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Assessment At Holly Lodge
Wednesday 2nd March 2016
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Levels? – those days have gone!
2014 Government decision to abolish levels in Primary Schools 2014/2015 (last year) Y2 and Y6 continued assess against levels. Y1/3/4 and 5 – Schools could choose to asses with/ without levels Sept 2015 onwards - no levels. Schools to choose own assessment system National tests – more rigorous – still in place for Y2 and Y6 Tim Oates – Life after levels
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Escalator vs Lift?
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Assessment with levels
2B 2C 1A 1B 1C Child progresses through the levels. Levels not always covered in depth Great inconsistency W
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Assessment without levels
YEAR 1 – STAGE 1 Stages Stage 1 = year 1, Stage 2 = year 2 etc. Age related expectations Mastery - emphasis on securing and deepening of learning. The national curriculum states that: …although a child can move beyond their Age expectations this can only occur once ALL age related expectations have been met, embedded AND applied across a range of contexts. ALL PUPILS WORKING AT AGE RELATED EXPECTATIONS**
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Assessment Today New National Curriculum (2014) higher expectations
Mastery Curriculum – emphasis on securing and deepening of learning. Stages NOT Levels Stages – age appropriate No correlation between levels and objectives being taught in each year group. School Based System Ofsted Requirements – a system that shows progress for pupils for ALL pupils. School to school moderation
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Assertive Mentoring Assessment System ‘ Shining the light on the good’
Consistency Shows progress Takes the whole child into account ‘ Shining the light on the good’
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It incorporates and facilitates:
Assessment: Where are the children? Tracking: How are they progressing? Target Setting: What do they need next? Support: What help is needed? It brings together everything in one place
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ASSESSMENTS take the form of:
Ongoing continuous assessment: Grammar Hammer – Focus on teaching points linked to the age-related expectations Spelling – Weekly focus on spelling rules (words - non-statutory) Tested with spelling test/dictated sentences/correct spelling applied in writing Maths Skills – weekly checks used age expected Writing - BIG Write Extended independent writing session Reading – A different system is used for reading based on teacher judgement according to Government criteria Class Teachers use this information to inform future planning and support. “Fix-its” Interventions or Learning Links -
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Half-termly assessment
Writing – Independent piece of extended writing. (This includes composition, application of grammar, spelling and handwriting). Maths – Half-termly test together with teachers’ professional judgement based on evidence from classwork. This will be assessed against the ./X sheets according to the Government age-related expectations. Attainment: By the end of the year children should be “Securing” to be age-related. Progress is measured by the number of Xs achieved. (PiRA – Progress in Reading Assessment is used termly – Commercially produced National reading test)
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Benefits for children Know here they are Relevant intervention
Focussed teaching Know here they are Relevant intervention Personalised learning Motivation Targets met Success Why would the children not want this – they get all these things
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track pupil progress against the targets
A key part of the system is the tracking of progress towards targets. This is simple and frequent. It makes clear to pupils and parents where pupils are & what needs to happen next Teachers regularly track your child’s progress towards the targets & make sure they stay on track track pupil progress against the targets
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What happens if my child is not progressing?
The ./X system is used by the teachers and teaching assistants to identify individuals or groups of children who have not secured understanding against the statements. / indicates that the child has some understanding of the concept but may need extra support to consolidate. T As and teachers work with these children within the classroom or in short focussed interventions which are personalised to the needs of the individual child. . Indicates that the child has very understanding of the concept and will need extra teaching.
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How are assessments recorded?
Four categories EMERGING DEVELOPING SECURING NEXT STAGE READY EMERGING EMERGING DEVELOPING DEVELOPING + SECURING SECURING READY FS AND KS1 RESULTS TAKEN INTO ACCOUNT
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Questions? Around the room there are post its – if you have a question, please write it down. After the next meeting, we will publish a frequently asked question leaflet Senior Leaders around the room
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