1. The Assessment Maze Life After Levels February 2016 An information session for parents to explain the changes to assessment

2. Assessment Assessment Life After Levels Definitions Definitions – What is assessment and why do we need it? Assessment for learning – Assessment for learning – Removal of levels Changes in expectations Changes in expectations- Pitch and progression What should my child be doing? What should my child be doing? – strategies to help at home

3. What is assessment? Questioning Marking Observation Dialogue Testing Testing is just one element of assessment.

4. Pupil What do I know? What do I need to do next? Am I getting better? How do I get better? Teachers Where are they in relation to where they need to be? What are the gaps in their knowledge and understanding? What do they need to learn next? Are they fulfilling their potential? Parents What can they do? What do they need to know next? Where are they in relation to where they should be? Are they doing as well as they can? How can I help? Leaders & External Agencies Are the children meeting expectations? From their starting point, are they making progress? Is provision as good as it should be? Are there groups making less progress than others? How does the school monitor pupils’ progress? Who wants to know what?

5. Summative Assessment – Testing: Purposes of statutory assessment The main purpose of statutory assessment is to ascertain what children have achieved in relation to the attainment targets outlined in the national curriculum. The main intended uses of the outcomes are to: hold schools to account for the attainment and progress made by their children inform parents and secondary schools about the performance of individual children enable benchmarking between schools, as well as monitor performance locally and nationally. Allow schools to evaluate their own performance and identify any CPD / developmental needs. (Standards & Testing Agency)

6. Pupil’s view on assessment, marking and feedback… “I like to check my next steps and find out what I have done well. I don’t like it if there isn’t a green comment. I want to know how to get better at what I am doing.”

7. Our view… Assessment should support good teaching and learning. It should help teachers and students keep track of progress and drive improvement. Assessment is for learning!

8. Changes to Assessment No more numbered levels Lift in expectations Changes to Year 6 and Year 2 testing arrangements

9. The government’s view on levels… “Levels have been a distracting, over-generalised label, giving misleading signals… Crucially, levels have failed to give parents clarity over how their children are performing.”

10. No more levels! Challenge or opportunity?

11. An exciting opportunity to put learning back at the heart of assessment.

12. How will I know how my child is doing? There are end of year expectations for each year group outlined in the National Curriculum. As children work towards achieving these expectations, we track their progress very carefully.

13. YearAutumnSpringSummer 1EYFS / 1E1E / 1D1D / 1S 21S / 2E2E / 2D2D / 2S 32S / 3E3E / 3D3D / 3S 43S / 4E4E / 4D4D / 4S 54S / 5E5E / 5D5D / 5S 65S / 6E6E / 6D6D / 5S

14. Assessment Grids

16. Reports

17. A chance to find out… …what has stayed the same and what has changed!

18. EYFS

20. Changes: KS1 Reading More emphasis on phonics. Increased emphasis on reading for pleasure. Increased emphasis on reading and performing poetry. Greater emphasis on discussion and questioning when reading. Whole texts – deeper exploration.

21. Changes: KS1 Writing Writing A greater emphasis on spelling. Grammar Handwriting Frequent sessions. Handwriting strategies. Fluent handwriting supports spelling and enables the child to communicate their ideas more freely.

22. Grammar KS1 Does a test fully reflect ability? Good teacher assessment is essential.

23. Changes: KS2 Literacy Poems and play scripts to be performed. Emphasis on understanding (inference and deduction). Familiarity with a wide range of books and poetry. Reading for pleasure. Comparisons between texts.

24. Changes: KS2 Literacy Developing and improving handwriting. More explicit technical grammar requirements. Editing and improving their own work. Using dictionaries to check spelling. Much of this is already in place, but there is now an even greater emphasis on formal elements and subject specific vocabulary.

27. Changes: Maths There have been some significant changes to the Maths curriculum. Times tables up to 12 x12 Probability and calculator skills have been moved to KS3, so they are no longer explicitly taught in Years 5 & 6 Data handling has been removed from Y1 Roman numerals are now introduced in Y3 Ratio has been moved into Y6

30. Currently… The shift in expectations is seen most markedly in upper KS2. Age related expectations have shifted by about 18 months. End of year expectations for Y4 are now very close to what was age related for Y6. We are already reporting to you against assessment criteria statements so that you can see clearly what the next steps are for your child and what they do well.

31. “The aims of education are to enable students to understand the world around them and the talents within them so they can become fulfilled individuals and active, compassionate citizens.” Ken Robinson 2015

32. “Therefore, the challenge is not about being taught facts but more importantly, how to think and how to learn. Education is meant to be a preparation for life. Examination test only for the absorption of knowledge after its reception, not its use in life…… Charles Hendy

33. and this area of increasing concern is reflected in: The immense pressure around test and exams squeeze the creative out of teaching and the joy out of learning.” Rod Bristow President, Pearson UK Exam Board

34. Thank you for making the time to be here Please complete the evaluations on your tables and tell us what you would like to know more about.