1. Slide sequence A

2. The commission in a nutshell
High quality classroom assessment is paramount
It’s up to individual schools to choose a suitable form of internal assessment
Urged to avoid tickbox mentality
Set up new working parties on assessment, ITT , data management and pupils working below NC standard.
Establish a bank of online test questions
Provide training on principles of assessment

3. ONE YEAR ON….
Reasons to be cheerful

4. 1
The can-do approach is honest, and easier than ‘grey zone’ assessment.

5. 2
The objectives have proven themselves to be smart, observable and easy to use.

6. 3
Everyone supports an ‘assessment for learning’ approach, and close monitoring improves forward planning.

7. 4 Composing new assessment systems has helped to reskill teachers.
…though there has been a workload cost.

8. 5
Ofsted have a great track record on assessment for learning, and reports so far have been sensible and proportionate.

9. ONE YEAR ON….
Unfinished business

10. 1
Where is my management information?

11. 2 What has happened to writing? SPAG Handwriting Range Ideas Meaning
Text types
Genres
Appropriateness
Drafting
What has happened to writing?

12. 3
The lack of shared metrics

13. 4
The mystery of mastery

14. 5 The risk of neglect The foundation subjects Years 1, 3, 4 and 5
Pupils below the NC standard

15. Slide sequence B

16. 1 Keep it manageable Be highly selective.
Choose only objectives that are:
obviously important
good indicators that a child is on track
easy to capture

17. Which of these would you select?
The Year 3 text grammar objectives
Introduce paragraphs as a way to group related material
Use headings and sub-headings to aid presentation
Use the present perfect form of verbs instead of the simple past

18. 2 Keep it manageable Choose an easy metric
Easy to use and not too many stages within it.
Best if the same metric is used across all subjects.
Go with the staff’s preference. You need them on board. 2

19. Which do you like? Foundations Early development Growing development
Beginner
Learner
User
Confident user
Master
Well below expectations
Below expectations
At expectations
Above expectations
Well above expectations
Has made good early progress
Is competent in many of the year’s objective
Is competent in most of the year’s objectives
Has secured all the year’s objectives

20. 3 Keep it manageable Update as you go Avoid the end-of-term crush
Real time assessments can be accessed more easily e.g. when Ofsted land
You can spot declines and gaps earlier 3

21. 4 Keep it manageable Reserve a few assessment tasks to use each year
Easier to compare same task
Easier to see strengths and weaknesses across the whole group
Not comparing apples and pears 4

22. 5 Keep it manageable Consider a digital scheme
Easier to compile management information about subjects, classes and strands
It calculates progress and keep a record for you
You can record in class, out of class, on your phone, on a tablet… 5

23. Slide sequence C

24. Making a fair assessment
It must be valid
It must be reliable
It must be observable
It helps if it is also:
Easy to do
Manageable
Painless
Worth it in the end

25. The reading strands Word reading Comprehension Decoding
Prefixes, suffixes, roots
Comprehension
Range, including discussing and sharing
Strategies e.g. infer, check, get the main idea
Non-fiction skills

26. Slide sequence D

27. WORKED EXAMPLE Adjusting an objective for each year
Pupils should use relevant strategies to build their vocabulary Spoken Language Objective 3 Years 1-6

28. NB. Objectives are cumulative
NB. Objectives are cumulative. Each year contains all the previous objectives.

29. Slide sequence E

30. Measuring mastery
Having a thorough grasp of an objective is always a good thing.

31. Why do some people dislike the idea of mastery?
The curriculum is hard enough already
The PDs require pupils to tick every box, so what is mastery if not that?
Some objectives do not merit extended attention e.g. Roman numerals
The big important objectives are never fully mastered: you just carry on learning.
It holds back the more able who got the idea right away.

32. Why were they proposed, then?
To secure deep learning instead of superficial learning, because there is pressure to push children higher, quicker.
To prevent schools pushing on pupils who seemed to have achieved expectations in the ‘best fit’ model, but had in fact only secured most of them.
Ideological opposition to acceleration and a preference for enrichment, following successful practice in the Pacific Rim countries.

33. Measuring mastery Some schools have formulated mastery objectives.
Some have adopted an all-purpose definition.
Year 2 NC expectation
Has learnt how to use subordination (using when, if, that or because)
Mastery version
Can subordinate at the front, middle and end of sentences, use other subordinators and deploy commas correctly.

34. Measuring mastery
Some schools have formulated mastery objectives.
Some have adopted an all-purpose definition.
The pupil has demonstrated accurate and consistent use of this objective in a range of work.

35. (This is a lot less work)

36. Mastery of an objective could mean that the pupil can:
Can explain it
Can use it in context
Uses it accurately and appropriately
Uses it consistently
Can use it in easy and hard circumstances