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Assessment Briefing for Governors March 2016

This briefing provides an overview of the purpose of assessment, including statutory and formative assessment. It also covers changes to assessment measures, performance tables, and teacher assessment frameworks. The briefing emphasizes the importance of formative classroom assessment and tracking pupil attainment and progress.

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Assessment Briefing for Governors March 2016

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  1. Assessment Briefing for Governors March 2016 Key Messages Claire Chilvers & Jayne Mullane

  2. The Purpose of Assessment - DfE Definition Statutory Assessment To hold schools to account for the work they do with their pupils. To measure both attainment and progress to demonstrate schools’ effectiveness. The means of statutory assessment are determined by the Department. Formative Classroom Assessment To inform teaching and learning. Used diagnostically to evaluate knowledge and understanding, identify gaps and misconceptions and inform lesson planning accordingly. The means of formative assessment are determined by the school in line with curriculum freedoms.

  3. Statutory Assessment • End EYFS profile outcomes • Phonics screening check Y1 (re-check Y2) • KS1 and KS2 new national curriculum tests in reading, spelling, punctuation and grammar (SPAG) and mathematics with outcomes in the form of scaled scores • Teacher assessment at KS1 and KS2 in writing using the interim framework (2016 only) for teacher assessment

  4. Changes • New floor standard • New way of measuring progress • New coasting schools measure • Changes to Ofsted’s expectations of classroom assessment

  5. Floor Standard • In 2016, a school will be below the floor standard if: • Fewer than 65% of pupils achieve the expected standard and • Pupils fail to make sufficient progress in any of reading, writing and mathematics.

  6. School Progress Measure See video by Tom Gadsby (1 min) http://connect.learningleads.org.uk/course/view.php?id=190

  7. Progress measure how does it work? Stage 1: All other pupils nationally with average score at KS1 of 18.0 This is Chris Back to Chris • Chris’ results are • KS1 APS = 18.0 • KS2 reading • score = 117 • He got 1 point more than the average for those with similar starting points = +1 All these pupils’ KS2 scores are added together and divided by the number of pupils in the group = average (national mean) reading score is 116

  8. Progress measure how does it work? Stage 2: -2 +2 +3 We put Chris back with his Y6 peers in his school Chris now brings his +1 progress score with him +5 +2 +2 0 +2 +1 +1 +1 -4 -2 0 +2 • We add all the Y6 progress scores together and • divide by the number of pupils to give mean score • = schools progress score – of, say, +1 • So pupils in Chris’ school made slightly more progress than those with similar starting points in other schools • Parents can now compare schools to see where pupils with similar starting points make more or less progress • Government will set the definition of sufficient progress once tests have been taken (e.g. a school should have a score of at least -3 below or above.)

  9. Performance Tables New Performance tables - headline measures will be: • Average progress made by pupils in reading, writing and mathematics • Percentage of pupils achieving the expected standard in reading, writing and mathematics at end of Key Stage 2 • Average score of pupils in their Key Stage 2 assessments • Percentage of pupils who achieve a high score in all areas at the end of key stage 2

  10. Teacher Assessment Frameworks - Interim • For reading, writing and mathematics at KS1 and for writing at KS2, there are 3 standards: • Working towards the expected standard • Working at the expected standard • Working at greater depth within the expected standard

  11. Formative Classroom Assessment • Quality verbal feedback by teachers and teaching assistants • Staffgive feedback and mark work during lessons when pupils are present. This is used whenever possible and allows learners to be engaged in the learning process. • High quality questioning is used to clarify understanding and provide immediate feedback. • Feedback and marking celebrate and reward success and tell pupils what they need to do next to improve in relation to the learning intention and success criteria. Achievement and progress is celebrated using marking codes, stickers and stamps. Feedback is also be given through certificates, phone calls and postcards home and the sharing of work around school. • Teachers’ comments and the marking of work provide clear and easily understandable feedback and encouragement for learners. There is consistent use of ‘Tickled pink’ and ‘Green for growth’ marking strategies. • Learners are involved in self and peer evaluation, promoting independent learning skills. • Teacher and learners review progress towards meeting curricular targets on monthly basis and set new targets if required.

  12. Tracking pupil attainment and progress

  13. Use of SIMS

  14. Further Assessment Information for Governors Available in governor area of website • Data analysis - data pack & Raiseonline2015 • Governor dashboard KS1 • Governor dashboard KS2

  15. For further information or to arrange a visit to school to observe formative classroom assessment please contact us.

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