1. Assessment:
Parents Update

2. Aims
Develop an understanding of the new assessment procedures and how these will be used within our school
Group size of 7 leadership team members

3. New Government Assessment Procedures (replacing current Levels)
Schools must be clear why pupils are being assessed, what the assessment is intended to achieve and how the assessment information will be used. The Commission has not sought to prescribe any specific model of assessment, but to highlight the principles which should underpin any approach.

4. What is the purpose of assessment?

5. There are three broad overarching forms of assessment, each with its own purposes
Day-to-day in-school formative assessment, for example:
• Question and answer during class
• Marking of pupils’ work
• Observational assessment
• Regular short re-cap quizzes
• Scanning work for pupil attainment and development
In-school summative assessment, for example:
• End of year exams
• Short end of topic or unit tests
• Reviews for pupils with SEN and disabilities
Nationally standardised summative assessment, for example:
• National Curriculum tests at the end of Key Stage 2 (85% Secondary Ready)
• National Curriculum teacher assessments at the end of Key Stage 1

6. New Assessment Procedures
Focus on achieving a deeper understanding of fewer topics, through problem-solving, questioning and encouraging deep thinking
Learning is broken down into discrete units and presented in a logical order
Teachers deliver high quality instruction followed by formative assessment that shows what each individual pupil has learnt and what they still need to work on
This approach will allow for specific ‘corrective’ activities to be designed that will help pupils to master the topic, subject concept or content
Levels were used as a measure of overall attainment which did not represent pupil performance well
There was little focus on deepening, consolidating or widening understanding. Depth and breadth of understanding were sometimes sacrificed in favour of pace
Levels were used as a ‘best fit’ model which meant that a pupil could have gaps in their knowledge and understanding but still be assumed to be within a level
The descriptors were often open to interpretation which meant different teachers could make different judgements

7. Formative Assessment
Formative written feedback versus traditional marking: “the difference between getting a medical and getting a post mortem”
All feedback should cause thinking, not comparing
Clarify, understand, and share the learning intention
Generate classroom discussions, tasks and activities
Provide feedback that moves learners forward
Develop students as owners of their own learning
…and one big idea
Use evidence about learning to adapt what happens in classrooms to meet student needs
Dylan Williams
Sharing learning intention
Classroom dialogue
Feedback
Collaboration
Owners of own learning
A good teacher - pilot
• Establishes where the students are in their learning
• Identifies the learning destination
• Carefully plans a route
• Begins the learning journey
• Makes regular checks on progress on the way
• Makes adjustments to the course as conditions dictate
Use evidence about learning to adapt what happens in classrooms to meet student needs

9. Tracking Year 3 Year 4 Year 5 Year 6 Beginning Beginning+
Working Within
Working Within +
Surpassing
Surpassing+
Year 3
Year 4
Year 5
Year 6

10. What’s different
Read widely and often, for both pleasure and information
Acquire a wide vocabulary
Express themselves
Elegance: sentence formation
Grammar, punctuation and
Spelling
Formal written methods

11. Accuracy and correctness
Handwriting and Spelling
Grammar and Punctuation
Elegance: formation of sentences
Expression
Maths – Formal written methods, tables