1. Assessment Without Levels
Friday 20 June 2014
Claire Roberts
Standards & Learning Manager
Bill Roddick
Standards & Learning Manager
Standards and Learning Effectiveness Service

2. Objectives To review the national picture To consider next steps
what we know
what we don’t know yet
what is emerging
To consider next steps
for individual schools
together in partnership

3. Background June 2013 “Assessing without levels” (DfE)
Levels removed and not replaced
Not prescribing a single approach to assessment
Schools introduce own approaches to formative assessment
Assessment framework built into school curriculum, schools can check what pupils have learned and whether they are on track to meet expectations at the end of the key stage and so that they can report regularly to parents
Ofsted informed by tracking data system schools choose
Schools free to devise own curriculum and assessment system, the DfE will provide examples of good practice

4. Background
December 2013: DfE launched Assessment Innovation Fund to collect and promote examples of innovative approaches to assessment
February 2014: NAHT published “Report of the NAHT Commission on assessment”
March 2014: DfE published “Reforming assessment and accountability for primary schools”
March2014: STA published National Curriculum test frameworks
May 2014: nine selected Assessment Innovation Fund schools and organisations announced. Their approaches will be made freely available

5. What we know There will be a mix of old and new in most schools
Current years 1 and 5 can continue to be assessed as previously
EYFS no longer compulsory
P-Scales remain
Progress will be informed by scaled scores at the following points:
Reception Baseline
Key Stage 1
Key Stage 2
Performance descriptors
“Report of the NAHT Commission on assessment” provides an evaluation checklist and notes for schools seeking to develop or acquire an assessment system

6. What we don’t know yet
Exactly how school assessment systems will work from Sept 2014 for most year groups
Exactly how progress will be tracked
Exactly how this will impact ongoing summative and formative assessment practice

7. What is emerging Continued emphasis on formative assessment
Assessment criteria – an opportunity for greater simplicity

8. Example: Level 4 writer Accurately-punctuated sentences
Some variety in sentences
Starting to use paragraphs appropriately
Consistent and accurate tense
Writing broadly suits its purpose

9. One example – Year 6 Teacher’s Pet

10. End of key stages Y6 Y5 Y4 Y3 Y2 Y1 YR

11. Measuring progress? Above Above At Expected 100 Above At Expected
Below
At Expected
Below
Below
Year 2 or Year 6

12. Next steps
Individual school decisions
Working together in partnership

13. Questions
What are the key issues that still need to be addressed and resolved?