantleoftheexpert.com/wp-content/uploads/2008/03/Assessment-in-schools-Fit-for-Purpose-publication.pdf [Accessed 14 March 2016].2. Department for Education and Standards and Testing Agency (2015a) Final report of the Commission on Assessmentwithout Levels. [online] Available at: gov.uk/government/publications/commission-on-assessment-without-levels-final-report[Accessed 14 March 2016]. Pg3.3. ibid. Pg6.4. Wiliam, D., Black, P., Harrison, C., Lee, C., and Marshall, B. (2003) Assessment for Learning – Putting it into practice. Maidenhead:Open University Press.5. Department for Education and Standards and Testing Agency (2015b) The Commission on Assessment without Levels: July2015. [online] Available at: besa.org.uk/sites/default/files/images/shared/commission_on_assessment_without_levels_draft_report_july_15.pdf [Accessed 14 March 2016].6. Department for Education and Standards and Testing Agency (2015a) Op cit. Pg19.7. Hattie, J. (2012). Visible Learning for teachers: Maximizing impact on learning. London: Routledge.8. Lilly, J., Peacock, A., Shoveller, S. and Struthers, D. (2014) Beyond Levels: Alternative assessment approaches developed byteaching schools. London: National College for Teaching and Leadership. [pdf ] Available at: gov.uk/government/publications/beyond-levels-alternative-assessment-approaches-developed-by-teaching-schools [Accessed 14 March 2016].9. Krathwohl, D.R. (2002) A revision of Bloom’s Taxonomy: An overview. Theory Into Practice, vol. 41(4), pp212-218.10. Hook, P. and Mills, J. (2012) SOLO Taxonomy: A guide for schools. Invercargill, NZ: Essential Resources Educational Publishers Ltd.11. Hattie, J. (2015) What doesn’t work in education: The politics of distraction. Cambridge: Pearson Publishing. [pdf ] pearson.com/content/dam/corporate/global/pearson-dot-com/files/hattie/150602_DistractionWEB_V2.pdf [Accessed 14 March 2016].12. Hattie, J. (2012). Op cit.13. Department for Education and Standards and Testing Agency (2015a) Op cit. Pg21.Find out now if your assessment is fit for purposeSecure cohesive and effective assessment practices that make a real difference to learning outcomes withAnn’s assessment toolkit, Learning and Assessment Pathways (LAPs).The kit provides a range of audit tools and CPD resources to help primary leaders develop their school’sassessment practices according to their school’s particular priorities. Ann worked with assessment experts andreal headteachers to develop the LAPs toolkit, so you know the materials will help bring about real, focusedand effective improvement.‘We were inspected at the end of last month. 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Leadership

Is your assessment fit for purpose?

29 Mar 2016

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      string(5820) "almost the same number expressedsatisfaction as dissatisfaction.Some adults criticised the way Cafcass dealt with domesticviolence issues.The service overestimates its strengths in performancemanagement.Cafcass’s capacity to improve is ‘satisfactory’.Where can I read it?ofsted.gov.uk/Ofsted-home/Publications-and-research/Browse-all-by/%28sort%29/datennnnnnnnnnnnnnnnKeeping children and young people inmind: The government’s full response tothe independent review of CAMHSIn November 2008, an independent review of Child andAdolescent Mental Health Services (CAMHS) was published,making 20 recommendations to improve the quality andconsistency of services.This document lists the recommendations the governmenthas accepted – most of them.The government promises to make teenage mentalhealth provision more consistent around the country. Itdescribes how local authorities can support professionals inworking together.When was it published?January 2010, by the DCSF and the DHKey promisesThe new ‘National Advisory Council for Children’s MentalHealth and Psychological Wellbeing’ will hold thegovernment to account on implementing these promises.The Early Years stage will support the personal, social andemotional development of children attending registeredchildcare providers and maintained and independentschools.There will be at least 3,500 Sure Start children’s centres – onefor every community.Parents and carers will be given information about theservices their local authority offers.Every pupil will go to a school that promotes their health andwellbeing, as part of the Pupil and Parent Guarantees.All maintained schools will participate in the Healthy Schoolsprogramme.Personal, social, health and economic (PSHE) education willbe made compulsory in schools from September 2011.Children’s Trusts must have arrangements for earlyintervention for vulnerable children in each area throughtheir Children and Young People’s Plan.By April 2010, under-16s will not be placed on an adult wardwhen receiving specialist mental health services.Local authorities and PCTs will provide dedicated CAMHS forlooked-after children where there is a local need.There will be national work to raise awareness of adults andchildren’s mental health problems.A summary of this document can be downloadedfrom dcsf.gov.uk/everychildmatters/emotionalwellbeingandmentalhealth or dh.gov.uk/publications.Where can I read the full report?dh.gov.uk/en/Publicationsandstatistics/Publications/PublicationsPolicyAndGuidance/DH_110785nnnnnnnnnnnn�Vol 1.3 n www.teachingtimes.comDevelopments/reportsEvery Child JournalLearning: Creative approaches that raisestandardsSchools using creative teaching techniques can raise attainmentfor all their students – particularly those from disadvantagedbackgrounds. Ofsted is promoting a creative curriculum fromthe Early years stage throughout education – as the best way toengage learners and give them confidence.This survey explains how 44 exemplary schools used creativeteaching to raise attainment levels. These schools encouragedpupils to ask questions independently, make connectionsbetween ideas and reflect on their learning.All the schools chosen had ‘good’ or ‘outstanding’ ratings.Inspectors visited two nursery schools, 22 primary schools, 19secondary schools and a special school. Additional evidence wasdrawn from visits to over 180 other schools. The schools chosenrepresented a broad geographical and socio-economic range.When was it published?January 2010, by Ofsted.Key findingsCreative schools with a higher than average proportionof pupils on free schools meals, low attainment on entryand high rates of pupil mobility showed the greatestimprovements in pupils’ research ability, reading and writing,speaking and listening and their personal development.In schools with good teaching, there is not a conflict betweenthe National Curriculum and creative approaches.Assessment is important in creative approaches to learning.When teachers didn’t fully commit to this style of teaching, itwas less effective.Of the 44 schools visited, 10 of the secondary schools andnnnnneight of the primary schools were working with CreativePartnerships. Many schools had support from othergovernment-funded agencies and education foundations.Pupils who were encouraged to question gained a sense ofpersonal achievement.Approaches were developed successfully in ‘creative’ subjects,such as the arts and English, and in science and maths.Creativity is a nebulous concept – but it is promoted mostpurposefully when encouraging pupils to question. Teachersstruggled if they didn’t have strong subject knowledge.Some teachers didn’t understand that creative learning isguided – it’s not just allowing pupils to follow their interests.In a few schools, pupils’ development as creative learnersoutpaced their literacy and numeracy. This happened wherecurriculum planning was not rooted in the National Curriculum.Externally produced resources and short teacher training courseshad limited effect without local training and in-school support.Whole-school commitment to developing and using technologyhabitually enhanced pupils’ confidence and engagement.Recommendations for the DCSFThere should be guidance and support to promotepartnerships between universities, businesses and schools.From the Early Years stage, pupils should be encouraged toask questions and share their ideas in writing.In curriculum planning, opportunities for creative learningshould be balanced with key skills.Continuing professional development"
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Special Needs

Report update

10 Mar 2010

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Leadership Briefing 10.03(111)"
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      string(5098) "Leadership BriefingLeadership Briefing – www.teachingtimes.comReports Summaries – a weeklyservice of essential summaries,in-depth reports and criticalanalysis that’s new and relevantto education, linked to originalsource documents.COMMISSION ON ASSESSMENT WITHOUTLEVELS: FINAL REPORTKeywordsAssessmentWithout Levels,approaches,pupilassessment,schoolcurriculum,effectiveteaching,attainmenttargets, impacton teachingSummaryThis Government report provides advice to schools about how to develop new approaches topupil assessment that are based on the needs of the pupils and follow the school’s curriculumand support effective teaching.Despite being intended only for use in statutory national assessments, too frequently attainmenttargets and levels also came to be used for in-school assessment between key stages in orderto monitor whether pupils were on track to achieve expected levels at the end of key stages. Thisdistorted the purpose of in-school assessment, particularly day-to-day formative assessment. and hada negative impact on teaching.Too often levels became viewed as thresholds and teaching became focused on getting pupils acrossthe next threshold instead of ensuring they were secure in the knowledge and understanding definedin the programmes of study.The overriding principle of good assessment is that it should be clearly tied to its intended purpose.There are three main forms of assessment: ■ in-school formative assessment, which is used by teachers to evaluate pupils’ knowledge andunderstanding on a day-today basis and to tailor teaching accordingly; ■ in-school summative assessment, which enables schools to evaluate how much a pupil haslearned at the end of a teaching period; ■ and nationally standardised summative assessment, which is used by the Government to holdschools to account.This report highlights the principles which should underpin any approach.Recommendations: ■ The Commission recommends the appointment of a standing committee on assessment,supported by a panel of experts. The committee could call on the experts to provide advice whenrequired, to oversee the next phase of implementation and to have continuing stewardship ofassessment development. ■ The Commission recommends that any Government review of initial teacher training ensuresthat assessment is included in the core content for teacher training. It also recommends thatthe Government requires a suitable training course for one person within each TeachingSchool alliance, who will become a Specialist Leader in Education on assessment to provideprofessional development on assessment more widely.Week Commencing 5th October 2015https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/461534/Commission_report_.pdfhttps://www.gov.uk/government/uploads/system/uploads/attachment_data/file/461534/Commission_report_.pdfhttps://www.gov.uk/government/uploads/system/uploads/attachment_data/file/359483/DFE-RR286_-_Are_free_schools_using_innovative_approaches.pdfLeadership BriefingLeadership Briefing – www.teachingtimes.comReports Summaries – a weeklyservice of essential summaries,in-depth reports and criticalanalysis that’s new and relevantto education, linked to originalsource documents. ■ The Commission recommends the establishment of a national item bank of assessmentquestions to be used both for formative assessment in the classroom, to help teachers evaluateunderstanding of a topic or concept, and for summative assessment, by enabling teachers tocreate bespoke tests for assessment at the end of a topic or teaching period. The Commissionalso recommends the creation of a dedicated online forum where teachers can share their ideason assessment. ■ The Commission recommends the development of a training module that can be used forboth senior leaders in schools and Ofsted inspectors to ensure a shared understanding ofthe principles and purposes of assessment, what good practice looks like and how it can bedemonstrated in schools. ■ The Commission welcomes the Department for Education’s decision to establish a review groupon school data management and recommends that this group helps to build the evidence baseto understand what drives data management practices and provides further practical advice toschools on reducing the workload burden. ■ The Commission welcomes the Department for Education’s decision to establish an expert groupon assessment for pupils who are working below the level of the national curriculum tests.The Commission recommends this includes a review of P-Scales to ensure they remain fit forpurpose.WEB LINKCommission On Assessment Without Levels: Final Reporthttps://www.gov.uk/government/uploads/system/uploads/attachment_data/file/461534/Commission_report_.pdf"
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Leadership

Commission On Assessment Without Levels: Final Report

30 Sep 2015

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      string(5222) "efficient.Importantly, it also targets a significant proportionof education professionals’ expertise (teaching andlearning). But not all of it. Secondary colleagues inparticular, passionate about their subject knowledge andskills, often feel frustrated by what they feel to be overlygeneric content of whole school CPD and are desperatefor opportunities to contextualise and understandgeneric approaches in their specialist contexts. Primaryschool teachers whose pupils are at such very differentstages of the journey towards autonomous learners aresimilarly keen to work out the specific implicationsof generic approaches for particular pupils and yeargroups. Both primary and secondary teachers also needthe opportunity to analyse how new approaches relateto existing ones.2) Poor match with individual practitioners’ needsSchools are getting increasingly good at identifyingthe training and development needs of individualmembers of staff. In most schools this is no longerlimited to a chat between a teacher and their linemanager about what would be good to focus on next.Extensive diagnostic use of observation evidence andpupil progress data is common. Yet, individual teacherdevelopment needs, identified in some instances quiteforensically, are not yet regularly being amalgamatedto shape and fine tune whole school CPD activities. Inparticular, these data are not being explored to identifythe kinds of CPD activities that would be most usefulfor different groups.3) Lack of differentiationWe are not yet applying to teachers, or modelling forthem, the very skills in differentiation we hope ourCPD offer will enable them to offer to pupils. All toooften ASTs, Heads of faculty, department or key stageand NQTs and struggling teachers are offered the sameCPD session focused, for example, on developing thequality of feedback. Very rarely do schools pitch theirCPD activities to cater for different levels of expertiseor build formative assessment approaches into CPDapproaches so that facilitators can access evidenceabout how deeply the teachers they are supportingare engaging with what is being offered and using thatevidence to adjust their approach mid-session. Theconcerns teachers express about relevance probablyflow more from the need for greater responsiveness totheir different starting points during CPD sessions thanfrom the focus of the activities.4) Poor understanding and use of effective professionallearning processes‘Why do we have to learn in a way that we considerunacceptable with students?’ – this is one of the rhetoricalquestions we frequently hear from teachers and otherstaff when we listen to them about their professionallearning experiences. Much to the frustration of(particularly secondary) school practitioners, extendedPowerPoint presentations shorn of active learningopportunities or accompanied by unfocussed discussionare still abound. Too few practitioners report the useof approaches that the evidence points to as beingeffective; practices such as collaborative problemsolving, action research, shared planning observationand debriefing or high quality coaching. Indeed even inschools that describe themselves as Coaching Schools,colleagues tell us that the reality is that they have justone coaching type conversation a year and that is theirperformance review session.■■■ So what does good practice for wholeschool sessions look like?Of course, good schools can and do find ways oftackling all these challenges.Making the role of departments and/or phaseleaders explicit and central to contextualising wholeschool CPD is a powerful approach in several schoolsfor helping teachers contextualise new knowledge and……………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………66Who You Gonna Call? – using specialists effectively ■■■■■strategies and apply them to their practice in a particularsubject or phase. They make sure, for example, that eachwhole school session is followed up by departmentalmeetings with specific protocols for helping colleaguesmake sense of the new knowledge and expertisecollectively. Other schools choose to plan for suchsense making and contextualisation within the wholeschool sessions through the role of CPD championsor members of Teaching and Learning Groups whohave a specific responsibility for facilitating professionallearning.Many schools we work with recognise the importanceof formative use of evidence for professional learning(Wigham, 2012) collecting and making use of theevidence about teachers’ development needs. Audits ofskills, use of observation data, focus groups and one-to-one conversations with staff, analysis of pupil progressdata, work scrutiny, feedback from pupils; these aresome of the sources of evidence that help colleaguesrelate their own"
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Professional Development

Who you gonna call? - Using specialists effectively

6 Feb 2014