STAT Development Update Wednesday 16 th March 2016

Assessment should show what the student can do and what might be their next steps in their learning. The school’s record keeping systems should be designed primarily in terms of support for teaching and learning, they should help teachers plan and adjust teaching. Taken from Principled Assessment Design (Dylan Wiliam, 2014) “… schools need to be clear that any use of levels in relation to the new curriculum can only be a temporary arrangement to enable them to develop, implement and embed a robust new framework for assessment. Schools need to be conscious that the new curriculum is not in alignment with the old National Curriculum levels.” NAHT Commission on Assessment (Feb 2014) Key Principles

Planning and Assessment Grids Key Concept Grids Statement Descriptors STAT System Overview

These grids allow us to measure depth of learning through assessing fewer objectives in greater detail. The STAT/NAHT KPIs have been reviewed and updated. In the Key Concept Grids, the key statements are used to assess a child’s learning in each year group in each area (Reading, Writing and Mathematics). The KPIs are organised into themes and are: Progressive Assessable Cross referenced Key Concept Grids

An example grid: Year 2 Writing For illustrative purposes only

Assessment in the Mastery Curriculum A concept or skill has been mastered when, through exploration, clarification, practice and application over time, a person can: represent it in multiple ways has the language to be able to communicate related ideas independently apply it to a totally new problem in an unfamiliar situation. – based on Helen Drury (2014)

Stage Descriptors DEVELOPING A child is beginning to demonstrate understanding of a concept. They remember facts about the objective and can recall them. They may begin to apply facts and rules linked to the objective but are not sufficiently confident to do this without prompting or may apply the facts in a basic or inconsistent way. SECURE A child is able to apply the necessary skills or knowledge in order to demonstrate that they have mastered the concept. They confidently meet the objective and demonstrate a full ability to apply the concept, facts, rules or ideas that are involved. They are confident in summarising their approach and explaining their method to others. EXTENDING A child exhibits a depth of learning related to the objective, can select this in different contexts and justify their choice to use the chosen skills. They evaluate when to prioritise the skill when confronted with routine or non-routine situations. They are able to revise what they know or create their own solutions to situations and justify the rationale for their choices

Non-Linear Progress E S D E S D E S D Progress Time