SlideShare uma empresa Scribd logo
1 de 15
Baixar para ler offline
Tracking progress at Key Stages 1 & 2:
introducing baseline assessment &
removing levels
30th Jan 2014
Westminster Education Forum:
Primary testing, assessment and accountability
- baseline assessment, removing levels, and
progression to secondary education
Louis Coiffait @LouisMMCoiffait
Introductions
I’m wearing a number of hats today...


As a school governor
 Chair of Governors, Springfield Primary, Hackney
 Governor, Primary Advantage federation, Hackney
 Secretary, Hackney Association of School Governors (HASGA)



As an education policy researcher
 Head of Research
 The Pearson Think Tank (thepearsonthinktank.com)
 Office of the Chief Education Advisor, Sir Michael Barber
 Editor
 research.pearson.com
 pearsonblueskies.com
6 exam questions
I know you’ll give me a fair assessment…
1.
2.
3.

4.
5.

6.

Will introducing a baseline test in early primary school achieve Govt. aims of tracking
pupil progress across KS1-2, and highlighting areas of concern at an earlier stage?
How well does the Early Years Foundation Stage (EYFS) bring children to a level where
a meaningful baseline measure can be established?
How often should schools assess pupils between reception and Key Stage 2 to track
performance and progress during Key Stages, and what form should such
assessments take?
How will the removal of the national system of levels and level descriptors from 2016
affect the ongoing assessment and reporting of pupils’ attainment?
As schools gain the freedom to develop their own approaches to assessing and
reporting pupils’ progress, what are the challenges around providing meaningful and
clear information to parents, secondary schools, Ofsted, and other stakeholders?
What support is needed to help schools develop these systems; what steps can be
taken to minimise variation in teacher-led assessment? What oversight should exist
for schools’ ongoing assessment of pupils?

But I may still need to phone a friend… or two
Different viewpoints on the issues…
The views of government
Three principle reasons given for the changes;


Removing the previous ‘overly prescriptive’ approach



Gives schools autonomy to personalise their assessment approach



An opportunity for the profession to seize ownership of
(some formative) assessment
Different viewpoints on the issues…
The views of school leaders


It wasn’t broken so why ‘fix’ it?



Schools (and all other stakeholders) have spent years embedding
and refining the current system.



Pupils use levels and assessments to set their own targets.



Further ongoing development would have been more helpful,
instead of wiping everything, offering no alternative, and leaving
schools empty handed.



Nearly 17,000 primaries have to ‘invent’ different systems; may be
better, similar or worse… and consistency is important



6 questions all very real concerns, little clarity or support from Govt.
Different viewpoints on the issues…
The views of colleagues at Pearson
The experts in curriculum, resources and assessment.
Three key responses to the recent consultation on these issues:
1) Set the baseline at entry to primary school


Fully recognise implementation challenges, but can be overcome.



Tests must be appropriate, good examples exist, to improve further.



Tests from different providers should be comparable and rigorous.



Being summer-born needs to be controlled for.



Would identify attainment gaps early, encouraging intervention.
Different viewpoints on the issues…
The views of colleagues at Pearson


Provide useful formative assessment, to help teachers understand
in detail where children are ‘starting from’.



Helps show the value added by the school during KS1.



But important to avoid ‘labelling’
inappropriate to share individual results
to parents or even teachers.



Tension between individual progress
and overall school accountability.

children

e.g.

may

be
Different viewpoints on the issues…
The views of colleagues at Pearson
2) Progress as the key measure, backed by a threshold measure


Current proposals are for schools to first be judged on a threshold
measure (85% of pupils meet secondary-ready standard) and only if
they fail to meet that target (e.g. due to a challenging intake) will a
progress measure then be taken into account in order to determine if
the school meets the floor standard.



This is problematic.



A focus on threshold measures alone
encourages ‘teaching to the test’, a focus on
‘borderline’ pupils, and disenfranchisement/
de-motivation of the many learners who will
struggle to even get near such a high bar
Different viewpoints on the issues…
The views of colleagues at Pearson


The desired results can be achieved, and risks diminished, by a
‘dual floor target mechanism’, retaining threshold attainment
measure alongside progress-based measure, with latter taking
precedence.



The key measure of school performance should be equally adept at
exposing ‘coasting’ schools with high ability intakes as at
recognising high performing schools with challenging intakes. Only
looking at progress in schools that don’t meet threshold targets
risks insufficient focus on the value added by all schools.



Progress should not be viewed as a safety-net
or an ‘excuse’ for schools with difficult intakes,
but as the basic marker of how well all
schools are doing their job.
Different viewpoints on the issues…
The views of colleagues at Pearson
3) Develop a broader measure of ‘secondary readiness’


Strong English and maths key to success at secondary and beyond.



But it would be valuable to find a way of reflecting the broader
primary curriculum, as well as the attitudinal skills research has
found to be vital to making progress. Any measure of secondary
readiness should reflect this rounded view.



Current work on ‘Pearson ladders of progress’ in English, maths and
science to offer schools an alternative framework to levels.



Planning further work with CentreForum to develop other solutions.
Different viewpoints on the issues…
The views of colleagues at Pearson
Recent Pearson research with teachers:
Most important to assess
skills
48%
behaviour
46%
knowledge
13%

Most valued behaviours
manage own behaviour
follow instructions
respecting others

82%
61%
61%

Most valued skills
organisation
independent learning
communication skills
listening

Most valued knowledge
good Level 4 in English
breadth of knowledge
good Level 4 in maths

84%
81%
79%

53%
48%
48%
47%
Different viewpoints on the issues…
My own view (wearing policy researcher hat)


Yet another big sweeping change, creates further burdens on
schools, important that sufficient time, guidance and support is
provided



There is still a pernicious lack of trust in continuous teacher-based
judgements – yet it produces more data and if done right, with
appropriate sampling, could actually be more statistically reliable.



New approach could make national standard setting more difficult…
Different viewpoints on the issues…
My own view (wearing school governor hat)


Importance of in-year, almost real-time, progress data, rather
than retrospective data, or occasional Ofsted judgements.



GBs need the skills and confidence to interrogate that data,
without needing to rely on the SMT.



No small ask, a steep learning curve, requires strong data literacy,
to ask the right questions, to make appropriate use of it.



Agree with current focus on professionalising Governors, but with
two important caveats:
 don’t lose sight of why people volunteer, it’s about local
community involvement
 and again we need proper support to improve and adapt
to these changes – and that takes time and money.
Thank you.

@LouisMMCoiffait
Primary school testing in England - life after levels

Mais conteúdo relacionado

Mais procurados

School inspection handbook from september 2012
School inspection handbook from september 2012School inspection handbook from september 2012
School inspection handbook from september 2012matthewbebbington
 
Growing great schools
Growing great schoolsGrowing great schools
Growing great schoolsOfsted
 
An evidence-informed system – an evidence-informed inspectorate
An evidence-informed system – an evidence-informed inspectorateAn evidence-informed system – an evidence-informed inspectorate
An evidence-informed system – an evidence-informed inspectorateOfsted
 
Lesssons from reform_around_the_world_0
Lesssons from reform_around_the_world_0Lesssons from reform_around_the_world_0
Lesssons from reform_around_the_world_0leadingcurriculum
 
Matthew Brazier at National Association of Virtual School Heads conference
Matthew Brazier at National Association of Virtual School Heads conferenceMatthew Brazier at National Association of Virtual School Heads conference
Matthew Brazier at National Association of Virtual School Heads conferenceOfsted
 
Making evidence count for the busy teacher
Making evidence count for the busy teacherMaking evidence count for the busy teacher
Making evidence count for the busy teacherCait Mellow
 
Moe powerpoint presentation all day 1 presentation 1 (1)
Moe powerpoint presentation all day 1 presentation 1 (1)Moe powerpoint presentation all day 1 presentation 1 (1)
Moe powerpoint presentation all day 1 presentation 1 (1)Justine Brock
 
London teachers' webinar (January 2018)
London teachers' webinar (January 2018)London teachers' webinar (January 2018)
London teachers' webinar (January 2018)Ofsted
 
Effective leadership through challenge
Effective leadership through challengeEffective leadership through challenge
Effective leadership through challengeOfsted
 
Introduction to sse 2011
Introduction to sse 2011Introduction to sse 2011
Introduction to sse 2011Martin Brown
 
Self review tool for schools
Self review tool for schoolsSelf review tool for schools
Self review tool for schoolsJustine Brock
 
Using Market Research to Improve Student Experiences
Using Market Research to Improve Student ExperiencesUsing Market Research to Improve Student Experiences
Using Market Research to Improve Student ExperiencesCass Erbs
 
Sse workshop 2 spring 2014
Sse workshop 2 spring 2014Sse workshop 2 spring 2014
Sse workshop 2 spring 2014Martin Brown
 
A food and textiles perspective: D&T in secondary schools
A food and textiles perspective: D&T in secondary schoolsA food and textiles perspective: D&T in secondary schools
A food and textiles perspective: D&T in secondary schoolsOfsted
 
Essex secondary headteachers' meeting
Essex secondary headteachers' meetingEssex secondary headteachers' meeting
Essex secondary headteachers' meetingOfsted
 

Mais procurados (20)

School inspection handbook from september 2012
School inspection handbook from september 2012School inspection handbook from september 2012
School inspection handbook from september 2012
 
Growing great schools
Growing great schoolsGrowing great schools
Growing great schools
 
An evidence-informed system – an evidence-informed inspectorate
An evidence-informed system – an evidence-informed inspectorateAn evidence-informed system – an evidence-informed inspectorate
An evidence-informed system – an evidence-informed inspectorate
 
Lesssons from reform_around_the_world_0
Lesssons from reform_around_the_world_0Lesssons from reform_around_the_world_0
Lesssons from reform_around_the_world_0
 
Matthew Brazier at National Association of Virtual School Heads conference
Matthew Brazier at National Association of Virtual School Heads conferenceMatthew Brazier at National Association of Virtual School Heads conference
Matthew Brazier at National Association of Virtual School Heads conference
 
Robin Hammerton, HMI,
Robin Hammerton, HMI, Robin Hammerton, HMI,
Robin Hammerton, HMI,
 
Making evidence count for the busy teacher
Making evidence count for the busy teacherMaking evidence count for the busy teacher
Making evidence count for the busy teacher
 
Moe powerpoint presentation all day 1 presentation 1 (1)
Moe powerpoint presentation all day 1 presentation 1 (1)Moe powerpoint presentation all day 1 presentation 1 (1)
Moe powerpoint presentation all day 1 presentation 1 (1)
 
London teachers' webinar (January 2018)
London teachers' webinar (January 2018)London teachers' webinar (January 2018)
London teachers' webinar (January 2018)
 
Effective leadership through challenge
Effective leadership through challengeEffective leadership through challenge
Effective leadership through challenge
 
Introduction to sse 2011
Introduction to sse 2011Introduction to sse 2011
Introduction to sse 2011
 
Alls day 1 mentor session
Alls day 1 mentor sessionAlls day 1 mentor session
Alls day 1 mentor session
 
Scaling and sustaining change
Scaling and sustaining changeScaling and sustaining change
Scaling and sustaining change
 
Self review tool for schools
Self review tool for schoolsSelf review tool for schools
Self review tool for schools
 
Using Market Research to Improve Student Experiences
Using Market Research to Improve Student ExperiencesUsing Market Research to Improve Student Experiences
Using Market Research to Improve Student Experiences
 
Powerpointfromintrotoflexibilitywaiver
PowerpointfromintrotoflexibilitywaiverPowerpointfromintrotoflexibilitywaiver
Powerpointfromintrotoflexibilitywaiver
 
Supporting school improvement through inspection
Supporting school improvement through inspectionSupporting school improvement through inspection
Supporting school improvement through inspection
 
Sse workshop 2 spring 2014
Sse workshop 2 spring 2014Sse workshop 2 spring 2014
Sse workshop 2 spring 2014
 
A food and textiles perspective: D&T in secondary schools
A food and textiles perspective: D&T in secondary schoolsA food and textiles perspective: D&T in secondary schools
A food and textiles perspective: D&T in secondary schools
 
Essex secondary headteachers' meeting
Essex secondary headteachers' meetingEssex secondary headteachers' meeting
Essex secondary headteachers' meeting
 

Destaque

Tests and exam
Tests and examTests and exam
Tests and examjcmrarejob
 
Awl ass intro mtg v2
Awl ass intro mtg v2Awl ass intro mtg v2
Awl ass intro mtg v2shaunallison
 
Teaching of science
Teaching of scienceTeaching of science
Teaching of scienceJeric Lazo
 
Computer quiz for primary classes
Computer quiz for primary classesComputer quiz for primary classes
Computer quiz for primary classesRajashekar_rs
 
Science Teaching Approaches and Strategies
Science Teaching Approaches and  Strategies Science Teaching Approaches and  Strategies
Science Teaching Approaches and Strategies majumalon
 
Methods of teaching Mathematics
Methods of teaching MathematicsMethods of teaching Mathematics
Methods of teaching Mathematicsgenalyn obias
 
Teaching Text Structure
Teaching Text StructureTeaching Text Structure
Teaching Text StructureEmily Kissner
 
Teaching and Learning Process
Teaching and Learning ProcessTeaching and Learning Process
Teaching and Learning ProcessJaser Daher
 
Interactive Teaching Strategies
Interactive Teaching StrategiesInteractive Teaching Strategies
Interactive Teaching StrategiesPinoy Guro
 
Teaching methods
Teaching methodsTeaching methods
Teaching methodsghost45
 
Powerful Test-Taking Strategies - Elementary Level
Powerful Test-Taking Strategies - Elementary LevelPowerful Test-Taking Strategies - Elementary Level
Powerful Test-Taking Strategies - Elementary LevelJennifer Jones
 
Approach, method and Technique in Language Learning and teaching
Approach, method and Technique in Language Learning and teachingApproach, method and Technique in Language Learning and teaching
Approach, method and Technique in Language Learning and teachingElih Sutisna Yanto
 
Principles of Teaching
Principles of TeachingPrinciples of Teaching
Principles of TeachingTimmy Correo
 

Destaque (14)

Tests and exam
Tests and examTests and exam
Tests and exam
 
Awl ass intro mtg v2
Awl ass intro mtg v2Awl ass intro mtg v2
Awl ass intro mtg v2
 
Teaching of science
Teaching of scienceTeaching of science
Teaching of science
 
Computer quiz for primary classes
Computer quiz for primary classesComputer quiz for primary classes
Computer quiz for primary classes
 
Science Teaching Approaches and Strategies
Science Teaching Approaches and  Strategies Science Teaching Approaches and  Strategies
Science Teaching Approaches and Strategies
 
Methods of teaching Mathematics
Methods of teaching MathematicsMethods of teaching Mathematics
Methods of teaching Mathematics
 
Teaching Text Structure
Teaching Text StructureTeaching Text Structure
Teaching Text Structure
 
Teaching and Learning Process
Teaching and Learning ProcessTeaching and Learning Process
Teaching and Learning Process
 
Interactive Teaching Strategies
Interactive Teaching StrategiesInteractive Teaching Strategies
Interactive Teaching Strategies
 
Teaching methods
Teaching methodsTeaching methods
Teaching methods
 
Powerful Test-Taking Strategies - Elementary Level
Powerful Test-Taking Strategies - Elementary LevelPowerful Test-Taking Strategies - Elementary Level
Powerful Test-Taking Strategies - Elementary Level
 
Approach, method and Technique in Language Learning and teaching
Approach, method and Technique in Language Learning and teachingApproach, method and Technique in Language Learning and teaching
Approach, method and Technique in Language Learning and teaching
 
Methods, approaches and techniques of teaching english
Methods, approaches and techniques of teaching englishMethods, approaches and techniques of teaching english
Methods, approaches and techniques of teaching english
 
Principles of Teaching
Principles of TeachingPrinciples of Teaching
Principles of Teaching
 

Semelhante a Primary school testing in England - life after levels

Topic 10 Issues and Concerns Related to Assessment in Malaysia
Topic 10 Issues and Concerns Related to Assessment in MalaysiaTopic 10 Issues and Concerns Related to Assessment in Malaysia
Topic 10 Issues and Concerns Related to Assessment in MalaysiaYee Bee Choo
 
The Importance Of Curriculum Based Assessment
The Importance Of Curriculum Based AssessmentThe Importance Of Curriculum Based Assessment
The Importance Of Curriculum Based AssessmentCarol
 
Ballarat conf reporting session march 2011
Ballarat conf reporting session march 2011Ballarat conf reporting session march 2011
Ballarat conf reporting session march 2011diannedavies
 
Stephen Lamb Presentation at CESE
Stephen Lamb Presentation at CESEStephen Lamb Presentation at CESE
Stephen Lamb Presentation at CESENSWCESE
 
Wsu Greg Lobdell September 2008 Data And Decision Making
Wsu Greg Lobdell September 2008 Data And Decision MakingWsu Greg Lobdell September 2008 Data And Decision Making
Wsu Greg Lobdell September 2008 Data And Decision MakingWSU Cougars
 
Inspecting schools and improving education
Inspecting schools and improving educationInspecting schools and improving education
Inspecting schools and improving educationOfsted
 
NM's NCLB Waiver: High-stakes testing, school grades, CCSS
NM's NCLB Waiver: High-stakes testing, school grades, CCSSNM's NCLB Waiver: High-stakes testing, school grades, CCSS
NM's NCLB Waiver: High-stakes testing, school grades, CCSSKris Nielsen
 
The new framework
The new frameworkThe new framework
The new frameworkiansillett
 
E111-TMA03-Observing And Assessing Children Essay
E111-TMA03-Observing And Assessing Children EssayE111-TMA03-Observing And Assessing Children Essay
E111-TMA03-Observing And Assessing Children EssayCaitlin Wilson
 
Education inspection framework for governors July 2019
Education inspection framework for governors July 2019Education inspection framework for governors July 2019
Education inspection framework for governors July 2019Ofsted
 
National Governors Association West Midlands regional conference
National Governors Association West Midlands regional conferenceNational Governors Association West Midlands regional conference
National Governors Association West Midlands regional conferenceOfsted
 
Creating a shared vision project
Creating a shared vision projectCreating a shared vision project
Creating a shared vision projecttdadich
 
Life Without Levels INSET
Life Without Levels INSETLife Without Levels INSET
Life Without Levels INSETAlex Gingell
 

Semelhante a Primary school testing in England - life after levels (20)

Topic 10 Issues and Concerns Related to Assessment in Malaysia
Topic 10 Issues and Concerns Related to Assessment in MalaysiaTopic 10 Issues and Concerns Related to Assessment in Malaysia
Topic 10 Issues and Concerns Related to Assessment in Malaysia
 
The Importance Of Curriculum Based Assessment
The Importance Of Curriculum Based AssessmentThe Importance Of Curriculum Based Assessment
The Importance Of Curriculum Based Assessment
 
SB 6696
SB 6696SB 6696
SB 6696
 
Ballarat conf reporting session march 2011
Ballarat conf reporting session march 2011Ballarat conf reporting session march 2011
Ballarat conf reporting session march 2011
 
Stephen Lamb Presentation at CESE
Stephen Lamb Presentation at CESEStephen Lamb Presentation at CESE
Stephen Lamb Presentation at CESE
 
Wsu Greg Lobdell September 2008 Data And Decision Making
Wsu Greg Lobdell September 2008 Data And Decision MakingWsu Greg Lobdell September 2008 Data And Decision Making
Wsu Greg Lobdell September 2008 Data And Decision Making
 
Inspecting schools and improving education
Inspecting schools and improving educationInspecting schools and improving education
Inspecting schools and improving education
 
NM's NCLB Waiver: High-stakes testing, school grades, CCSS
NM's NCLB Waiver: High-stakes testing, school grades, CCSSNM's NCLB Waiver: High-stakes testing, school grades, CCSS
NM's NCLB Waiver: High-stakes testing, school grades, CCSS
 
Summative Assessment
Summative AssessmentSummative Assessment
Summative Assessment
 
The new framework
The new frameworkThe new framework
The new framework
 
Rti ppt
Rti pptRti ppt
Rti ppt
 
Interventions
InterventionsInterventions
Interventions
 
Fs
FsFs
Fs
 
E111-TMA03-Observing And Assessing Children Essay
E111-TMA03-Observing And Assessing Children EssayE111-TMA03-Observing And Assessing Children Essay
E111-TMA03-Observing And Assessing Children Essay
 
The Grading Systems That Teachers
The Grading Systems That TeachersThe Grading Systems That Teachers
The Grading Systems That Teachers
 
Education inspection framework for governors July 2019
Education inspection framework for governors July 2019Education inspection framework for governors July 2019
Education inspection framework for governors July 2019
 
National Governors Association West Midlands regional conference
National Governors Association West Midlands regional conferenceNational Governors Association West Midlands regional conference
National Governors Association West Midlands regional conference
 
Ryedale Federation
Ryedale FederationRyedale Federation
Ryedale Federation
 
Creating a shared vision project
Creating a shared vision projectCreating a shared vision project
Creating a shared vision project
 
Life Without Levels INSET
Life Without Levels INSETLife Without Levels INSET
Life Without Levels INSET
 

Mais de Louis Coiffait

High seas, the shipping forecast for UK higher education
High seas, the shipping forecast for UK higher educationHigh seas, the shipping forecast for UK higher education
High seas, the shipping forecast for UK higher educationLouis Coiffait
 
The trillion £ question: how to make the most of school staff?
The trillion £ question: how to make the most of school staff?The trillion £ question: how to make the most of school staff?
The trillion £ question: how to make the most of school staff?Louis Coiffait
 
What do apprenticeships mean for schools?
What do apprenticeships mean for schools?What do apprenticeships mean for schools?
What do apprenticeships mean for schools?Louis Coiffait
 
Rethinking access to university
Rethinking access to universityRethinking access to university
Rethinking access to universityLouis Coiffait
 
Unqualified teachers and apprenticeships in schools (England)
Unqualified teachers and apprenticeships in schools (England)Unqualified teachers and apprenticeships in schools (England)
Unqualified teachers and apprenticeships in schools (England)Louis Coiffait
 
An evidence-based approach to careers and enterprise
An evidence-based approach to careers and enterprise An evidence-based approach to careers and enterprise
An evidence-based approach to careers and enterprise Louis Coiffait
 
The Hackney school improvement journey for governors
The Hackney school improvement journey for governors The Hackney school improvement journey for governors
The Hackney school improvement journey for governors Louis Coiffait
 
How HEIs can have a (positive) impact on schools, by understanding their prio...
How HEIs can have a (positive) impact on schools, by understanding their prio...How HEIs can have a (positive) impact on schools, by understanding their prio...
How HEIs can have a (positive) impact on schools, by understanding their prio...Louis Coiffait
 
The pupil premium: eight ideas for how schools can do more with less
The pupil premium: eight ideas for how schools can do more with lessThe pupil premium: eight ideas for how schools can do more with less
The pupil premium: eight ideas for how schools can do more with lessLouis Coiffait
 
Introducing new Primary curriculum and assessment in your school
Introducing new Primary curriculum and assessment in your schoolIntroducing new Primary curriculum and assessment in your school
Introducing new Primary curriculum and assessment in your schoolLouis Coiffait
 
Putting learning first: unlocking the potential of technology and educators
Putting learning first: unlocking the potential of technology and educatorsPutting learning first: unlocking the potential of technology and educators
Putting learning first: unlocking the potential of technology and educatorsLouis Coiffait
 
110711 Hot Breakfast Briefing on the HE White Paper
110711  Hot Breakfast Briefing on the HE White Paper110711  Hot Breakfast Briefing on the HE White Paper
110711 Hot Breakfast Briefing on the HE White PaperLouis Coiffait
 
110321 Hot Breakfast Briefing on the Wolf review
110321 Hot Breakfast Briefing on the Wolf review 110321 Hot Breakfast Briefing on the Wolf review
110321 Hot Breakfast Briefing on the Wolf review Louis Coiffait
 
110411 Hot Breakfast Briefing on growth
110411 Hot Breakfast Briefing on growth 110411 Hot Breakfast Briefing on growth
110411 Hot Breakfast Briefing on growth Louis Coiffait
 
111205 Hot Breakfast Briefing on the Autumn Statement and growth policy
111205 Hot Breakfast Briefing on the Autumn Statement and growth policy 111205 Hot Breakfast Briefing on the Autumn Statement and growth policy
111205 Hot Breakfast Briefing on the Autumn Statement and growth policy Louis Coiffait
 
Beyond employability - developing graduate attributes
Beyond employability - developing graduate attributesBeyond employability - developing graduate attributes
Beyond employability - developing graduate attributesLouis Coiffait
 
Careers2020 - the future of careers guidance - Phase 2 report summary
Careers2020 - the future of careers guidance - Phase 2 report summaryCareers2020 - the future of careers guidance - Phase 2 report summary
Careers2020 - the future of careers guidance - Phase 2 report summaryLouis Coiffait
 
Learning as we teach: e-books, an overview
Learning as we teach: e-books, an overview Learning as we teach: e-books, an overview
Learning as we teach: e-books, an overview Louis Coiffait
 
Further disadvantages for disadvantaged learners in England
Further disadvantages for disadvantaged learners in EnglandFurther disadvantages for disadvantaged learners in England
Further disadvantages for disadvantaged learners in EnglandLouis Coiffait
 

Mais de Louis Coiffait (20)

High seas, the shipping forecast for UK higher education
High seas, the shipping forecast for UK higher educationHigh seas, the shipping forecast for UK higher education
High seas, the shipping forecast for UK higher education
 
Accessing the elite
Accessing the eliteAccessing the elite
Accessing the elite
 
The trillion £ question: how to make the most of school staff?
The trillion £ question: how to make the most of school staff?The trillion £ question: how to make the most of school staff?
The trillion £ question: how to make the most of school staff?
 
What do apprenticeships mean for schools?
What do apprenticeships mean for schools?What do apprenticeships mean for schools?
What do apprenticeships mean for schools?
 
Rethinking access to university
Rethinking access to universityRethinking access to university
Rethinking access to university
 
Unqualified teachers and apprenticeships in schools (England)
Unqualified teachers and apprenticeships in schools (England)Unqualified teachers and apprenticeships in schools (England)
Unqualified teachers and apprenticeships in schools (England)
 
An evidence-based approach to careers and enterprise
An evidence-based approach to careers and enterprise An evidence-based approach to careers and enterprise
An evidence-based approach to careers and enterprise
 
The Hackney school improvement journey for governors
The Hackney school improvement journey for governors The Hackney school improvement journey for governors
The Hackney school improvement journey for governors
 
How HEIs can have a (positive) impact on schools, by understanding their prio...
How HEIs can have a (positive) impact on schools, by understanding their prio...How HEIs can have a (positive) impact on schools, by understanding their prio...
How HEIs can have a (positive) impact on schools, by understanding their prio...
 
The pupil premium: eight ideas for how schools can do more with less
The pupil premium: eight ideas for how schools can do more with lessThe pupil premium: eight ideas for how schools can do more with less
The pupil premium: eight ideas for how schools can do more with less
 
Introducing new Primary curriculum and assessment in your school
Introducing new Primary curriculum and assessment in your schoolIntroducing new Primary curriculum and assessment in your school
Introducing new Primary curriculum and assessment in your school
 
Putting learning first: unlocking the potential of technology and educators
Putting learning first: unlocking the potential of technology and educatorsPutting learning first: unlocking the potential of technology and educators
Putting learning first: unlocking the potential of technology and educators
 
110711 Hot Breakfast Briefing on the HE White Paper
110711  Hot Breakfast Briefing on the HE White Paper110711  Hot Breakfast Briefing on the HE White Paper
110711 Hot Breakfast Briefing on the HE White Paper
 
110321 Hot Breakfast Briefing on the Wolf review
110321 Hot Breakfast Briefing on the Wolf review 110321 Hot Breakfast Briefing on the Wolf review
110321 Hot Breakfast Briefing on the Wolf review
 
110411 Hot Breakfast Briefing on growth
110411 Hot Breakfast Briefing on growth 110411 Hot Breakfast Briefing on growth
110411 Hot Breakfast Briefing on growth
 
111205 Hot Breakfast Briefing on the Autumn Statement and growth policy
111205 Hot Breakfast Briefing on the Autumn Statement and growth policy 111205 Hot Breakfast Briefing on the Autumn Statement and growth policy
111205 Hot Breakfast Briefing on the Autumn Statement and growth policy
 
Beyond employability - developing graduate attributes
Beyond employability - developing graduate attributesBeyond employability - developing graduate attributes
Beyond employability - developing graduate attributes
 
Careers2020 - the future of careers guidance - Phase 2 report summary
Careers2020 - the future of careers guidance - Phase 2 report summaryCareers2020 - the future of careers guidance - Phase 2 report summary
Careers2020 - the future of careers guidance - Phase 2 report summary
 
Learning as we teach: e-books, an overview
Learning as we teach: e-books, an overview Learning as we teach: e-books, an overview
Learning as we teach: e-books, an overview
 
Further disadvantages for disadvantaged learners in England
Further disadvantages for disadvantaged learners in EnglandFurther disadvantages for disadvantaged learners in England
Further disadvantages for disadvantaged learners in England
 

Último

Practical Research 1 Lesson 9 Scope and delimitation.pptx
Practical Research 1 Lesson 9 Scope and delimitation.pptxPractical Research 1 Lesson 9 Scope and delimitation.pptx
Practical Research 1 Lesson 9 Scope and delimitation.pptxKatherine Villaluna
 
P4C x ELT = P4ELT: Its Theoretical Background (Kanazawa, 2024 March).pdf
P4C x ELT = P4ELT: Its Theoretical Background (Kanazawa, 2024 March).pdfP4C x ELT = P4ELT: Its Theoretical Background (Kanazawa, 2024 March).pdf
P4C x ELT = P4ELT: Its Theoretical Background (Kanazawa, 2024 March).pdfYu Kanazawa / Osaka University
 
PISA-VET launch_El Iza Mohamedou_19 March 2024.pptx
PISA-VET launch_El Iza Mohamedou_19 March 2024.pptxPISA-VET launch_El Iza Mohamedou_19 March 2024.pptx
PISA-VET launch_El Iza Mohamedou_19 March 2024.pptxEduSkills OECD
 
Human-AI Co-Creation of Worked Examples for Programming Classes
Human-AI Co-Creation of Worked Examples for Programming ClassesHuman-AI Co-Creation of Worked Examples for Programming Classes
Human-AI Co-Creation of Worked Examples for Programming ClassesMohammad Hassany
 
M-2- General Reactions of amino acids.pptx
M-2- General Reactions of amino acids.pptxM-2- General Reactions of amino acids.pptx
M-2- General Reactions of amino acids.pptxDr. Santhosh Kumar. N
 
How to Solve Singleton Error in the Odoo 17
How to Solve Singleton Error in the  Odoo 17How to Solve Singleton Error in the  Odoo 17
How to Solve Singleton Error in the Odoo 17Celine George
 
Practical Research 1: Lesson 8 Writing the Thesis Statement.pptx
Practical Research 1: Lesson 8 Writing the Thesis Statement.pptxPractical Research 1: Lesson 8 Writing the Thesis Statement.pptx
Practical Research 1: Lesson 8 Writing the Thesis Statement.pptxKatherine Villaluna
 
2024.03.23 What do successful readers do - Sandy Millin for PARK.pptx
2024.03.23 What do successful readers do - Sandy Millin for PARK.pptx2024.03.23 What do successful readers do - Sandy Millin for PARK.pptx
2024.03.23 What do successful readers do - Sandy Millin for PARK.pptxSandy Millin
 
DUST OF SNOW_BY ROBERT FROST_EDITED BY_ TANMOY MISHRA
DUST OF SNOW_BY ROBERT FROST_EDITED BY_ TANMOY MISHRADUST OF SNOW_BY ROBERT FROST_EDITED BY_ TANMOY MISHRA
DUST OF SNOW_BY ROBERT FROST_EDITED BY_ TANMOY MISHRATanmoy Mishra
 
AUDIENCE THEORY -- FANDOM -- JENKINS.pptx
AUDIENCE THEORY -- FANDOM -- JENKINS.pptxAUDIENCE THEORY -- FANDOM -- JENKINS.pptx
AUDIENCE THEORY -- FANDOM -- JENKINS.pptxiammrhaywood
 
UKCGE Parental Leave Discussion March 2024
UKCGE Parental Leave Discussion March 2024UKCGE Parental Leave Discussion March 2024
UKCGE Parental Leave Discussion March 2024UKCGE
 
Quality Assurance_GOOD LABORATORY PRACTICE
Quality Assurance_GOOD LABORATORY PRACTICEQuality Assurance_GOOD LABORATORY PRACTICE
Quality Assurance_GOOD LABORATORY PRACTICESayali Powar
 
What is the Future of QuickBooks DeskTop?
What is the Future of QuickBooks DeskTop?What is the Future of QuickBooks DeskTop?
What is the Future of QuickBooks DeskTop?TechSoup
 
Clinical Pharmacy Introduction to Clinical Pharmacy, Concept of clinical pptx
Clinical Pharmacy  Introduction to Clinical Pharmacy, Concept of clinical pptxClinical Pharmacy  Introduction to Clinical Pharmacy, Concept of clinical pptx
Clinical Pharmacy Introduction to Clinical Pharmacy, Concept of clinical pptxraviapr7
 
HED Office Sohayok Exam Question Solution 2023.pdf
HED Office Sohayok Exam Question Solution 2023.pdfHED Office Sohayok Exam Question Solution 2023.pdf
HED Office Sohayok Exam Question Solution 2023.pdfMohonDas
 
Prescribed medication order and communication skills.pptx
Prescribed medication order and communication skills.pptxPrescribed medication order and communication skills.pptx
Prescribed medication order and communication skills.pptxraviapr7
 
How to Show Error_Warning Messages in Odoo 17
How to Show Error_Warning Messages in Odoo 17How to Show Error_Warning Messages in Odoo 17
How to Show Error_Warning Messages in Odoo 17Celine George
 

Último (20)

Practical Research 1 Lesson 9 Scope and delimitation.pptx
Practical Research 1 Lesson 9 Scope and delimitation.pptxPractical Research 1 Lesson 9 Scope and delimitation.pptx
Practical Research 1 Lesson 9 Scope and delimitation.pptx
 
P4C x ELT = P4ELT: Its Theoretical Background (Kanazawa, 2024 March).pdf
P4C x ELT = P4ELT: Its Theoretical Background (Kanazawa, 2024 March).pdfP4C x ELT = P4ELT: Its Theoretical Background (Kanazawa, 2024 March).pdf
P4C x ELT = P4ELT: Its Theoretical Background (Kanazawa, 2024 March).pdf
 
PISA-VET launch_El Iza Mohamedou_19 March 2024.pptx
PISA-VET launch_El Iza Mohamedou_19 March 2024.pptxPISA-VET launch_El Iza Mohamedou_19 March 2024.pptx
PISA-VET launch_El Iza Mohamedou_19 March 2024.pptx
 
Human-AI Co-Creation of Worked Examples for Programming Classes
Human-AI Co-Creation of Worked Examples for Programming ClassesHuman-AI Co-Creation of Worked Examples for Programming Classes
Human-AI Co-Creation of Worked Examples for Programming Classes
 
Prelims of Kant get Marx 2.0: a general politics quiz
Prelims of Kant get Marx 2.0: a general politics quizPrelims of Kant get Marx 2.0: a general politics quiz
Prelims of Kant get Marx 2.0: a general politics quiz
 
M-2- General Reactions of amino acids.pptx
M-2- General Reactions of amino acids.pptxM-2- General Reactions of amino acids.pptx
M-2- General Reactions of amino acids.pptx
 
How to Solve Singleton Error in the Odoo 17
How to Solve Singleton Error in the  Odoo 17How to Solve Singleton Error in the  Odoo 17
How to Solve Singleton Error in the Odoo 17
 
Personal Resilience in Project Management 2 - TV Edit 1a.pdf
Personal Resilience in Project Management 2 - TV Edit 1a.pdfPersonal Resilience in Project Management 2 - TV Edit 1a.pdf
Personal Resilience in Project Management 2 - TV Edit 1a.pdf
 
Practical Research 1: Lesson 8 Writing the Thesis Statement.pptx
Practical Research 1: Lesson 8 Writing the Thesis Statement.pptxPractical Research 1: Lesson 8 Writing the Thesis Statement.pptx
Practical Research 1: Lesson 8 Writing the Thesis Statement.pptx
 
2024.03.23 What do successful readers do - Sandy Millin for PARK.pptx
2024.03.23 What do successful readers do - Sandy Millin for PARK.pptx2024.03.23 What do successful readers do - Sandy Millin for PARK.pptx
2024.03.23 What do successful readers do - Sandy Millin for PARK.pptx
 
DUST OF SNOW_BY ROBERT FROST_EDITED BY_ TANMOY MISHRA
DUST OF SNOW_BY ROBERT FROST_EDITED BY_ TANMOY MISHRADUST OF SNOW_BY ROBERT FROST_EDITED BY_ TANMOY MISHRA
DUST OF SNOW_BY ROBERT FROST_EDITED BY_ TANMOY MISHRA
 
AUDIENCE THEORY -- FANDOM -- JENKINS.pptx
AUDIENCE THEORY -- FANDOM -- JENKINS.pptxAUDIENCE THEORY -- FANDOM -- JENKINS.pptx
AUDIENCE THEORY -- FANDOM -- JENKINS.pptx
 
UKCGE Parental Leave Discussion March 2024
UKCGE Parental Leave Discussion March 2024UKCGE Parental Leave Discussion March 2024
UKCGE Parental Leave Discussion March 2024
 
Quality Assurance_GOOD LABORATORY PRACTICE
Quality Assurance_GOOD LABORATORY PRACTICEQuality Assurance_GOOD LABORATORY PRACTICE
Quality Assurance_GOOD LABORATORY PRACTICE
 
What is the Future of QuickBooks DeskTop?
What is the Future of QuickBooks DeskTop?What is the Future of QuickBooks DeskTop?
What is the Future of QuickBooks DeskTop?
 
Clinical Pharmacy Introduction to Clinical Pharmacy, Concept of clinical pptx
Clinical Pharmacy  Introduction to Clinical Pharmacy, Concept of clinical pptxClinical Pharmacy  Introduction to Clinical Pharmacy, Concept of clinical pptx
Clinical Pharmacy Introduction to Clinical Pharmacy, Concept of clinical pptx
 
HED Office Sohayok Exam Question Solution 2023.pdf
HED Office Sohayok Exam Question Solution 2023.pdfHED Office Sohayok Exam Question Solution 2023.pdf
HED Office Sohayok Exam Question Solution 2023.pdf
 
Finals of Kant get Marx 2.0 : a general politics quiz
Finals of Kant get Marx 2.0 : a general politics quizFinals of Kant get Marx 2.0 : a general politics quiz
Finals of Kant get Marx 2.0 : a general politics quiz
 
Prescribed medication order and communication skills.pptx
Prescribed medication order and communication skills.pptxPrescribed medication order and communication skills.pptx
Prescribed medication order and communication skills.pptx
 
How to Show Error_Warning Messages in Odoo 17
How to Show Error_Warning Messages in Odoo 17How to Show Error_Warning Messages in Odoo 17
How to Show Error_Warning Messages in Odoo 17
 

Primary school testing in England - life after levels

  • 1. Tracking progress at Key Stages 1 & 2: introducing baseline assessment & removing levels 30th Jan 2014 Westminster Education Forum: Primary testing, assessment and accountability - baseline assessment, removing levels, and progression to secondary education Louis Coiffait @LouisMMCoiffait
  • 2. Introductions I’m wearing a number of hats today...  As a school governor  Chair of Governors, Springfield Primary, Hackney  Governor, Primary Advantage federation, Hackney  Secretary, Hackney Association of School Governors (HASGA)  As an education policy researcher  Head of Research  The Pearson Think Tank (thepearsonthinktank.com)  Office of the Chief Education Advisor, Sir Michael Barber  Editor  research.pearson.com  pearsonblueskies.com
  • 3. 6 exam questions I know you’ll give me a fair assessment… 1. 2. 3. 4. 5. 6. Will introducing a baseline test in early primary school achieve Govt. aims of tracking pupil progress across KS1-2, and highlighting areas of concern at an earlier stage? How well does the Early Years Foundation Stage (EYFS) bring children to a level where a meaningful baseline measure can be established? How often should schools assess pupils between reception and Key Stage 2 to track performance and progress during Key Stages, and what form should such assessments take? How will the removal of the national system of levels and level descriptors from 2016 affect the ongoing assessment and reporting of pupils’ attainment? As schools gain the freedom to develop their own approaches to assessing and reporting pupils’ progress, what are the challenges around providing meaningful and clear information to parents, secondary schools, Ofsted, and other stakeholders? What support is needed to help schools develop these systems; what steps can be taken to minimise variation in teacher-led assessment? What oversight should exist for schools’ ongoing assessment of pupils? But I may still need to phone a friend… or two
  • 4. Different viewpoints on the issues… The views of government Three principle reasons given for the changes;  Removing the previous ‘overly prescriptive’ approach  Gives schools autonomy to personalise their assessment approach  An opportunity for the profession to seize ownership of (some formative) assessment
  • 5. Different viewpoints on the issues… The views of school leaders  It wasn’t broken so why ‘fix’ it?  Schools (and all other stakeholders) have spent years embedding and refining the current system.  Pupils use levels and assessments to set their own targets.  Further ongoing development would have been more helpful, instead of wiping everything, offering no alternative, and leaving schools empty handed.  Nearly 17,000 primaries have to ‘invent’ different systems; may be better, similar or worse… and consistency is important  6 questions all very real concerns, little clarity or support from Govt.
  • 6. Different viewpoints on the issues… The views of colleagues at Pearson The experts in curriculum, resources and assessment. Three key responses to the recent consultation on these issues: 1) Set the baseline at entry to primary school  Fully recognise implementation challenges, but can be overcome.  Tests must be appropriate, good examples exist, to improve further.  Tests from different providers should be comparable and rigorous.  Being summer-born needs to be controlled for.  Would identify attainment gaps early, encouraging intervention.
  • 7. Different viewpoints on the issues… The views of colleagues at Pearson  Provide useful formative assessment, to help teachers understand in detail where children are ‘starting from’.  Helps show the value added by the school during KS1.  But important to avoid ‘labelling’ inappropriate to share individual results to parents or even teachers.  Tension between individual progress and overall school accountability. children e.g. may be
  • 8. Different viewpoints on the issues… The views of colleagues at Pearson 2) Progress as the key measure, backed by a threshold measure  Current proposals are for schools to first be judged on a threshold measure (85% of pupils meet secondary-ready standard) and only if they fail to meet that target (e.g. due to a challenging intake) will a progress measure then be taken into account in order to determine if the school meets the floor standard.  This is problematic.  A focus on threshold measures alone encourages ‘teaching to the test’, a focus on ‘borderline’ pupils, and disenfranchisement/ de-motivation of the many learners who will struggle to even get near such a high bar
  • 9. Different viewpoints on the issues… The views of colleagues at Pearson  The desired results can be achieved, and risks diminished, by a ‘dual floor target mechanism’, retaining threshold attainment measure alongside progress-based measure, with latter taking precedence.  The key measure of school performance should be equally adept at exposing ‘coasting’ schools with high ability intakes as at recognising high performing schools with challenging intakes. Only looking at progress in schools that don’t meet threshold targets risks insufficient focus on the value added by all schools.  Progress should not be viewed as a safety-net or an ‘excuse’ for schools with difficult intakes, but as the basic marker of how well all schools are doing their job.
  • 10. Different viewpoints on the issues… The views of colleagues at Pearson 3) Develop a broader measure of ‘secondary readiness’  Strong English and maths key to success at secondary and beyond.  But it would be valuable to find a way of reflecting the broader primary curriculum, as well as the attitudinal skills research has found to be vital to making progress. Any measure of secondary readiness should reflect this rounded view.  Current work on ‘Pearson ladders of progress’ in English, maths and science to offer schools an alternative framework to levels.  Planning further work with CentreForum to develop other solutions.
  • 11. Different viewpoints on the issues… The views of colleagues at Pearson Recent Pearson research with teachers: Most important to assess skills 48% behaviour 46% knowledge 13% Most valued behaviours manage own behaviour follow instructions respecting others 82% 61% 61% Most valued skills organisation independent learning communication skills listening Most valued knowledge good Level 4 in English breadth of knowledge good Level 4 in maths 84% 81% 79% 53% 48% 48% 47%
  • 12. Different viewpoints on the issues… My own view (wearing policy researcher hat)  Yet another big sweeping change, creates further burdens on schools, important that sufficient time, guidance and support is provided  There is still a pernicious lack of trust in continuous teacher-based judgements – yet it produces more data and if done right, with appropriate sampling, could actually be more statistically reliable.  New approach could make national standard setting more difficult…
  • 13. Different viewpoints on the issues… My own view (wearing school governor hat)  Importance of in-year, almost real-time, progress data, rather than retrospective data, or occasional Ofsted judgements.  GBs need the skills and confidence to interrogate that data, without needing to rely on the SMT.  No small ask, a steep learning curve, requires strong data literacy, to ask the right questions, to make appropriate use of it.  Agree with current focus on professionalising Governors, but with two important caveats:  don’t lose sight of why people volunteer, it’s about local community involvement  and again we need proper support to improve and adapt to these changes – and that takes time and money.