Assessing Without Levels David Thomas & Alan Gothard

1. Assessing Without Levels David Thomas & Alan Gothard

2. Why assess? To answer three questions: • Where am I? • Where am I going? • How do I get there? (Dylan Wiliam)

3. Ever feel like this?

4. Today’s Secret Teacher • “We’re confused by complicated grading.Have pity on us and our silly muddling of levels and key stages etc. We know we should grasp that a 3c is just below the expected attainment level in year 4, but some of us did O-levels and still have to count secretly on our fingers to match ages and year groups.”

5. What advice would you give these students?

6. How can you assess without levels? • Write your perfect curriculum • Check if students understand it

7. A better system

8. Three principles • Break the curriculum down • Define it with questions • Use analogue data

9. Break the curriculum down... • …into clearly defined chunks that students need to understand and remember, eg: • Adding and subtracting decimals • Solving linear equations • Index laws (1) • About 15-20 per year • Each one of these will be assessed separately • Everything will be built around these, so make sure you’ve got the split right. There’s a balance between giving lots of detail and being too complicated

10. Define it with questions • Objectives in a curriculum mean nothing in isolation • Assessment defines the curriculum • What does “find percentages of amounts” mean? • You need to develop your curriculum and assessment together

11. Assessment defines curriculum

12. Use analogue assessment Model 1 • Give students assessments • Use a combination of these and teacher judgment to record “Yes” or “No” for whether a student understands Model 2 • Give students assessments • Record their scores. Share these with staff, students and parents

13. Use analogue assessment • Understanding is not binary, and should not be reduced to a binary measure. This oversimplifies learning and discourages growth mindsets • Binary assessment creates one high-stakes threshold around which all effort centres • Giving out actual scores, with benchmarks (e.g. median, on-track for C/A), is more meaningful and less distortionary

14. The WA System • The KS3 curriculum is broken down into discrete topics, with 15-20 per year • Each topic is assessed with an in-class quiz, an end-of-term test and homeworks • A weighted average of these three give an overall percentage for each topic • Percentage scores are reported home on a termly basis, with a recommendation of what independent study to do next • Teachers have termly data review meetings to look at actions from data

15. The WA System What Went Well Even Better If Intelligent spacing of assessments Storage and retrieval quizzes VLE Our software was ready! • Laser-like accuracy in assessment • All interventions tailored by topic with ease • Reports lead to action – parents love them • No hiding frompoor performance

16. Planning Exercise • Collectively we’re going to write a Year 7 curriculum • This will be shared with everyone by email next week, for use in your schools

17. Data Meeting • You’re going to meet the class teacher to discuss their data • What will you ask/say to improve the progress of this class?

18. Questions? Contact us: • dthomas@westminsteracademy.biz • agothard@westminsteracademy.biz • @dmthomas90