1. Responding to Recent Debates in Education: Review of KS2 Testing, Assessment & Accountability

2. Scope of Independent Review
Led by Lord Bew, Published June 2011
How best to ensure that an assessment system can improve standards
How to ensure that schools are accountable for the progress of every pupil on the basis of objective and accurate assessments
How to reduce over rehearsal and reduction in productive learning

3. Scope of Independent Review
How to ensure that tests are rigorous, and as valid and reliable as possible, within an overall system of assessment (including teacher assessment)
Enable international comparisons to be made
How to make administration of the system as simple and cost-effective as possible, with minimal bureaucracy

4. CEM’s Response Monitoring national standards
The present statutory system tries to do too many things
We recommended sampling

5. CEM’s Response Data for parents, schools and children
Recognised the challenge to avoid league tables
Don’t collate information centrally
Government specify minimum criteria for assessment and then encourage schools to select their own high-quality scheme which contains national norms

6. CEM’s Response Diagnostic assessments
Making use of computer-adaptive methods

7. CEM’s Response
Marking open ended work

8. Bew’s Recommendations
3 main uses of statutory KS2 data
Holding schools accountable for pupils’ attainment and progress
Informing parents and secondary schools about performance of pupils
Benchmarking between schools, monitoring local and national standards

9. Bew’s Recommendations
A greater focus on progress
Broader accountability measures
Greater range of published information
Publish 3-year rolling averages
Benchmarking against similar schools, local and national norms

10. Bew’s Recommendations
Publication of summative teacher judgements
Teachers’ assessments submitted before tests

11. Bew’s Recommendations
Computer-delivered assessment
“We believe the potential of computer-administered testing is enormous, but it needs to be approached with caution.
We believe it should be explored further and piloted with a view to exploring the possibility of introducing it in the long term.
We recommend the same approach should be taken with computer adaptive testing, given the advantages associated with pupils being able to sit their own personalised test according to their level of attainment.”

12. Traditional approach
Low
Average
High

13. Adaptive approach
Low
Average
High

14. Monitoring the Progress of Older Children:
The Importance of Developed Ability
Vocabulary Acquisition and Non-verbal Ability

15. Early maths average for his age End of First Year Maths average for
Start of school
Early maths average for
his age
End of First Year
Maths average for
End of Second Year
Curriculum-based

16. Ian’s Picture Vocabulary and Non-verbal Ability are also assessed
Curriculum-based
At end of 2nd Year,
Ian’s Picture Vocabulary
and Non-verbal Ability
are also assessed

17. Curriculum-based
Combined, these assessments give a picture of Ian’s ‘Developed Ability’

18. Curriculum-based
Ian’s Developed Ability score suggests that he is a very able boy, far above average

19. Curriculum-based
Ian might be able to do better in maths but without the added dimension of Developed Ability (Vocabulary and Non-verbal Ability), it would be difficult to identify this

20. InCAS InCAS Administer at any time of year
CD (installed on school network)
Group assessment
Feedback
Within 24 hours

21. Content Picture Vocabulary Developed Ability Non-verbal ability
Attitudes
Word recognition
Word decoding
Text comprehension
Spelling
Mental arithmetic
General maths
Developed Ability

22. Beginning to Read Children need different types of knowledge:
Global and cultural awareness
Vocabulary and basic understanding of language
Conventions of print
Phonological awareness

23. Reading – an Interactive Compensatory Process
Word recognition/decoding
Comprehension

24. Problems with Literacy Acquisition
Dyslexia
Found across the whole intelligence range
Continuum of severity
3 males : 1 female

25. Types of Difficulties Phonological deficit Visual memory These
Speed of processing
These
can overlap

26. Impact of Spelling Difficulties
Spelling problems
Slow writing & poor quality
Poor note taking and exam performance

27. Areas of Maths Mental arithmetic General maths
Number (informal, verbal, counting, place-value)
Number (formal, algebra)
Measures, shape and space
Handling data

28. Demonstration
What does each module look like?

29. InCAS
Achievement

30. Reading Modules

31. Longitude Charts