1 Accountability in the school system. 2 Assessment conundrums Formative/summative distinction New teacher professionalism The challenge of 14 - 19 education.

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Presentation transcript:

1 Accountability in the school system

2 Assessment conundrums Formative/summative distinction New teacher professionalism The challenge of education

3 Intelligent Accountability “Accountability is in some ways the foundation of public services today. Without accountability there is no legitimacy; without legitimacy there is no support; without support there are no resources; and without resources there are no services…… …intelligent accountability serves two functions: it helps the system learn from itself, and it shows the public that they are getting value for money” David Miliband at the North of England Education Conference, Belfast, 8 January 2004.

4 Balancing internal and external assessment Assessment for Learning Pupil Achievement Tracker / FFT Moderated Teacher Assessment National Curriculum Tests External Internal Summative Formative

5 Then and now Tests External/summative tests at KS1- 3, GCSE & A-level Summative (with drive on AfL) / teacher assessment at KS1 Targets National targets cascaded to school level at KS1-4 School LEA targets based on individual pupil target setting and KS1-3. 2% yearly increase in 5A*-C Tables Publication of performance tables (Raw data at KS2, GCSE & A level) Performance tables published (Raw data from KS2 to GCSE). KS1-KS2, KS2-KS3, KS3-Aged 15 and KS2- Aged 15 Value added measures Inspection External/Detailed, long notice, massive preparation, inspection framework published External/Focussed: shorter notice, significant preparation. Inspection framework used for self-evaluation Pre-1997Now

6 Now: Balance of internal & external accountability InternalExternal Tests Assessment for learning using a range of tools at all ages Teacher assessment at KS1 External tests at KS1, KS2 and KS3. Test results published at KS2-3. Targets Targets for every child – part of the learning culture Self evaluation identifies priority areas for targets & action Use pupil performance data to inform target levels Schools must set targets at KS2-4. High quality data means LEA can check targets are stretching Floor targets bite on low performers Tables VA & CVA help establish strengths / weaknesses relative to peers Raw at KS2, KS3, GCSE & A-Level. VA at KS2-GCSE, & KS3-GCSE Inspection (2005/06) Rigorous self-evaluation throughout school required to demonstrate sound management to OfSTED. Every 3 years at no notice. More frequent in weak schools. HMI oversee all inspections.

7 OECD countryPartner countryOECD averageUnited Kingdom PISA 2003 : Percentage of students in schools where the principals report using assessment results for the following purposes Country use of performance data PISA 2003 UK data Response Rate too low to ensure comparability