The future of assessment

Frog 16 London 23rd June 2016

Reclaiming Assessment

1Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

2

bull the context - general issues around curriculum amp assessment

bull impact of the changes and challenges ndash and the opportunity bull re-thinking the approach - a curriculum and assessment framework

Outline

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

3

A revised National Curriculum that is more than a shift in contenthellipbull Fewer things in greater depthbull Reflects the curricula in the most successful jurisdictions in the worldbull Clearer sequencing of contentbull Focus on lsquomasteryrsquo - every child in a given year group understands fully each of the concepts expressed in the

curriculum before moving on

Assessment

bull New more demanding assessments and revised accountability measures ndash attainment amp progressbull Baseline assessment scaled scoring and interim teacher assessment frameworksbull No more attainment levels

Key changes to the National Curriculum qualifications accountability measures and Ofsted inspections Summary of reforms ndash Key Stage 1 and 2

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

4

Key changes to the National Curriculum qualifications accountability measures and Ofsted inspections Summary of reforms ndash Key Stage 4

Reformed GCSEs

will be more demanding have been designed for a two-year period of study will be linear so students will take all of their exams at the end of the course non-exam assessment will be removed or reduced in the majority of GCSEs will have a new grading scale from 9 to 1

Reformed AS and A levels will have new content with greater input from universities will be linear with AS assessments typically taking place after one year of study and A levels after two will keep the A to E grading scale (A to E for AS level) AS results will no longer count towards an A level degree of non-exam assessment will reflect balance and nature of new subject content performance standards stay the same

Source Ofqual Ofqual postcards launched to help students teachers and parents understand reforms to GCSEs AS and A levels14th September 2015

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

5

Primary

Attainment standard

Schools will be above the floor if pupils make sufficient progress across all of reading writing and mathematics or if more than 65 of them achieve the national standard in reading writing and mathematics

Progress standard

Sufficient progress will be calculated using as a value-added measure from KS1 to KS2 The precise level of lsquosufficient progressrsquo will not be set until the first new KS2 tests are sat in summer 2016

Secondary

Progress 8

A school will be below the floor standard if their Progress 8 score is below - 05 unless the confidence interval suggests that the schoolrsquos underlying performance may not be below average

httpwwweducationgovukschoolsperformancefs_14indexhtml

Accountability - Floor standards 2016

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

2

bull the context - general issues around curriculum amp assessment

bull impact of the changes and challenges ndash and the opportunity bull re-thinking the approach - a curriculum and assessment framework

Outline

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

3

A revised National Curriculum that is more than a shift in contenthellipbull Fewer things in greater depthbull Reflects the curricula in the most successful jurisdictions in the worldbull Clearer sequencing of contentbull Focus on lsquomasteryrsquo - every child in a given year group understands fully each of the concepts expressed in the

curriculum before moving on

Assessment

bull New more demanding assessments and revised accountability measures ndash attainment amp progressbull Baseline assessment scaled scoring and interim teacher assessment frameworksbull No more attainment levels

Key changes to the National Curriculum qualifications accountability measures and Ofsted inspections Summary of reforms ndash Key Stage 1 and 2

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

4

Key changes to the National Curriculum qualifications accountability measures and Ofsted inspections Summary of reforms ndash Key Stage 4

Reformed GCSEs

will be more demanding have been designed for a two-year period of study will be linear so students will take all of their exams at the end of the course non-exam assessment will be removed or reduced in the majority of GCSEs will have a new grading scale from 9 to 1

Reformed AS and A levels will have new content with greater input from universities will be linear with AS assessments typically taking place after one year of study and A levels after two will keep the A to E grading scale (A to E for AS level) AS results will no longer count towards an A level degree of non-exam assessment will reflect balance and nature of new subject content performance standards stay the same

Source Ofqual Ofqual postcards launched to help students teachers and parents understand reforms to GCSEs AS and A levels14th September 2015

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

5

Primary

Attainment standard

Schools will be above the floor if pupils make sufficient progress across all of reading writing and mathematics or if more than 65 of them achieve the national standard in reading writing and mathematics

Progress standard

Sufficient progress will be calculated using as a value-added measure from KS1 to KS2 The precise level of lsquosufficient progressrsquo will not be set until the first new KS2 tests are sat in summer 2016

Secondary

Progress 8

A school will be below the floor standard if their Progress 8 score is below - 05 unless the confidence interval suggests that the schoolrsquos underlying performance may not be below average

httpwwweducationgovukschoolsperformancefs_14indexhtml

Accountability - Floor standards 2016

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

3

A revised National Curriculum that is more than a shift in contenthellipbull Fewer things in greater depthbull Reflects the curricula in the most successful jurisdictions in the worldbull Clearer sequencing of contentbull Focus on lsquomasteryrsquo - every child in a given year group understands fully each of the concepts expressed in the

curriculum before moving on

Assessment

bull New more demanding assessments and revised accountability measures ndash attainment amp progressbull Baseline assessment scaled scoring and interim teacher assessment frameworksbull No more attainment levels

Key changes to the National Curriculum qualifications accountability measures and Ofsted inspections Summary of reforms ndash Key Stage 1 and 2

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

4

Key changes to the National Curriculum qualifications accountability measures and Ofsted inspections Summary of reforms ndash Key Stage 4

Reformed GCSEs

will be more demanding have been designed for a two-year period of study will be linear so students will take all of their exams at the end of the course non-exam assessment will be removed or reduced in the majority of GCSEs will have a new grading scale from 9 to 1

Reformed AS and A levels will have new content with greater input from universities will be linear with AS assessments typically taking place after one year of study and A levels after two will keep the A to E grading scale (A to E for AS level) AS results will no longer count towards an A level degree of non-exam assessment will reflect balance and nature of new subject content performance standards stay the same

Source Ofqual Ofqual postcards launched to help students teachers and parents understand reforms to GCSEs AS and A levels14th September 2015

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

5

Primary

Attainment standard

Schools will be above the floor if pupils make sufficient progress across all of reading writing and mathematics or if more than 65 of them achieve the national standard in reading writing and mathematics

Progress standard

Sufficient progress will be calculated using as a value-added measure from KS1 to KS2 The precise level of lsquosufficient progressrsquo will not be set until the first new KS2 tests are sat in summer 2016

Secondary

Progress 8

A school will be below the floor standard if their Progress 8 score is below - 05 unless the confidence interval suggests that the schoolrsquos underlying performance may not be below average

httpwwweducationgovukschoolsperformancefs_14indexhtml

Accountability - Floor standards 2016

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

4

Key changes to the National Curriculum qualifications accountability measures and Ofsted inspections Summary of reforms ndash Key Stage 4

Reformed GCSEs

will be more demanding have been designed for a two-year period of study will be linear so students will take all of their exams at the end of the course non-exam assessment will be removed or reduced in the majority of GCSEs will have a new grading scale from 9 to 1

Reformed AS and A levels will have new content with greater input from universities will be linear with AS assessments typically taking place after one year of study and A levels after two will keep the A to E grading scale (A to E for AS level) AS results will no longer count towards an A level degree of non-exam assessment will reflect balance and nature of new subject content performance standards stay the same

Source Ofqual Ofqual postcards launched to help students teachers and parents understand reforms to GCSEs AS and A levels14th September 2015

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

5

Primary

Attainment standard

Schools will be above the floor if pupils make sufficient progress across all of reading writing and mathematics or if more than 65 of them achieve the national standard in reading writing and mathematics

Progress standard

Sufficient progress will be calculated using as a value-added measure from KS1 to KS2 The precise level of lsquosufficient progressrsquo will not be set until the first new KS2 tests are sat in summer 2016

Secondary

Progress 8

A school will be below the floor standard if their Progress 8 score is below - 05 unless the confidence interval suggests that the schoolrsquos underlying performance may not be below average

httpwwweducationgovukschoolsperformancefs_14indexhtml

Accountability - Floor standards 2016

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

5

Primary

Attainment standard

Schools will be above the floor if pupils make sufficient progress across all of reading writing and mathematics or if more than 65 of them achieve the national standard in reading writing and mathematics

Progress standard

Sufficient progress will be calculated using as a value-added measure from KS1 to KS2 The precise level of lsquosufficient progressrsquo will not be set until the first new KS2 tests are sat in summer 2016

Secondary

Progress 8

A school will be below the floor standard if their Progress 8 score is below - 05 unless the confidence interval suggests that the schoolrsquos underlying performance may not be below average

httpwwweducationgovukschoolsperformancefs_14indexhtml

Accountability - Floor standards 2016

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

6

There will be further consideration of the arrangements for measuring the progress of pupils in infant or first schools from their starting point in the reception baseline

(There are 1332 infant schools)

Source httpswwwgovukgovernmentstatisticsphonics-screening-check-and-key-stage-1-assessments-england-2015

Question How will infant schools be measured with regard to progress and attainment and how will it be quality assured

lsquoFrom 2016 primary schools will be given a value-added score that will be a fairer way of measuring progress as it will compare pupils against those with similar starting points nationally and progress of all pupils will count towards the schoolrsquos score whether high middle or low attainers Initially progress will be calculated from KS1 to KS2 and so will not include infant schools Infant schools will continue to be held to account for pupil attainment through school inspectionrsquo

Source Letter from STA 24th August 2015

Accountability - Floor standards ndash infant or first schools

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

7

Accountability from 2016 ndash Coasting primary schools

Hundreds of lsquocoastingrsquo schools to be transformed - DfE press release 30 June 2015 (Education and Adoption Bill)

bull Schools eligible for intervention will be those which fall below a new lsquocoastingrsquo level for 3 years

bull To be deemed coasting a primary school must fall below the coasting level for all three of the years 2014 2015 and 2016 The draft regulations will apply for the first time in 2016

bull At primary level the definition will apply to those schools who have seen fewer than 85 of children achieving an acceptable secondary-ready standard in reading writing and maths over the course of 3 years and who have seen insufficient pupil progress

bull For 2014 and 2015 a school will fall below the coasting level if fewer than 85 of its pupils achieve level 4 or above in reading writing and mathematics and below the median percentage of pupils make expected progress

bull We propose a school will fall below the coasting standard in 2016 where fewer than 85 of pupils achieve the expected standard across reading writing and mathematics and pupils do not make sufficient progress The same progress measure will be used in both the floor and the coasting criteria but a higher progress bar will be set for the coasting criteria

bull We will announce the exact levels of progress for both the floor and the coasting criteria once tests have been taken in 2016

httpswwwgovukgovernmentuploadssystemuploadsattachment_datafile448151Draft_coasting_regulations_-_explanatory_statementpdf

The Education and Adoption Bill has completed passage through Parliament 23rd February 2016

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

7

Accountability from 2016 ndash Coasting primary schools

Hundreds of lsquocoastingrsquo schools to be transformed - DfE press release 30 June 2015 (Education and Adoption Bill)

bull Schools eligible for intervention will be those which fall below a new lsquocoastingrsquo level for 3 years

bull To be deemed coasting a primary school must fall below the coasting level for all three of the years 2014 2015 and 2016 The draft regulations will apply for the first time in 2016

bull At primary level the definition will apply to those schools who have seen fewer than 85 of children achieving an acceptable secondary-ready standard in reading writing and maths over the course of 3 years and who have seen insufficient pupil progress

bull For 2014 and 2015 a school will fall below the coasting level if fewer than 85 of its pupils achieve level 4 or above in reading writing and mathematics and below the median percentage of pupils make expected progress

bull We propose a school will fall below the coasting standard in 2016 where fewer than 85 of pupils achieve the expected standard across reading writing and mathematics and pupils do not make sufficient progress The same progress measure will be used in both the floor and the coasting criteria but a higher progress bar will be set for the coasting criteria

bull We will announce the exact levels of progress for both the floor and the coasting criteria once tests have been taken in 2016

httpswwwgovukgovernmentuploadssystemuploadsattachment_datafile448151Draft_coasting_regulations_-_explanatory_statementpdf

The Education and Adoption Bill has completed passage through Parliament 23rd February 2016

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

8

Accountability from 2016 ndash Coasting secondary schools

bull Schools eligible for intervention will be those which fall below a new lsquocoastingrsquo level for 3 years

bull For secondary schools a school will be lsquocoastingrsquo if in 2014 and 2015 fewer than 60 of children achieve 5 A to C including English and mathematics and they are below the median level of expected progress and in 2016 they fall below a level set against the new progress 8 measure

bull This level will be set after 2016 results are available to ensure it is set at a suitable level A school will have to be below those levels in all 3 years to be defined as lsquocoastingrsquo

bull By 2018 the definition of lsquocoastingrsquo will be based entirely on Progress 8 and will not have an attainment

httpswwwgovukgovernmentuploadssystemuploadsattachment_datafile448151Draft_coasting_regulations_-_explanatory_statementpdf

The Education and Adoption Bill has completed passage through Parliament 23rd February 2016 Awaiting Royal Assent

Budget ndash March 16th 2016 Schools must become academies by 2020 or have official plans to do so by 2022 George Osborne pledged to set schools free from local bureaucracy so by 2020 all schools must have converted or be in the process of converting to academy status Dropped 26th Mayhellip but coasting schools applies

Hundreds of lsquocoastingrsquo schools to be transformed - DfE press release 30 June 2015 (Education and Adoption Bill)

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

9

bull The most effective education systems around the world are those that have high levels of autonomy along with clear and robust accountability

(DfE Secondary School Accountability Consultation 7th February 2013)

bull Within countries where schools are held to account for their results through posting achievement data publicly schools that enjoy greater autonomy in resource allocation tend to do better than those with less autonomy However in countries where there are no such accountability arrangements the reverse is true

(OECD PISA results 2010 Page 105 and PISA in focus 2011)

bull The often repeated finding that school performance tends to be highest where autonomy is combined with accountability is not supported by the data from PISA 2009 This finding stated in the OECDrsquos own analysis of the same data turns out not to be statistically significant once we examine the data separately for public and private schools

(A re-evaluation of the link between autonomy accountability and achievement in PISA 2009 Tom Benton Cambridge Assessment Research Division January 2014)

High levels of accountability workhellipdonrsquot they

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

10

And more to comehellipprimary ()Tories in school tests U-turn Tough new tests and assessments for Englandrsquos primary school children may be scrapped in a wide-ranging review after opposition from unions and head teachers in what many will see as a significant government U-turn

The Sunday Times 1st November 2015 But to be really confident that students are progressing well through primary school we will be looking at the assessment of pupils at age seven to make sure it is as robust and rigorous as it needs to be

Wersquoll be working with headteachers in the coming months on how we get this right holding schools to account and giving them full credit for the progress they achieve

Secretary of State for Education - One nation education Policy Exchange 3rd November 2015

Times tables tests - Pupils will expected to know all tables up to 12x12 with the skill measured using an on-screen check examination to be piloted by 3000 students in 80 schools this summer before being rolled out across English primaries in 2017 Education secretary Nicky Morgan warned teachers will also be judged by the results of their pupils tests (Reported in national press 3amp4th January 2016)

Low attaining pupils Assessment Review ndash Dame Dianne Rochford Baseline tests academieshellipFrog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

As of July 2015 the Standards and Testing Agency has announced the following providers (in bold) have attracted sufficient schools to offer baseline assessments

bull Centre for Evaluation and Monitoring Durham University (CEM)bull Early Excellencebull GL Assessment (from September 2016)bull Hodder Education (suspended)bull National Foundation for Educational Research (NFER)bull Speech Link (suspended)

Reception Baseline ndash DfE approved providers

11

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

schools can use one of these assessments from September 2015

schools that use an approved baseline assessment in September 2015 will have their progress measured in 2022 (when these children reach the end of key stage 2) based on either the reception baseline or key stage 1 results whichever shows the most progress For schools which do not choose to use the reception baseline in 2015 progress will only be measured from key stage 1 to key stage 2

the reception baseline will be the only measure used to assess progress for children who start

reception in September 2016 and beyond Key stage 1 assessments will remain statutory but will not be used for the progress floor standard of all-through primary schools The progress of pupils starting reception in September 2016 in all-through primary schools will be measured in 2023 when these pupils reach the end of key stage 2 Schools that choose not to use an approved baseline from 2016 will be judged on the attainment floor standard alone

Reception Baseline

12Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

Reception baseline assessment will not be used as a starting point to measure pupil progress following a comparability study

The study compares the 3 reception baseline assessments used by schools in the 2015 to 2016 academic year

The study concludes that the 3 different assessments are not sufficiently comparable to create a fair starting point from which to measure pupilsrsquo progress

As a result the results cannot be used as the baseline for progress measures as it would be inappropriate and unfair to schools

Reception Baseline

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

10

And more to comehellipprimary ()Tories in school tests U-turn Tough new tests and assessments for Englandrsquos primary school children may be scrapped in a wide-ranging review after opposition from unions and head teachers in what many will see as a significant government U-turn

The Sunday Times 1st November 2015 But to be really confident that students are progressing well through primary school we will be looking at the assessment of pupils at age seven to make sure it is as robust and rigorous as it needs to be

Wersquoll be working with headteachers in the coming months on how we get this right holding schools to account and giving them full credit for the progress they achieve

Secretary of State for Education - One nation education Policy Exchange 3rd November 2015

Times tables tests - Pupils will expected to know all tables up to 12x12 with the skill measured using an on-screen check examination to be piloted by 3000 students in 80 schools this summer before being rolled out across English primaries in 2017 Education secretary Nicky Morgan warned teachers will also be judged by the results of their pupils tests (Reported in national press 3amp4th January 2016)

Low attaining pupils Assessment Review ndash Dame Dianne Rochford Baseline tests academieshellipFrog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

As of July 2015 the Standards and Testing Agency has announced the following providers (in bold) have attracted sufficient schools to offer baseline assessments

bull Centre for Evaluation and Monitoring Durham University (CEM)bull Early Excellencebull GL Assessment (from September 2016)bull Hodder Education (suspended)bull National Foundation for Educational Research (NFER)bull Speech Link (suspended)

Reception Baseline ndash DfE approved providers

11

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

schools can use one of these assessments from September 2015

schools that use an approved baseline assessment in September 2015 will have their progress measured in 2022 (when these children reach the end of key stage 2) based on either the reception baseline or key stage 1 results whichever shows the most progress For schools which do not choose to use the reception baseline in 2015 progress will only be measured from key stage 1 to key stage 2

the reception baseline will be the only measure used to assess progress for children who start

reception in September 2016 and beyond Key stage 1 assessments will remain statutory but will not be used for the progress floor standard of all-through primary schools The progress of pupils starting reception in September 2016 in all-through primary schools will be measured in 2023 when these pupils reach the end of key stage 2 Schools that choose not to use an approved baseline from 2016 will be judged on the attainment floor standard alone

Reception Baseline

12Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

Reception baseline assessment will not be used as a starting point to measure pupil progress following a comparability study

The study compares the 3 reception baseline assessments used by schools in the 2015 to 2016 academic year

The study concludes that the 3 different assessments are not sufficiently comparable to create a fair starting point from which to measure pupilsrsquo progress

As a result the results cannot be used as the baseline for progress measures as it would be inappropriate and unfair to schools

Reception Baseline

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

As of July 2015 the Standards and Testing Agency has announced the following providers (in bold) have attracted sufficient schools to offer baseline assessments

bull Centre for Evaluation and Monitoring Durham University (CEM)bull Early Excellencebull GL Assessment (from September 2016)bull Hodder Education (suspended)bull National Foundation for Educational Research (NFER)bull Speech Link (suspended)

Reception Baseline ndash DfE approved providers

11

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

schools can use one of these assessments from September 2015

schools that use an approved baseline assessment in September 2015 will have their progress measured in 2022 (when these children reach the end of key stage 2) based on either the reception baseline or key stage 1 results whichever shows the most progress For schools which do not choose to use the reception baseline in 2015 progress will only be measured from key stage 1 to key stage 2

the reception baseline will be the only measure used to assess progress for children who start

reception in September 2016 and beyond Key stage 1 assessments will remain statutory but will not be used for the progress floor standard of all-through primary schools The progress of pupils starting reception in September 2016 in all-through primary schools will be measured in 2023 when these pupils reach the end of key stage 2 Schools that choose not to use an approved baseline from 2016 will be judged on the attainment floor standard alone

Reception Baseline

12Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

Reception baseline assessment will not be used as a starting point to measure pupil progress following a comparability study

The study compares the 3 reception baseline assessments used by schools in the 2015 to 2016 academic year

The study concludes that the 3 different assessments are not sufficiently comparable to create a fair starting point from which to measure pupilsrsquo progress

As a result the results cannot be used as the baseline for progress measures as it would be inappropriate and unfair to schools

Reception Baseline

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

schools can use one of these assessments from September 2015

schools that use an approved baseline assessment in September 2015 will have their progress measured in 2022 (when these children reach the end of key stage 2) based on either the reception baseline or key stage 1 results whichever shows the most progress For schools which do not choose to use the reception baseline in 2015 progress will only be measured from key stage 1 to key stage 2

the reception baseline will be the only measure used to assess progress for children who start

reception in September 2016 and beyond Key stage 1 assessments will remain statutory but will not be used for the progress floor standard of all-through primary schools The progress of pupils starting reception in September 2016 in all-through primary schools will be measured in 2023 when these pupils reach the end of key stage 2 Schools that choose not to use an approved baseline from 2016 will be judged on the attainment floor standard alone

Reception Baseline

12Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

Reception baseline assessment will not be used as a starting point to measure pupil progress following a comparability study

The study compares the 3 reception baseline assessments used by schools in the 2015 to 2016 academic year

The study concludes that the 3 different assessments are not sufficiently comparable to create a fair starting point from which to measure pupilsrsquo progress

As a result the results cannot be used as the baseline for progress measures as it would be inappropriate and unfair to schools

Reception Baseline

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

Reception baseline assessment will not be used as a starting point to measure pupil progress following a comparability study

The study compares the 3 reception baseline assessments used by schools in the 2015 to 2016 academic year

The study concludes that the 3 different assessments are not sufficiently comparable to create a fair starting point from which to measure pupilsrsquo progress

As a result the results cannot be used as the baseline for progress measures as it would be inappropriate and unfair to schools

Reception Baseline

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

Key stage 1 (KS1) will continue to be used as the starting point from which to measure this yearrsquos reception pupilsrsquo progress to KS2

Schools will have the option to continue to use the baseline assessments in the 2016 to 2017 academic year should they wish to sign up for reception baseline as part of their on-entry assessment of pupils

The outcomes from the assessments will not be used for accountability

Over the coming months we will be considering options for improving assessment arrangements in reception beyond 2016 to 2017 and will make an announcement in due course

Reception Baseline

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

15

And more to comehellipsecondaryYear 7 re-sits

So wersquore also delivering on our commitment to introduce new year 7 re-sit tests to make sure children whorsquove fallen behind in primary school are supported to catch-up at the start of secondary

EBacc expectation

Thatrsquos why in our manifesto we committed to introducing an expectation that every child who is able should study the EBacc Today we are consulting on how to deliver this and on better accountability for schools about the proportion of their students who take this set of core subjects In time I want to see at least 90 of students entering the EBacc

National Teaching Service (Primary amp Secondary)

So today Irsquom delighted to announce that we will be delivering on yet another of our commitments with the creation of a National Teaching Service

A new national programme that will get our best teachers and middle leaders into underperforming schools in areas where they are needed mostSource Secretary of State for Education - one nation education Policy Exchange 3rd November 2015

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

16

And more to comehellipsecondary HMCI Annual Report 2014- 15 December 2015

bull There have been some significant improvements over the last few yearshellipMuch of this improvement is as a result of better primary school performance across England

bull Secondary schools are still considerably less likely to be good or outstanding than primary schools and this is being driven by many more weak secondary schools in the North and Midlands

bull Our report lsquoKey Stage 3 the wasted yearsrsquo found that it is these first years of secondary school where too many pupils fall behind

bull Assessment and progress tracking was not well developed at Key Stage 3 The weakest teaching failed to build sufficiently on pupilsrsquo prior learning

bull Inspectors found that too many secondary schools did not work effectively with partner primary schools to understand pupilsrsquo prior learning and ensure that they built on this during Key Stage 3

bull Some secondary leaders simply accepted that pupils would repeat what they had already done in primary school during the early part of Key Stage 3 particularly in Year 7 This was a particular issue in mathematics and to a lesser extent in English

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

The curriculum

17

The Intended curriculum The Enacted curriculum The Assessed curriculum

The Learned curriculum Source After Tim Oates Cambridge Assessment

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

A new curriculum

Emphasis on knowledge rather than skills Mastery of annual objectives rather than progression

through a learning continuum Deeper learning and enrichment rather than extension

and acceleration

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

19

The School Information (England) Regulations

Require schools to show

bullin relation to each year group the content of the curriculum for each academic subjectbullfor KS1 names of phonics or reading schemesbullfor KS4 list of courses leading to GCSE qualificationsbull how parents or other members of the public can find out more about the curriculum your school

is following

lsquoThis information is important for parents so that they know precisely what is taught and when enabling them to support their children in their studies It is also important information for parents when choosing new schoolsrsquo

(A criterion used by Ofsted in selecting schools for inspection without notice)

Source Nick Gibb ndash letter to LAsTrusts 27th October 2014 expressing concern that schools are not complying fully with arrangementsFrog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

20

The School Information (England) Regulations

A school curriculumhellip

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

KS3

ICT

All pupils study ICT at Key Stage 3 where we cover a comprehensive range of topic areas The ICT curriculum builds on the teaching at Key Stage 2 and covers three main strands

1 Digital Literacy2 ICT3 Computer Science

Each half term throughout Key Stage 3 students complete a new ICT project covering the three main strands mentioned above Within these units we have placed an emphasis on developing transferrable ICT knowledge understanding and skills During Year 9 many students will start to complete work towards their Btec ICT qualification

21

The School Information (England) Regulations

A school curriculumhellip

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

Understanding progression

22Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

23

A design and technology experiencehellip

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

Measuring progress ndash an HMI DampT model

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

Understanding progression

Age 5

Age 7

Age 11 Age 16

Age 18

Baseline assessment

KS1 assessment

KS2 assessment

GCSE assessment

GCE assessmentExpected standard

(L2)

(L4b)

G5

A

25

copy Mick Walker April14

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

Assessment

26Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

Teacher assessment

lsquoBest-fitrsquo judgements replaced by mastery model to secure key learning

Level descriptions replaced by lsquopupil canrsquo statements in the interim TA frameworks

Removal of link between in-school formative assessment and national summative assessment

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

Accurate teacher assessment and verification of the new standards requireshellipSecure knowledge and understanding of the statements for each standard within the interim teacher assessment frameworks for writing (KS1 and KS2)Greater depth of subject knowledge and understanding of the grammatical terminology required by the KS1 and KS2 programmes of studyFamiliarity with the English programme of study and associated appendices (spelling and vocabulary grammar and punctuation) relating to writing in the 2014 national curriculum

Implications for practice

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

29

attainment of all the lsquopupil canrsquo statements

Wersquove been here beforehellip

Geography 1991

5 attainment targets and 10 levels

lsquoBest fitrsquo introduced following Dearing Review 1995

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

30

attainment of all the lsquopupil canrsquo statements

Wersquove been here beforehellipAND WErsquoRE BACK

To demonstrate that pupils have met a standard within this interim framework teachers will need to have evidence that a pupil demonstrates attainment of all of the statements within that standard and all the statements in the preceding standard(s)

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

31

Ofsted amp assessment ndash (HMCI letter to schools July 2014)

Schools will be expected to demonstrate (with evidence) their assessment of pupilsrsquo progress This will be reinforced by the revised focus of Ofsted inspections

Inspectors will

bull spend more time looking at a range of pupilrsquos work in order to consider what progress they are making

bull talk to leaders about the schoolrsquos use of formative and summative assessment and how this improves teaching and raises achievement

bull evaluate how well pupils are doing against age-related expectations as set out by the school and the National Curriculum (where this applies)

bull consider how the school uses assessment information

bull evaluate the way the school reports to parents on pupilsrsquo progress and attainment Inspectors will assess whether reports help parents to understand how their children are doing in relation to the standards expected

See the Common Inspection Framework (CIF) the School Inspection Handbook ndash September 2015 ndash and Ofsted Inspections clarification for schools March 2015 (Dispelling the myths about Ofstedrsquos inspections)

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

32

Ofsted expectations

Evidence for inspection Ofsted does not expect schools to provide evidence for inspection beyond that set out in the inspection

handbook

Ofsted will take a range of evidence into account when making judgements including published performance data the schoolrsquos in-year performance data and work in pupilsrsquo books and folders However unnecessary or extensive collections of marked pupilsrsquo work are not required for inspection

Ofsted does not expect performance and pupil-tracking data to be presented in a particular format Such data should be provided to inspectors in the format that the school would ordinarily use to track and monitor the progress of pupils in that school

Ofsted does not require teachers to undertake additional work or to ask pupils to undertake work specifically for the inspection

Ofsted will usually expect to see evidence of the monitoring of teaching and learning and its link to teachersrsquo performance management and the Teachersrsquo Standards but this should be the information that the school uses routinely and not additional evidence generated for inspection

Source Ofsted March 2015 No 140169 ndash re-stated in the School Inspection Handbook June 2015

Ofsted inspections ndash clarification for schools

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

Teacher Workload SurveyTeacher Survey ndash workload challenge October to November 2014 (48832 responses)

Key issues

There were two specific tasks that were reported as being burdensome for the majority of sample respondents

recording inputting monitoring and analysing data (56) excessivedepth of marking ndash detail and frequency required (53)

Drivers of workload

Respondents most commonly said that the burden of their workload was created by accountabilityperceived pressures of Ofsted (53) tasks set by seniormiddle leaders (51)

Working to policies set at localschool level (35) and policy change at national level (34) were also significant drivers for teacher workload

33Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

Three reports (DfE March 2016)

Eliminating unnecessary workload associated with data management

httpswwwgovukgovernmentpublicationsreducing-teacher-workload-data-management-review-group-report

Eliminating unnecessary workload around marking

httpswwwgovukgovernmentpublicationsreducing-teacher-workload-marking-policy-review-group-report

Eliminating unnecessary workload around planning and teaching resources

httpswwwgovukgovernmentpublicationsreducing-teacher-workload-planning-and-resources-group-report

34

Teacher Workload Survey

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

2 hellip providing written feedback on pupilsrsquo work ndash has become disproportionately valued by schools and has become unnecessarily burdensome for teachers

3 The quantity of feedback should not be confused with the quality

10 Marking has evolved into an unhelpful burden for teachers when the time it takes is not repaid in positive impact on pupilsrsquo progress This is frequently because it is serving a different purpose such as demonstrating teacher performance or to satisfy the requirements of other mainly adult audiences Too often it is the marking itself which is being monitored and commented on by leaders rather than pupil outcomes and progress as a result of quality feedback

12 Our remit was to pay particular attention to lsquodeep markingrsquo From a review of the educational literature there appears to be no broadly agreed definition for this term or any theoretical underpinning of its educational worth

8 In summary we recommend that all marking should be meaningful manageable and motivating This should be the perspective adopted by all engaged in education from classroom teachers to the Department for Education (DfE)

35

Teacher Workload Reports Eliminating unnecessary workload around Marking

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

4 Creating detailed plans can become a lsquobox-tickingrsquo exercise and create unnecessary workload for teachers taking time away from the real business of planning whilst offering lsquofalse comfortrsquo of purpose These burdensome and unhelpful practices have arisen due to the real and perceived demands made by Government and Ofsted and how school leaders and teachers have reacted to them

5 School leaders should evaluate how they view planning in their school All leaders have a key role in ensuring the availability of fully-resourced collaboratively developed schemes of work Once these are in place and individual teachers understand the lsquowhatrsquo and lsquowhyrsquo of the curriculum they can be freed to teach in a way that best suits their professional judgement and experience Access to good quality schemes of work should reduce workload rather than create it

36

Teacher Workload Reports Eliminating unnecessary workload around Planning amp Teaching Resources

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

6 This can only happen if Government and its agencies commit to sufficient lead-in times for changes for which the sector will have to undertake significant planning to implement This includes releasing relevant materials in good time

7 High quality resources including textbooks can support teaching reduce workload by teachers not having to lsquoreinvent the wheelrsquo and ensure high expectations of the content of lessons and conceptual knowledge

8 We recognised that there are cultural issues at play which should be challenged

27 If the benefits are not apparent in pupil outcomes then this amounts to unnecessary workload As John Hattie remarks lsquothere are a million resources available on the internet and creating more seems among the successful wastes of time in which teachers love to engagersquo2

29 We also feel strongly that any resource will only be truly effective when it is supported by high quality training and professional development Having a shared and secure understanding of what effective teaching and pupil understanding looks like to inform planning is essential as are collaborative planning approaches Access to effective plans and materials for new entrants to the profession will support their development and allow them to concentrate on teaching

37

Teacher Workload Reports Eliminating unnecessary workload around Planning amp Teaching Resources

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

Principles for planning

11 Five principles are set out below that we believe should be used to test practice and expectations in schools These are motivated by a desire to ensure that planning is productive and that workload for teachers is manageable

a Planning a sequence of lessons is more important than writing individual lesson plans

b Fully resourced schemes of work should be in place for all teachers to use each term

c Planning should not be done simply to please outside organisations

d Planning should take place in purposeful and well defined blocks of time

e Effective planning makes use of high quality resources

38

Teacher Workload Reports Eliminating unnecessary workload around Planning amp Teaching Resources

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

Tim Oates on Finland textbooks and workload

39

>

A culture of excessive data collection

Data has become an end in itself ndash divorced from the core purpose ndash improving outcomes for pupils

Do not assume data collection and analysis must continue because it always has

clarity of purpose needs to be clear

the process needs to be efficient

data need to be valid

40

Teacher Workload Reports Eliminating unnecessary workload associated with Data Management

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

14 The recent removal of lsquolevelsrsquo should be a positive step in terms of data management schools should not feel any pressure to create elaborate tracking systems or lsquoworking at gradersquo approaches Yet there is anecdotal evidence that schools are introducing complicated systems which mimic levels This is an attempt to overlay the old world onto the new and it creates unnecessary data burdens that should be avoided

41

Teacher Workload Reports Eliminating unnecessary workload associated with Data Management

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

Tim Oates on levels mastery compensatory and low quality assessment

42

>

14 The recent removal of lsquolevelsrsquo should be a positive step in terms of data management schools should not feel any pressure to create elaborate tracking systems or lsquoworking at gradersquo approaches Yet there is anecdotal evidence that schools are introducing complicated systems which mimic levels This is an attempt to overlay the old world onto the new and it creates unnecessary data burdens that should be avoided

16 Government should ensure that national curriculum policy does not place ill- considered demands on schools in relation to tracking progress Leaders should ensure that they have a curriculum that offers pupils a robust framework of teaching that builds in progression challenge and depth of knowledge Teachers should then make professional judgements of pupil attainment against key performance indicators ndash the big ideas that tell us whether a pupil understands and has grasped what they have been taught

18 Teachers need to know if pupils are on track to achieve end-of-year expectations whether pupils are where they should be but are best placed to make such judgements through their professional knowledge without recourse to elaborate assessment data generating and recording systems Government (including Regional Schools Commissioners) Ofsted local authorities and school leaders should support this approach

43

Teacher Workload Reports Eliminating unnecessary workload associated with Data Management

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

44

Impact of the changes and challenges ndash and the opportunity

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

45

The impacthellip

bull the curriculum content needs to be detailed and clearbull for qualifications linear courses need to carefully plannedbull standards of performance need to be challenging clearly articulated universally

understood and shared thereforebull progress needs to be understood articulated and evidencedbull transition needs more workhellip see Ofsted Key Stage 3 ndash the wasted years (10th

September 2015)

AndhellipTrust in ndash and within - the profession needs to be re-establishedbull Initial teacher training in assessment needs improvementbull professional development covering assessment should be targeted

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

46

The challengehellip

There are issues surrounding teacher assessment that have to do with potential bias application of different sometimes personal assessment criteria and differences in the available evidence base when implemented curricula and standards of judgement differ from class to class and school to school

Sandra Johnson A focus on teacher assessment reliability in GCSE and GCE Report for Ofqual 2011

However inspectors have noted worrying inconsistencies in teacher assessment at the end of Key Stage 1 In infant schools for example children are more likely to be assessed as reaching or exceeding the standards expected for their age than they are in all-through primary schools Moreover uneven moderation by local authorities of the work carried out by schools can lead to poor quality and unreliable assessment For these reasons I urge government to consider a return to external assessment at the end of Key Stage 1

HMCI Annual Report 201213

The Commission heard from the majority of those submitting evidence that there was a lack of trust in teacher assessment at the present time There is a worrying lack of trust in individual teacher-based assessment which emanates from within the profession itself

The NAHT Commission on Assessment (February 2014)

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

47

3

Red

14

92

Green

EmergingFruit

Beware mad numbers Meaning must be added - be careful when comparing two numbers that come from different contexts

Dog breeds

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

48

Beware mad numbers

But Spinal Taprsquos amplifier goes to 11hellip

Ampeg FenderMarshallhellip

Outstanding education through aw

esome technology

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

Mad Numbers - Dead Poets Society (1989)

Determining a poemrsquos greatness is a relatively simple matterhellip

lsquoIf the poems score for perfection is plotted on the horizontal of a graph and its importance is plotted on the vertical then calculating the total area of the poem yields the measure of its greatnessrsquo

Understanding Poetry Dr J Evans Pritchard PhD

ldquoExcrement

We are not laying pipeshelliprip out the pagerdquo

John Keating ndash teacher (Robin Williams)

x = Perfection

y =

Impo

rtanc

e

Byron sonnet

Shakespeare sonnet

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

50

So wherersquos the opportunity

Assessment as the pivotal point of teaching and learning

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

51Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

52

The opportunity

bull Making assessment about teaching and learning

bull Improved teacher subject knowledge

bull Quality assured assessments

bull Better skilled teachers with assessment expertise

bull Better use and development of robust research

bull Confidence

bull Trust in the professionhellip

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

53

A viable solution ndash a proposed curriculum amp assessment framework

bull that puts the curriculum to the fore

bull that provides a structured focus for assessment

bull provides a curriculum and assessment framework ndash built on sound practice and robust research

bull places assessment as integral to teaching and learning

bull addresses issues of validity and reliability and

bull most importantly places childrenrsquos learning as paramount

But it wonrsquot just happenhellip

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

Assessment Quality Assurance PlanAn Assessment Quality Assurance plan should present an organisational framework for all assessment activities within the centre There is no single way of organising or presenting such a framework but the information below outlines key areas that should be considered when designing developing or evaluating the centrersquos assessment practice

Principles of assessment

Reporting

Relationship with the stated curriculum

Common standards and expectations

Consistency

Staff training and development

Evaluation review amp accreditation

Impact on teaching and learning

Learner

Chartered Institute of Educational Assessors (CIEA)

54Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

Content of the curriculum is taken from the schoolrsquos curriculum which is matched to the New National Curriculum (NNC)

Any gaps between the school curriculum and the NNC must be filled

The curriculum content will reflect the entire yearrsquos delivery

Term one

The content here is driven by the topic or theme used to deliver the curriculum and provide assessment opportunities

Term two

Again the content is driven by the theme used to deliver the curriculum

Term three

Again the content is driven by the topic or theme At the end of the year the entire curriculum for that year will have been covered

Assessment criteria are taken from the NNC

Key Performance Indicators (KPIs) describe a group of individual criteria

Separate KPIs make up the end of year Performance Standards (PS) that is the expected performance at the end of the year and against which assessments are made at the end of the year

An individual pupilrsquos work can be kept to exemplify attainment against the KPI and PS This can be known as the exemplification of performance This work should be annotated to highlight the achievement

From individual pupilrsquos work the school can create a standards file showing achievement in all subjects at each level This will create a benchmark for assessment purposes in future years

The standards file can be used as and when necessary to take part in cross school moderation activities when the standards can be agreed or altered according to decisions at the moderation

Term one

KPIs clearly stated for each topic or theme

Term two

KPIs clearly stated for each topic or theme

Term three

KPIs clearly stated for each topic or theme

Establishing a curriculum amp assessment framework ndash NAHT assessment model

55Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

Content of the curriculum is taken from the schoolrsquos curriculum which is matched to the New National Curriculum (NNC)

Any gaps between the school curriculum and the NNC must be filled

The curriculum content will reflect the entire yearrsquos delivery

Term one

The content here is driven by the topic or theme used to deliver the curriculum and provide assessment opportunities

Term two

Again the content is driven by the theme used to deliver the curriculum

Term three

Again the content is driven by the topic or theme At the end of the year the entire curriculum for that year will have been covered

Assessment criteria are taken from the NNC

Key Performance Indicators (KPIs) describe a group of individual criteria

Separate KPIs make up the end of year Performance Standards (PS) that is the expected performance at the end of the year and against which assessments are made at the end of the year

An individual pupilrsquos work can be kept to exemplify attainment against the KPI and PS This can be known as the exemplification of performance This work should be annotated to highlight the achievement

From individual pupilrsquos work the school can create a standards file showing achievement in all subjects at each level This will create a benchmark for assessment purposes in future years

The standards file can be used as and when necessary to take part in cross school moderation activities when the standards can be agreed or altered according to decisions at the moderation

Term one

KPIs clearly stated for each topic or theme

Term two

KPIs clearly stated for each topic or theme

Term three

KPIs clearly stated for each topic or theme

Establishing a curriculum amp assessment framework ndash NAHT assessment model

56Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

57

Selecting KPIs ndash extract from the National Curriculum year 1 programme of study

Reading ndash word reading (statutory requirements) Pupils should be taught to bull apply phonic knowledge and skills as the route to decode words bull respond speedily with the correct sound to graphemes (letters or groups of letters) for all 40+ phonemes including

where applicable alternative sounds for graphemes bull read accurately by blending sounds in unfamiliar words containing GPCs that have been taught bull read common exception words noting unusual correspondences between spelling and sound and where these

occur in the word bull read words containing taught GPCs and ndashs ndashes ndashing ndashed ndasher and ndashest endings bull read other words of more than one syllable that contain taught GPCs bull read words with contractions [for example Irsquom Irsquoll wersquoll] and understand that the apostrophe represents the omitted

letter(s) bull read aloud accurately books that are consistent with their developing phonic knowledge and that do not require them

to use other strategies to work out words bull re-read these books to build up their fluency and confidence in word reading

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

58

Selecting KPIs ndash extract from the National Curriculum year 1 programme of study

Reading ndash word reading (statutory requirements) Pupils should be taught to bull apply phonic knowledge and skills as the route to decode words bull respond speedily with the correct sound to graphemes (letters or groups of letters) for all 40+ phonemes

including where applicable alternative sounds for graphemes bull read accurately by blending sounds in unfamiliar words containing GPCs that have been taught bull read common exception words noting unusual correspondences between spelling and sound and where these

occur in the word bull read words containing taught GPCs and ndashs ndashes ndashing ndashed ndasher and ndashest endings bull read other words of more than one syllable that contain taught GPCs bull read words with contractions [for example Irsquom Irsquoll wersquoll] and understand that the apostrophe represents the omitted

letter(s) bull read aloud accurately books that are consistent with their developing phonic knowledge and that do not

require them to use other strategies to work out words bull re-read these books to build up their fluency and confidence in word reading

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

59

National and school curriculum - measuring and recording progress across key stages ndash NAHT assessment model

Key performance indicators Performance standard

Responds speedily with the correct sound to graphemes (letters or groups of letters) for all 40+ phonemes including where applicable alternative sounds for graphemes Reads accurately by blending sounds in unfamiliar words Reads common exception words Reads aloud accurately books that are consistent with their developing phonic knowledge and that do not require them to use other strategies to work out words Develops pleasure in reading motivation to read vocabulary and understanding by

Listening to and discussing a wide range of poems stories and non-fiction at a level beyond that at which they can read independently

With reference to the KPIs By the end of Y1 a child should be able to read all common graphemes and be able to read unfamiliar words containing these graphemes accurately and without undue hesitation by sounding them out in books that are matched closely to the level of word reading knowledge A child should be able to read many common words containing GPCs taught so far such as shout hand stop or dream without needing to blend the sounds out loud first Reading of common exception words such as you could many or people should be secure meaning a child can read them easily and automatically A child can read words with suffixes with support to build on the root words that can be read already

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

60

Tim Oates on granular assessment

- and access to the whole curriculum

>

61

Recording performance using KPIs

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

62

Standardisation

bull Standardisation is the procedure that ensures that all assessors involved in the assessment of pupilsrsquo performances do so accurately and consistently

bull Standardisation establishes a common standard of marking linked to the standard set for the work being assessed that helps maintain quality of marking

bull Assessments need to be standardised administered fixed in their scope and level of difficulty and marked consistently

bull The procedure is carried out before anyone assesses a piece of work

bull The procedure is managed by someone who is confident in applying the standard In external summative tests this would be carried out by the senior examiner or even electronically

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

63

Moderation

bull Moderation is the process through which an assessment is monitored within an institution or across institutions to ensure that the assessment is reliable fair and consistent with required standards

bull The moderator takes samples of other assessorsrsquo work during the assessment process and feeds back to the assessor accurate harsh lenient inconsistent This allows for the assessments to be standardised across a team of assessors

bull Once assessments have been standardised moderated and agreed internally representative samples can be entered into a standards file This can be used for future reference to help in standardisation procedures

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

64

Using the framework ndash NAHT exemplification

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

65

bull Does the product support the schoolrsquos policy on assessment

bull To what extent will the assessment tool support delivery of that policy

bull Is the assessment approach implied by the assessment tool credible

bull Does the tool provide good value

Source The Commission on Assessment Without Levels Evaluating external systems (July 2015 v September 2015)

Are teachers equipped to use the tools

Finding the right solution

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

66

Teaching learning and assessment

Itrsquos not just about getting the right assessment tool for the job

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

Using the framework ndash NaaceFrogEducation exemplification

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

68Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

69

Using the frameworkThe curriculum is key ndash

- the Intended curriculum - the Enacted curriculum - the Assessed curriculum - the Learned curriculum

(See Tim Oates Cambridge Assessment)

bull Clearly agreed understood and articulated progress

bull Assessment needs to be robust ndash what why when how reporting results and

ldquoDonrsquot assess everything that moves just the key conceptsrdquo

(Tim Oates)

bull KPIs and Performance Standards

bull Standardisation moderation and exemplification of performance standards are essential

bull Useful and meaningful reporting

bull Challenge itFrog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

70

SupportNAHT Assessment Commission ndash February 2014

DfE Assessment Principles

NAHT Assessment Framework and exemplification

The Commission on Assessment without Levels (July 2015 ndash September 2015)

NAHT courses - lsquoNAHTs assessment framework good practice in a world without levelsrsquo see httpwwwnahtorgukwelcomenaht-eventscourses-listnahts-assessment-framework

The Chartered Institute of Educational Assessors (CIEA) ndash Excellence in Assessment (Schools) an accreditation of the procedures processes and systems that schools and academies have in place to manage and implement assessment As an accreditation process rather than an inspectionhttpcieaorguktrainingexcellence-assessment-schools excellencecieaorguk

The Cambridge Approach Principles for designing administering and evaluating assessment Tim Oates January 2009

Communities of professional practice

FrogEducation wwwfrogeducationcom Tel 01422 250 800

Ofsted Inspection Framework ndash September 2015

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

16

And more to comehellipsecondary HMCI Annual Report 2014- 15 December 2015

bull There have been some significant improvements over the last few yearshellipMuch of this improvement is as a result of better primary school performance across England

bull Secondary schools are still considerably less likely to be good or outstanding than primary schools and this is being driven by many more weak secondary schools in the North and Midlands

bull Our report lsquoKey Stage 3 the wasted yearsrsquo found that it is these first years of secondary school where too many pupils fall behind

bull Assessment and progress tracking was not well developed at Key Stage 3 The weakest teaching failed to build sufficiently on pupilsrsquo prior learning

bull Inspectors found that too many secondary schools did not work effectively with partner primary schools to understand pupilsrsquo prior learning and ensure that they built on this during Key Stage 3

bull Some secondary leaders simply accepted that pupils would repeat what they had already done in primary school during the early part of Key Stage 3 particularly in Year 7 This was a particular issue in mathematics and to a lesser extent in English

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

The curriculum

17

The Intended curriculum The Enacted curriculum The Assessed curriculum

The Learned curriculum Source After Tim Oates Cambridge Assessment

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

A new curriculum

Emphasis on knowledge rather than skills Mastery of annual objectives rather than progression

through a learning continuum Deeper learning and enrichment rather than extension

and acceleration

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

19

The School Information (England) Regulations

Require schools to show

bullin relation to each year group the content of the curriculum for each academic subjectbullfor KS1 names of phonics or reading schemesbullfor KS4 list of courses leading to GCSE qualificationsbull how parents or other members of the public can find out more about the curriculum your school

is following

lsquoThis information is important for parents so that they know precisely what is taught and when enabling them to support their children in their studies It is also important information for parents when choosing new schoolsrsquo

(A criterion used by Ofsted in selecting schools for inspection without notice)

Source Nick Gibb ndash letter to LAsTrusts 27th October 2014 expressing concern that schools are not complying fully with arrangementsFrog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

20

The School Information (England) Regulations

A school curriculumhellip

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

KS3

ICT

All pupils study ICT at Key Stage 3 where we cover a comprehensive range of topic areas The ICT curriculum builds on the teaching at Key Stage 2 and covers three main strands

1 Digital Literacy2 ICT3 Computer Science

Each half term throughout Key Stage 3 students complete a new ICT project covering the three main strands mentioned above Within these units we have placed an emphasis on developing transferrable ICT knowledge understanding and skills During Year 9 many students will start to complete work towards their Btec ICT qualification

21

The School Information (England) Regulations

A school curriculumhellip

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

Understanding progression

22Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

23

A design and technology experiencehellip

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

Measuring progress ndash an HMI DampT model

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

Understanding progression

Age 5

Age 7

Age 11 Age 16

Age 18

Baseline assessment

KS1 assessment

KS2 assessment

GCSE assessment

GCE assessmentExpected standard

(L2)

(L4b)

G5

A

25

copy Mick Walker April14

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

Assessment

26Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

Teacher assessment

lsquoBest-fitrsquo judgements replaced by mastery model to secure key learning

Level descriptions replaced by lsquopupil canrsquo statements in the interim TA frameworks

Removal of link between in-school formative assessment and national summative assessment

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

Accurate teacher assessment and verification of the new standards requireshellipSecure knowledge and understanding of the statements for each standard within the interim teacher assessment frameworks for writing (KS1 and KS2)Greater depth of subject knowledge and understanding of the grammatical terminology required by the KS1 and KS2 programmes of studyFamiliarity with the English programme of study and associated appendices (spelling and vocabulary grammar and punctuation) relating to writing in the 2014 national curriculum

Implications for practice

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

29

attainment of all the lsquopupil canrsquo statements

Wersquove been here beforehellip

Geography 1991

5 attainment targets and 10 levels

lsquoBest fitrsquo introduced following Dearing Review 1995

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

30

attainment of all the lsquopupil canrsquo statements

Wersquove been here beforehellipAND WErsquoRE BACK

To demonstrate that pupils have met a standard within this interim framework teachers will need to have evidence that a pupil demonstrates attainment of all of the statements within that standard and all the statements in the preceding standard(s)

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

31

Ofsted amp assessment ndash (HMCI letter to schools July 2014)

Schools will be expected to demonstrate (with evidence) their assessment of pupilsrsquo progress This will be reinforced by the revised focus of Ofsted inspections

Inspectors will

bull spend more time looking at a range of pupilrsquos work in order to consider what progress they are making

bull talk to leaders about the schoolrsquos use of formative and summative assessment and how this improves teaching and raises achievement

bull evaluate how well pupils are doing against age-related expectations as set out by the school and the National Curriculum (where this applies)

bull consider how the school uses assessment information

bull evaluate the way the school reports to parents on pupilsrsquo progress and attainment Inspectors will assess whether reports help parents to understand how their children are doing in relation to the standards expected

See the Common Inspection Framework (CIF) the School Inspection Handbook ndash September 2015 ndash and Ofsted Inspections clarification for schools March 2015 (Dispelling the myths about Ofstedrsquos inspections)

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

32

Ofsted expectations

Evidence for inspection Ofsted does not expect schools to provide evidence for inspection beyond that set out in the inspection

handbook

Ofsted will take a range of evidence into account when making judgements including published performance data the schoolrsquos in-year performance data and work in pupilsrsquo books and folders However unnecessary or extensive collections of marked pupilsrsquo work are not required for inspection

Ofsted does not expect performance and pupil-tracking data to be presented in a particular format Such data should be provided to inspectors in the format that the school would ordinarily use to track and monitor the progress of pupils in that school

Ofsted does not require teachers to undertake additional work or to ask pupils to undertake work specifically for the inspection

Ofsted will usually expect to see evidence of the monitoring of teaching and learning and its link to teachersrsquo performance management and the Teachersrsquo Standards but this should be the information that the school uses routinely and not additional evidence generated for inspection

Source Ofsted March 2015 No 140169 ndash re-stated in the School Inspection Handbook June 2015

Ofsted inspections ndash clarification for schools

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

Teacher Workload SurveyTeacher Survey ndash workload challenge October to November 2014 (48832 responses)

Key issues

There were two specific tasks that were reported as being burdensome for the majority of sample respondents

recording inputting monitoring and analysing data (56) excessivedepth of marking ndash detail and frequency required (53)

Drivers of workload

Respondents most commonly said that the burden of their workload was created by accountabilityperceived pressures of Ofsted (53) tasks set by seniormiddle leaders (51)

Working to policies set at localschool level (35) and policy change at national level (34) were also significant drivers for teacher workload

33Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

Three reports (DfE March 2016)

Eliminating unnecessary workload associated with data management

httpswwwgovukgovernmentpublicationsreducing-teacher-workload-data-management-review-group-report

Eliminating unnecessary workload around marking

httpswwwgovukgovernmentpublicationsreducing-teacher-workload-marking-policy-review-group-report

Eliminating unnecessary workload around planning and teaching resources

httpswwwgovukgovernmentpublicationsreducing-teacher-workload-planning-and-resources-group-report

34

Teacher Workload Survey

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

2 hellip providing written feedback on pupilsrsquo work ndash has become disproportionately valued by schools and has become unnecessarily burdensome for teachers

3 The quantity of feedback should not be confused with the quality

10 Marking has evolved into an unhelpful burden for teachers when the time it takes is not repaid in positive impact on pupilsrsquo progress This is frequently because it is serving a different purpose such as demonstrating teacher performance or to satisfy the requirements of other mainly adult audiences Too often it is the marking itself which is being monitored and commented on by leaders rather than pupil outcomes and progress as a result of quality feedback

12 Our remit was to pay particular attention to lsquodeep markingrsquo From a review of the educational literature there appears to be no broadly agreed definition for this term or any theoretical underpinning of its educational worth

8 In summary we recommend that all marking should be meaningful manageable and motivating This should be the perspective adopted by all engaged in education from classroom teachers to the Department for Education (DfE)

35

Teacher Workload Reports Eliminating unnecessary workload around Marking

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

4 Creating detailed plans can become a lsquobox-tickingrsquo exercise and create unnecessary workload for teachers taking time away from the real business of planning whilst offering lsquofalse comfortrsquo of purpose These burdensome and unhelpful practices have arisen due to the real and perceived demands made by Government and Ofsted and how school leaders and teachers have reacted to them

5 School leaders should evaluate how they view planning in their school All leaders have a key role in ensuring the availability of fully-resourced collaboratively developed schemes of work Once these are in place and individual teachers understand the lsquowhatrsquo and lsquowhyrsquo of the curriculum they can be freed to teach in a way that best suits their professional judgement and experience Access to good quality schemes of work should reduce workload rather than create it

36

Teacher Workload Reports Eliminating unnecessary workload around Planning amp Teaching Resources

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

6 This can only happen if Government and its agencies commit to sufficient lead-in times for changes for which the sector will have to undertake significant planning to implement This includes releasing relevant materials in good time

7 High quality resources including textbooks can support teaching reduce workload by teachers not having to lsquoreinvent the wheelrsquo and ensure high expectations of the content of lessons and conceptual knowledge

8 We recognised that there are cultural issues at play which should be challenged

27 If the benefits are not apparent in pupil outcomes then this amounts to unnecessary workload As John Hattie remarks lsquothere are a million resources available on the internet and creating more seems among the successful wastes of time in which teachers love to engagersquo2

29 We also feel strongly that any resource will only be truly effective when it is supported by high quality training and professional development Having a shared and secure understanding of what effective teaching and pupil understanding looks like to inform planning is essential as are collaborative planning approaches Access to effective plans and materials for new entrants to the profession will support their development and allow them to concentrate on teaching

37

Teacher Workload Reports Eliminating unnecessary workload around Planning amp Teaching Resources

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

Principles for planning

11 Five principles are set out below that we believe should be used to test practice and expectations in schools These are motivated by a desire to ensure that planning is productive and that workload for teachers is manageable

a Planning a sequence of lessons is more important than writing individual lesson plans

b Fully resourced schemes of work should be in place for all teachers to use each term

c Planning should not be done simply to please outside organisations

d Planning should take place in purposeful and well defined blocks of time

e Effective planning makes use of high quality resources

38

Teacher Workload Reports Eliminating unnecessary workload around Planning amp Teaching Resources

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

Tim Oates on Finland textbooks and workload

39

>

A culture of excessive data collection

Data has become an end in itself ndash divorced from the core purpose ndash improving outcomes for pupils

Do not assume data collection and analysis must continue because it always has

clarity of purpose needs to be clear

the process needs to be efficient

data need to be valid

40

Teacher Workload Reports Eliminating unnecessary workload associated with Data Management

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

14 The recent removal of lsquolevelsrsquo should be a positive step in terms of data management schools should not feel any pressure to create elaborate tracking systems or lsquoworking at gradersquo approaches Yet there is anecdotal evidence that schools are introducing complicated systems which mimic levels This is an attempt to overlay the old world onto the new and it creates unnecessary data burdens that should be avoided

41

Teacher Workload Reports Eliminating unnecessary workload associated with Data Management

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

Tim Oates on levels mastery compensatory and low quality assessment

42

>

14 The recent removal of lsquolevelsrsquo should be a positive step in terms of data management schools should not feel any pressure to create elaborate tracking systems or lsquoworking at gradersquo approaches Yet there is anecdotal evidence that schools are introducing complicated systems which mimic levels This is an attempt to overlay the old world onto the new and it creates unnecessary data burdens that should be avoided

16 Government should ensure that national curriculum policy does not place ill- considered demands on schools in relation to tracking progress Leaders should ensure that they have a curriculum that offers pupils a robust framework of teaching that builds in progression challenge and depth of knowledge Teachers should then make professional judgements of pupil attainment against key performance indicators ndash the big ideas that tell us whether a pupil understands and has grasped what they have been taught

18 Teachers need to know if pupils are on track to achieve end-of-year expectations whether pupils are where they should be but are best placed to make such judgements through their professional knowledge without recourse to elaborate assessment data generating and recording systems Government (including Regional Schools Commissioners) Ofsted local authorities and school leaders should support this approach

43

Teacher Workload Reports Eliminating unnecessary workload associated with Data Management

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

44

Impact of the changes and challenges ndash and the opportunity

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

45

The impacthellip

bull the curriculum content needs to be detailed and clearbull for qualifications linear courses need to carefully plannedbull standards of performance need to be challenging clearly articulated universally

understood and shared thereforebull progress needs to be understood articulated and evidencedbull transition needs more workhellip see Ofsted Key Stage 3 ndash the wasted years (10th

September 2015)

AndhellipTrust in ndash and within - the profession needs to be re-establishedbull Initial teacher training in assessment needs improvementbull professional development covering assessment should be targeted

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

46

The challengehellip

There are issues surrounding teacher assessment that have to do with potential bias application of different sometimes personal assessment criteria and differences in the available evidence base when implemented curricula and standards of judgement differ from class to class and school to school

Sandra Johnson A focus on teacher assessment reliability in GCSE and GCE Report for Ofqual 2011

However inspectors have noted worrying inconsistencies in teacher assessment at the end of Key Stage 1 In infant schools for example children are more likely to be assessed as reaching or exceeding the standards expected for their age than they are in all-through primary schools Moreover uneven moderation by local authorities of the work carried out by schools can lead to poor quality and unreliable assessment For these reasons I urge government to consider a return to external assessment at the end of Key Stage 1

HMCI Annual Report 201213

The Commission heard from the majority of those submitting evidence that there was a lack of trust in teacher assessment at the present time There is a worrying lack of trust in individual teacher-based assessment which emanates from within the profession itself

The NAHT Commission on Assessment (February 2014)

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

47

3

Red

14

92

Green

EmergingFruit

Beware mad numbers Meaning must be added - be careful when comparing two numbers that come from different contexts

Dog breeds

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

48

Beware mad numbers

But Spinal Taprsquos amplifier goes to 11hellip

Ampeg FenderMarshallhellip

Outstanding education through aw

esome technology

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

Mad Numbers - Dead Poets Society (1989)

Determining a poemrsquos greatness is a relatively simple matterhellip

lsquoIf the poems score for perfection is plotted on the horizontal of a graph and its importance is plotted on the vertical then calculating the total area of the poem yields the measure of its greatnessrsquo

Understanding Poetry Dr J Evans Pritchard PhD

ldquoExcrement

We are not laying pipeshelliprip out the pagerdquo

John Keating ndash teacher (Robin Williams)

x = Perfection

y =

Impo

rtanc

e

Byron sonnet

Shakespeare sonnet

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

50

So wherersquos the opportunity

Assessment as the pivotal point of teaching and learning

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

51Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

52

The opportunity

bull Making assessment about teaching and learning

bull Improved teacher subject knowledge

bull Quality assured assessments

bull Better skilled teachers with assessment expertise

bull Better use and development of robust research

bull Confidence

bull Trust in the professionhellip

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

53

A viable solution ndash a proposed curriculum amp assessment framework

bull that puts the curriculum to the fore

bull that provides a structured focus for assessment

bull provides a curriculum and assessment framework ndash built on sound practice and robust research

bull places assessment as integral to teaching and learning

bull addresses issues of validity and reliability and

bull most importantly places childrenrsquos learning as paramount

But it wonrsquot just happenhellip

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

Assessment Quality Assurance PlanAn Assessment Quality Assurance plan should present an organisational framework for all assessment activities within the centre There is no single way of organising or presenting such a framework but the information below outlines key areas that should be considered when designing developing or evaluating the centrersquos assessment practice

Principles of assessment

Reporting

Relationship with the stated curriculum

Common standards and expectations

Consistency

Staff training and development

Evaluation review amp accreditation

Impact on teaching and learning

Learner

Chartered Institute of Educational Assessors (CIEA)

54Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

Content of the curriculum is taken from the schoolrsquos curriculum which is matched to the New National Curriculum (NNC)

Any gaps between the school curriculum and the NNC must be filled

The curriculum content will reflect the entire yearrsquos delivery

Term one

The content here is driven by the topic or theme used to deliver the curriculum and provide assessment opportunities

Term two

Again the content is driven by the theme used to deliver the curriculum

Term three

Again the content is driven by the topic or theme At the end of the year the entire curriculum for that year will have been covered

Assessment criteria are taken from the NNC

Key Performance Indicators (KPIs) describe a group of individual criteria

Separate KPIs make up the end of year Performance Standards (PS) that is the expected performance at the end of the year and against which assessments are made at the end of the year

An individual pupilrsquos work can be kept to exemplify attainment against the KPI and PS This can be known as the exemplification of performance This work should be annotated to highlight the achievement

From individual pupilrsquos work the school can create a standards file showing achievement in all subjects at each level This will create a benchmark for assessment purposes in future years

The standards file can be used as and when necessary to take part in cross school moderation activities when the standards can be agreed or altered according to decisions at the moderation

Term one

KPIs clearly stated for each topic or theme

Term two

KPIs clearly stated for each topic or theme

Term three

KPIs clearly stated for each topic or theme

Establishing a curriculum amp assessment framework ndash NAHT assessment model

55Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

Content of the curriculum is taken from the schoolrsquos curriculum which is matched to the New National Curriculum (NNC)

Any gaps between the school curriculum and the NNC must be filled

The curriculum content will reflect the entire yearrsquos delivery

Term one

The content here is driven by the topic or theme used to deliver the curriculum and provide assessment opportunities

Term two

Again the content is driven by the theme used to deliver the curriculum

Term three

Again the content is driven by the topic or theme At the end of the year the entire curriculum for that year will have been covered

Assessment criteria are taken from the NNC

Key Performance Indicators (KPIs) describe a group of individual criteria

Separate KPIs make up the end of year Performance Standards (PS) that is the expected performance at the end of the year and against which assessments are made at the end of the year

An individual pupilrsquos work can be kept to exemplify attainment against the KPI and PS This can be known as the exemplification of performance This work should be annotated to highlight the achievement

From individual pupilrsquos work the school can create a standards file showing achievement in all subjects at each level This will create a benchmark for assessment purposes in future years

The standards file can be used as and when necessary to take part in cross school moderation activities when the standards can be agreed or altered according to decisions at the moderation

Term one

KPIs clearly stated for each topic or theme

Term two

KPIs clearly stated for each topic or theme

Term three

KPIs clearly stated for each topic or theme

Establishing a curriculum amp assessment framework ndash NAHT assessment model

56Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

57

Selecting KPIs ndash extract from the National Curriculum year 1 programme of study

Reading ndash word reading (statutory requirements) Pupils should be taught to bull apply phonic knowledge and skills as the route to decode words bull respond speedily with the correct sound to graphemes (letters or groups of letters) for all 40+ phonemes including

where applicable alternative sounds for graphemes bull read accurately by blending sounds in unfamiliar words containing GPCs that have been taught bull read common exception words noting unusual correspondences between spelling and sound and where these

occur in the word bull read words containing taught GPCs and ndashs ndashes ndashing ndashed ndasher and ndashest endings bull read other words of more than one syllable that contain taught GPCs bull read words with contractions [for example Irsquom Irsquoll wersquoll] and understand that the apostrophe represents the omitted

letter(s) bull read aloud accurately books that are consistent with their developing phonic knowledge and that do not require them

to use other strategies to work out words bull re-read these books to build up their fluency and confidence in word reading

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

58

Selecting KPIs ndash extract from the National Curriculum year 1 programme of study

Reading ndash word reading (statutory requirements) Pupils should be taught to bull apply phonic knowledge and skills as the route to decode words bull respond speedily with the correct sound to graphemes (letters or groups of letters) for all 40+ phonemes

including where applicable alternative sounds for graphemes bull read accurately by blending sounds in unfamiliar words containing GPCs that have been taught bull read common exception words noting unusual correspondences between spelling and sound and where these

occur in the word bull read words containing taught GPCs and ndashs ndashes ndashing ndashed ndasher and ndashest endings bull read other words of more than one syllable that contain taught GPCs bull read words with contractions [for example Irsquom Irsquoll wersquoll] and understand that the apostrophe represents the omitted

letter(s) bull read aloud accurately books that are consistent with their developing phonic knowledge and that do not

require them to use other strategies to work out words bull re-read these books to build up their fluency and confidence in word reading

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

59

National and school curriculum - measuring and recording progress across key stages ndash NAHT assessment model

Key performance indicators Performance standard

Responds speedily with the correct sound to graphemes (letters or groups of letters) for all 40+ phonemes including where applicable alternative sounds for graphemes Reads accurately by blending sounds in unfamiliar words Reads common exception words Reads aloud accurately books that are consistent with their developing phonic knowledge and that do not require them to use other strategies to work out words Develops pleasure in reading motivation to read vocabulary and understanding by

Listening to and discussing a wide range of poems stories and non-fiction at a level beyond that at which they can read independently

With reference to the KPIs By the end of Y1 a child should be able to read all common graphemes and be able to read unfamiliar words containing these graphemes accurately and without undue hesitation by sounding them out in books that are matched closely to the level of word reading knowledge A child should be able to read many common words containing GPCs taught so far such as shout hand stop or dream without needing to blend the sounds out loud first Reading of common exception words such as you could many or people should be secure meaning a child can read them easily and automatically A child can read words with suffixes with support to build on the root words that can be read already

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

60

Tim Oates on granular assessment

- and access to the whole curriculum

>

61

Recording performance using KPIs

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

62

Standardisation

bull Standardisation is the procedure that ensures that all assessors involved in the assessment of pupilsrsquo performances do so accurately and consistently

bull Standardisation establishes a common standard of marking linked to the standard set for the work being assessed that helps maintain quality of marking

bull Assessments need to be standardised administered fixed in their scope and level of difficulty and marked consistently

bull The procedure is carried out before anyone assesses a piece of work

bull The procedure is managed by someone who is confident in applying the standard In external summative tests this would be carried out by the senior examiner or even electronically

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

63

Moderation

bull Moderation is the process through which an assessment is monitored within an institution or across institutions to ensure that the assessment is reliable fair and consistent with required standards

bull The moderator takes samples of other assessorsrsquo work during the assessment process and feeds back to the assessor accurate harsh lenient inconsistent This allows for the assessments to be standardised across a team of assessors

bull Once assessments have been standardised moderated and agreed internally representative samples can be entered into a standards file This can be used for future reference to help in standardisation procedures

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

64

Using the framework ndash NAHT exemplification

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

65

bull Does the product support the schoolrsquos policy on assessment

bull To what extent will the assessment tool support delivery of that policy

bull Is the assessment approach implied by the assessment tool credible

bull Does the tool provide good value

Source The Commission on Assessment Without Levels Evaluating external systems (July 2015 v September 2015)

Are teachers equipped to use the tools

Finding the right solution

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

66

Teaching learning and assessment

Itrsquos not just about getting the right assessment tool for the job

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

Using the framework ndash NaaceFrogEducation exemplification

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

68Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

69

Using the frameworkThe curriculum is key ndash

- the Intended curriculum - the Enacted curriculum - the Assessed curriculum - the Learned curriculum

(See Tim Oates Cambridge Assessment)

bull Clearly agreed understood and articulated progress

bull Assessment needs to be robust ndash what why when how reporting results and

ldquoDonrsquot assess everything that moves just the key conceptsrdquo

(Tim Oates)

bull KPIs and Performance Standards

bull Standardisation moderation and exemplification of performance standards are essential

bull Useful and meaningful reporting

bull Challenge itFrog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

70

SupportNAHT Assessment Commission ndash February 2014

DfE Assessment Principles

NAHT Assessment Framework and exemplification

The Commission on Assessment without Levels (July 2015 ndash September 2015)

NAHT courses - lsquoNAHTs assessment framework good practice in a world without levelsrsquo see httpwwwnahtorgukwelcomenaht-eventscourses-listnahts-assessment-framework

The Chartered Institute of Educational Assessors (CIEA) ndash Excellence in Assessment (Schools) an accreditation of the procedures processes and systems that schools and academies have in place to manage and implement assessment As an accreditation process rather than an inspectionhttpcieaorguktrainingexcellence-assessment-schools excellencecieaorguk

The Cambridge Approach Principles for designing administering and evaluating assessment Tim Oates January 2009

Communities of professional practice

FrogEducation wwwfrogeducationcom Tel 01422 250 800

Ofsted Inspection Framework ndash September 2015

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

The curriculum

17

The Intended curriculum The Enacted curriculum The Assessed curriculum

The Learned curriculum Source After Tim Oates Cambridge Assessment

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

A new curriculum

Emphasis on knowledge rather than skills Mastery of annual objectives rather than progression

through a learning continuum Deeper learning and enrichment rather than extension

and acceleration

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

19

The School Information (England) Regulations

Require schools to show

bullin relation to each year group the content of the curriculum for each academic subjectbullfor KS1 names of phonics or reading schemesbullfor KS4 list of courses leading to GCSE qualificationsbull how parents or other members of the public can find out more about the curriculum your school

is following

lsquoThis information is important for parents so that they know precisely what is taught and when enabling them to support their children in their studies It is also important information for parents when choosing new schoolsrsquo

(A criterion used by Ofsted in selecting schools for inspection without notice)

Source Nick Gibb ndash letter to LAsTrusts 27th October 2014 expressing concern that schools are not complying fully with arrangementsFrog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

20

The School Information (England) Regulations

A school curriculumhellip

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

KS3

ICT

All pupils study ICT at Key Stage 3 where we cover a comprehensive range of topic areas The ICT curriculum builds on the teaching at Key Stage 2 and covers three main strands

1 Digital Literacy2 ICT3 Computer Science

Each half term throughout Key Stage 3 students complete a new ICT project covering the three main strands mentioned above Within these units we have placed an emphasis on developing transferrable ICT knowledge understanding and skills During Year 9 many students will start to complete work towards their Btec ICT qualification

21

The School Information (England) Regulations

A school curriculumhellip

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

Understanding progression

22Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

23

A design and technology experiencehellip

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

Measuring progress ndash an HMI DampT model

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

Understanding progression

Age 5

Age 7

Age 11 Age 16

Age 18

Baseline assessment

KS1 assessment

KS2 assessment

GCSE assessment

GCE assessmentExpected standard

(L2)

(L4b)

G5

A

25

copy Mick Walker April14

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

Assessment

26Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

Teacher assessment

lsquoBest-fitrsquo judgements replaced by mastery model to secure key learning

Level descriptions replaced by lsquopupil canrsquo statements in the interim TA frameworks

Removal of link between in-school formative assessment and national summative assessment

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

Accurate teacher assessment and verification of the new standards requireshellipSecure knowledge and understanding of the statements for each standard within the interim teacher assessment frameworks for writing (KS1 and KS2)Greater depth of subject knowledge and understanding of the grammatical terminology required by the KS1 and KS2 programmes of studyFamiliarity with the English programme of study and associated appendices (spelling and vocabulary grammar and punctuation) relating to writing in the 2014 national curriculum

Implications for practice

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

29

attainment of all the lsquopupil canrsquo statements

Wersquove been here beforehellip

Geography 1991

5 attainment targets and 10 levels

lsquoBest fitrsquo introduced following Dearing Review 1995

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

30

attainment of all the lsquopupil canrsquo statements

Wersquove been here beforehellipAND WErsquoRE BACK

To demonstrate that pupils have met a standard within this interim framework teachers will need to have evidence that a pupil demonstrates attainment of all of the statements within that standard and all the statements in the preceding standard(s)

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

31

Ofsted amp assessment ndash (HMCI letter to schools July 2014)

Schools will be expected to demonstrate (with evidence) their assessment of pupilsrsquo progress This will be reinforced by the revised focus of Ofsted inspections

Inspectors will

bull spend more time looking at a range of pupilrsquos work in order to consider what progress they are making

bull talk to leaders about the schoolrsquos use of formative and summative assessment and how this improves teaching and raises achievement

bull evaluate how well pupils are doing against age-related expectations as set out by the school and the National Curriculum (where this applies)

bull consider how the school uses assessment information

bull evaluate the way the school reports to parents on pupilsrsquo progress and attainment Inspectors will assess whether reports help parents to understand how their children are doing in relation to the standards expected

See the Common Inspection Framework (CIF) the School Inspection Handbook ndash September 2015 ndash and Ofsted Inspections clarification for schools March 2015 (Dispelling the myths about Ofstedrsquos inspections)

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

32

Ofsted expectations

Evidence for inspection Ofsted does not expect schools to provide evidence for inspection beyond that set out in the inspection

handbook

Ofsted will take a range of evidence into account when making judgements including published performance data the schoolrsquos in-year performance data and work in pupilsrsquo books and folders However unnecessary or extensive collections of marked pupilsrsquo work are not required for inspection

Ofsted does not expect performance and pupil-tracking data to be presented in a particular format Such data should be provided to inspectors in the format that the school would ordinarily use to track and monitor the progress of pupils in that school

Ofsted does not require teachers to undertake additional work or to ask pupils to undertake work specifically for the inspection

Ofsted will usually expect to see evidence of the monitoring of teaching and learning and its link to teachersrsquo performance management and the Teachersrsquo Standards but this should be the information that the school uses routinely and not additional evidence generated for inspection

Source Ofsted March 2015 No 140169 ndash re-stated in the School Inspection Handbook June 2015

Ofsted inspections ndash clarification for schools

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

Teacher Workload SurveyTeacher Survey ndash workload challenge October to November 2014 (48832 responses)

Key issues

There were two specific tasks that were reported as being burdensome for the majority of sample respondents

recording inputting monitoring and analysing data (56) excessivedepth of marking ndash detail and frequency required (53)

Drivers of workload

Respondents most commonly said that the burden of their workload was created by accountabilityperceived pressures of Ofsted (53) tasks set by seniormiddle leaders (51)

Working to policies set at localschool level (35) and policy change at national level (34) were also significant drivers for teacher workload

33Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

Three reports (DfE March 2016)

Eliminating unnecessary workload associated with data management

httpswwwgovukgovernmentpublicationsreducing-teacher-workload-data-management-review-group-report

Eliminating unnecessary workload around marking

httpswwwgovukgovernmentpublicationsreducing-teacher-workload-marking-policy-review-group-report

Eliminating unnecessary workload around planning and teaching resources

httpswwwgovukgovernmentpublicationsreducing-teacher-workload-planning-and-resources-group-report

34

Teacher Workload Survey

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

2 hellip providing written feedback on pupilsrsquo work ndash has become disproportionately valued by schools and has become unnecessarily burdensome for teachers

3 The quantity of feedback should not be confused with the quality

10 Marking has evolved into an unhelpful burden for teachers when the time it takes is not repaid in positive impact on pupilsrsquo progress This is frequently because it is serving a different purpose such as demonstrating teacher performance or to satisfy the requirements of other mainly adult audiences Too often it is the marking itself which is being monitored and commented on by leaders rather than pupil outcomes and progress as a result of quality feedback

12 Our remit was to pay particular attention to lsquodeep markingrsquo From a review of the educational literature there appears to be no broadly agreed definition for this term or any theoretical underpinning of its educational worth

8 In summary we recommend that all marking should be meaningful manageable and motivating This should be the perspective adopted by all engaged in education from classroom teachers to the Department for Education (DfE)

35

Teacher Workload Reports Eliminating unnecessary workload around Marking

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

4 Creating detailed plans can become a lsquobox-tickingrsquo exercise and create unnecessary workload for teachers taking time away from the real business of planning whilst offering lsquofalse comfortrsquo of purpose These burdensome and unhelpful practices have arisen due to the real and perceived demands made by Government and Ofsted and how school leaders and teachers have reacted to them

5 School leaders should evaluate how they view planning in their school All leaders have a key role in ensuring the availability of fully-resourced collaboratively developed schemes of work Once these are in place and individual teachers understand the lsquowhatrsquo and lsquowhyrsquo of the curriculum they can be freed to teach in a way that best suits their professional judgement and experience Access to good quality schemes of work should reduce workload rather than create it

36

Teacher Workload Reports Eliminating unnecessary workload around Planning amp Teaching Resources

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

6 This can only happen if Government and its agencies commit to sufficient lead-in times for changes for which the sector will have to undertake significant planning to implement This includes releasing relevant materials in good time

7 High quality resources including textbooks can support teaching reduce workload by teachers not having to lsquoreinvent the wheelrsquo and ensure high expectations of the content of lessons and conceptual knowledge

8 We recognised that there are cultural issues at play which should be challenged

27 If the benefits are not apparent in pupil outcomes then this amounts to unnecessary workload As John Hattie remarks lsquothere are a million resources available on the internet and creating more seems among the successful wastes of time in which teachers love to engagersquo2

29 We also feel strongly that any resource will only be truly effective when it is supported by high quality training and professional development Having a shared and secure understanding of what effective teaching and pupil understanding looks like to inform planning is essential as are collaborative planning approaches Access to effective plans and materials for new entrants to the profession will support their development and allow them to concentrate on teaching

37

Teacher Workload Reports Eliminating unnecessary workload around Planning amp Teaching Resources

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

Principles for planning

11 Five principles are set out below that we believe should be used to test practice and expectations in schools These are motivated by a desire to ensure that planning is productive and that workload for teachers is manageable

a Planning a sequence of lessons is more important than writing individual lesson plans

b Fully resourced schemes of work should be in place for all teachers to use each term

c Planning should not be done simply to please outside organisations

d Planning should take place in purposeful and well defined blocks of time

e Effective planning makes use of high quality resources

38

Teacher Workload Reports Eliminating unnecessary workload around Planning amp Teaching Resources

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

Tim Oates on Finland textbooks and workload

39

>

A culture of excessive data collection

Data has become an end in itself ndash divorced from the core purpose ndash improving outcomes for pupils

Do not assume data collection and analysis must continue because it always has

clarity of purpose needs to be clear

the process needs to be efficient

data need to be valid

40

Teacher Workload Reports Eliminating unnecessary workload associated with Data Management

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

14 The recent removal of lsquolevelsrsquo should be a positive step in terms of data management schools should not feel any pressure to create elaborate tracking systems or lsquoworking at gradersquo approaches Yet there is anecdotal evidence that schools are introducing complicated systems which mimic levels This is an attempt to overlay the old world onto the new and it creates unnecessary data burdens that should be avoided

41

Teacher Workload Reports Eliminating unnecessary workload associated with Data Management

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

Tim Oates on levels mastery compensatory and low quality assessment

42

>

14 The recent removal of lsquolevelsrsquo should be a positive step in terms of data management schools should not feel any pressure to create elaborate tracking systems or lsquoworking at gradersquo approaches Yet there is anecdotal evidence that schools are introducing complicated systems which mimic levels This is an attempt to overlay the old world onto the new and it creates unnecessary data burdens that should be avoided

16 Government should ensure that national curriculum policy does not place ill- considered demands on schools in relation to tracking progress Leaders should ensure that they have a curriculum that offers pupils a robust framework of teaching that builds in progression challenge and depth of knowledge Teachers should then make professional judgements of pupil attainment against key performance indicators ndash the big ideas that tell us whether a pupil understands and has grasped what they have been taught

18 Teachers need to know if pupils are on track to achieve end-of-year expectations whether pupils are where they should be but are best placed to make such judgements through their professional knowledge without recourse to elaborate assessment data generating and recording systems Government (including Regional Schools Commissioners) Ofsted local authorities and school leaders should support this approach

43

Teacher Workload Reports Eliminating unnecessary workload associated with Data Management

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

44

Impact of the changes and challenges ndash and the opportunity

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

45

The impacthellip

bull the curriculum content needs to be detailed and clearbull for qualifications linear courses need to carefully plannedbull standards of performance need to be challenging clearly articulated universally

understood and shared thereforebull progress needs to be understood articulated and evidencedbull transition needs more workhellip see Ofsted Key Stage 3 ndash the wasted years (10th

September 2015)

AndhellipTrust in ndash and within - the profession needs to be re-establishedbull Initial teacher training in assessment needs improvementbull professional development covering assessment should be targeted

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

46

The challengehellip

There are issues surrounding teacher assessment that have to do with potential bias application of different sometimes personal assessment criteria and differences in the available evidence base when implemented curricula and standards of judgement differ from class to class and school to school

Sandra Johnson A focus on teacher assessment reliability in GCSE and GCE Report for Ofqual 2011

However inspectors have noted worrying inconsistencies in teacher assessment at the end of Key Stage 1 In infant schools for example children are more likely to be assessed as reaching or exceeding the standards expected for their age than they are in all-through primary schools Moreover uneven moderation by local authorities of the work carried out by schools can lead to poor quality and unreliable assessment For these reasons I urge government to consider a return to external assessment at the end of Key Stage 1

HMCI Annual Report 201213

The Commission heard from the majority of those submitting evidence that there was a lack of trust in teacher assessment at the present time There is a worrying lack of trust in individual teacher-based assessment which emanates from within the profession itself

The NAHT Commission on Assessment (February 2014)

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

47

3

Red

14

92

Green

EmergingFruit

Beware mad numbers Meaning must be added - be careful when comparing two numbers that come from different contexts

Dog breeds

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

48

Beware mad numbers

But Spinal Taprsquos amplifier goes to 11hellip

Ampeg FenderMarshallhellip

Outstanding education through aw

esome technology

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

Mad Numbers - Dead Poets Society (1989)

Determining a poemrsquos greatness is a relatively simple matterhellip

lsquoIf the poems score for perfection is plotted on the horizontal of a graph and its importance is plotted on the vertical then calculating the total area of the poem yields the measure of its greatnessrsquo

Understanding Poetry Dr J Evans Pritchard PhD

ldquoExcrement

We are not laying pipeshelliprip out the pagerdquo

John Keating ndash teacher (Robin Williams)

x = Perfection

y =

Impo

rtanc

e

Byron sonnet

Shakespeare sonnet

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

50

So wherersquos the opportunity

Assessment as the pivotal point of teaching and learning

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

51Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

52

The opportunity

bull Making assessment about teaching and learning

bull Improved teacher subject knowledge

bull Quality assured assessments

bull Better skilled teachers with assessment expertise

bull Better use and development of robust research

bull Confidence

bull Trust in the professionhellip

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

53

A viable solution ndash a proposed curriculum amp assessment framework

bull that puts the curriculum to the fore

bull that provides a structured focus for assessment

bull provides a curriculum and assessment framework ndash built on sound practice and robust research

bull places assessment as integral to teaching and learning

bull addresses issues of validity and reliability and

bull most importantly places childrenrsquos learning as paramount

But it wonrsquot just happenhellip

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

Assessment Quality Assurance PlanAn Assessment Quality Assurance plan should present an organisational framework for all assessment activities within the centre There is no single way of organising or presenting such a framework but the information below outlines key areas that should be considered when designing developing or evaluating the centrersquos assessment practice

Principles of assessment

Reporting

Relationship with the stated curriculum

Common standards and expectations

Consistency

Staff training and development

Evaluation review amp accreditation

Impact on teaching and learning

Learner

Chartered Institute of Educational Assessors (CIEA)

54Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

Content of the curriculum is taken from the schoolrsquos curriculum which is matched to the New National Curriculum (NNC)

Any gaps between the school curriculum and the NNC must be filled

The curriculum content will reflect the entire yearrsquos delivery

Term one

The content here is driven by the topic or theme used to deliver the curriculum and provide assessment opportunities

Term two

Again the content is driven by the theme used to deliver the curriculum

Term three

Again the content is driven by the topic or theme At the end of the year the entire curriculum for that year will have been covered

Assessment criteria are taken from the NNC

Key Performance Indicators (KPIs) describe a group of individual criteria

Separate KPIs make up the end of year Performance Standards (PS) that is the expected performance at the end of the year and against which assessments are made at the end of the year

An individual pupilrsquos work can be kept to exemplify attainment against the KPI and PS This can be known as the exemplification of performance This work should be annotated to highlight the achievement

From individual pupilrsquos work the school can create a standards file showing achievement in all subjects at each level This will create a benchmark for assessment purposes in future years

The standards file can be used as and when necessary to take part in cross school moderation activities when the standards can be agreed or altered according to decisions at the moderation

Term one

KPIs clearly stated for each topic or theme

Term two

KPIs clearly stated for each topic or theme

Term three

KPIs clearly stated for each topic or theme

Establishing a curriculum amp assessment framework ndash NAHT assessment model

55Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

Content of the curriculum is taken from the schoolrsquos curriculum which is matched to the New National Curriculum (NNC)

Any gaps between the school curriculum and the NNC must be filled

The curriculum content will reflect the entire yearrsquos delivery

Term one

The content here is driven by the topic or theme used to deliver the curriculum and provide assessment opportunities

Term two

Again the content is driven by the theme used to deliver the curriculum

Term three

Again the content is driven by the topic or theme At the end of the year the entire curriculum for that year will have been covered

Assessment criteria are taken from the NNC

Key Performance Indicators (KPIs) describe a group of individual criteria

Separate KPIs make up the end of year Performance Standards (PS) that is the expected performance at the end of the year and against which assessments are made at the end of the year

An individual pupilrsquos work can be kept to exemplify attainment against the KPI and PS This can be known as the exemplification of performance This work should be annotated to highlight the achievement

From individual pupilrsquos work the school can create a standards file showing achievement in all subjects at each level This will create a benchmark for assessment purposes in future years

The standards file can be used as and when necessary to take part in cross school moderation activities when the standards can be agreed or altered according to decisions at the moderation

Term one

KPIs clearly stated for each topic or theme

Term two

KPIs clearly stated for each topic or theme

Term three

KPIs clearly stated for each topic or theme

Establishing a curriculum amp assessment framework ndash NAHT assessment model

56Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

57

Selecting KPIs ndash extract from the National Curriculum year 1 programme of study

Reading ndash word reading (statutory requirements) Pupils should be taught to bull apply phonic knowledge and skills as the route to decode words bull respond speedily with the correct sound to graphemes (letters or groups of letters) for all 40+ phonemes including

where applicable alternative sounds for graphemes bull read accurately by blending sounds in unfamiliar words containing GPCs that have been taught bull read common exception words noting unusual correspondences between spelling and sound and where these

occur in the word bull read words containing taught GPCs and ndashs ndashes ndashing ndashed ndasher and ndashest endings bull read other words of more than one syllable that contain taught GPCs bull read words with contractions [for example Irsquom Irsquoll wersquoll] and understand that the apostrophe represents the omitted

letter(s) bull read aloud accurately books that are consistent with their developing phonic knowledge and that do not require them

to use other strategies to work out words bull re-read these books to build up their fluency and confidence in word reading

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

58

Selecting KPIs ndash extract from the National Curriculum year 1 programme of study

Reading ndash word reading (statutory requirements) Pupils should be taught to bull apply phonic knowledge and skills as the route to decode words bull respond speedily with the correct sound to graphemes (letters or groups of letters) for all 40+ phonemes

including where applicable alternative sounds for graphemes bull read accurately by blending sounds in unfamiliar words containing GPCs that have been taught bull read common exception words noting unusual correspondences between spelling and sound and where these

occur in the word bull read words containing taught GPCs and ndashs ndashes ndashing ndashed ndasher and ndashest endings bull read other words of more than one syllable that contain taught GPCs bull read words with contractions [for example Irsquom Irsquoll wersquoll] and understand that the apostrophe represents the omitted

letter(s) bull read aloud accurately books that are consistent with their developing phonic knowledge and that do not

require them to use other strategies to work out words bull re-read these books to build up their fluency and confidence in word reading

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

59

National and school curriculum - measuring and recording progress across key stages ndash NAHT assessment model

Key performance indicators Performance standard

Responds speedily with the correct sound to graphemes (letters or groups of letters) for all 40+ phonemes including where applicable alternative sounds for graphemes Reads accurately by blending sounds in unfamiliar words Reads common exception words Reads aloud accurately books that are consistent with their developing phonic knowledge and that do not require them to use other strategies to work out words Develops pleasure in reading motivation to read vocabulary and understanding by

Listening to and discussing a wide range of poems stories and non-fiction at a level beyond that at which they can read independently

With reference to the KPIs By the end of Y1 a child should be able to read all common graphemes and be able to read unfamiliar words containing these graphemes accurately and without undue hesitation by sounding them out in books that are matched closely to the level of word reading knowledge A child should be able to read many common words containing GPCs taught so far such as shout hand stop or dream without needing to blend the sounds out loud first Reading of common exception words such as you could many or people should be secure meaning a child can read them easily and automatically A child can read words with suffixes with support to build on the root words that can be read already

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

60

Tim Oates on granular assessment

- and access to the whole curriculum

>

61

Recording performance using KPIs

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

62

Standardisation

bull Standardisation is the procedure that ensures that all assessors involved in the assessment of pupilsrsquo performances do so accurately and consistently

bull Standardisation establishes a common standard of marking linked to the standard set for the work being assessed that helps maintain quality of marking

bull Assessments need to be standardised administered fixed in their scope and level of difficulty and marked consistently

bull The procedure is carried out before anyone assesses a piece of work

bull The procedure is managed by someone who is confident in applying the standard In external summative tests this would be carried out by the senior examiner or even electronically

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

63

Moderation

bull Moderation is the process through which an assessment is monitored within an institution or across institutions to ensure that the assessment is reliable fair and consistent with required standards

bull The moderator takes samples of other assessorsrsquo work during the assessment process and feeds back to the assessor accurate harsh lenient inconsistent This allows for the assessments to be standardised across a team of assessors

bull Once assessments have been standardised moderated and agreed internally representative samples can be entered into a standards file This can be used for future reference to help in standardisation procedures

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

64

Using the framework ndash NAHT exemplification

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

65

bull Does the product support the schoolrsquos policy on assessment

bull To what extent will the assessment tool support delivery of that policy

bull Is the assessment approach implied by the assessment tool credible

bull Does the tool provide good value

Source The Commission on Assessment Without Levels Evaluating external systems (July 2015 v September 2015)

Are teachers equipped to use the tools

Finding the right solution

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

66

Teaching learning and assessment

Itrsquos not just about getting the right assessment tool for the job

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

Using the framework ndash NaaceFrogEducation exemplification

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

68Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

69

Using the frameworkThe curriculum is key ndash

- the Intended curriculum - the Enacted curriculum - the Assessed curriculum - the Learned curriculum

(See Tim Oates Cambridge Assessment)

bull Clearly agreed understood and articulated progress

bull Assessment needs to be robust ndash what why when how reporting results and

ldquoDonrsquot assess everything that moves just the key conceptsrdquo

(Tim Oates)

bull KPIs and Performance Standards

bull Standardisation moderation and exemplification of performance standards are essential

bull Useful and meaningful reporting

bull Challenge itFrog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

70

SupportNAHT Assessment Commission ndash February 2014

DfE Assessment Principles

NAHT Assessment Framework and exemplification

The Commission on Assessment without Levels (July 2015 ndash September 2015)

NAHT courses - lsquoNAHTs assessment framework good practice in a world without levelsrsquo see httpwwwnahtorgukwelcomenaht-eventscourses-listnahts-assessment-framework

The Chartered Institute of Educational Assessors (CIEA) ndash Excellence in Assessment (Schools) an accreditation of the procedures processes and systems that schools and academies have in place to manage and implement assessment As an accreditation process rather than an inspectionhttpcieaorguktrainingexcellence-assessment-schools excellencecieaorguk

The Cambridge Approach Principles for designing administering and evaluating assessment Tim Oates January 2009

Communities of professional practice

FrogEducation wwwfrogeducationcom Tel 01422 250 800

Ofsted Inspection Framework ndash September 2015

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

A new curriculum

Emphasis on knowledge rather than skills Mastery of annual objectives rather than progression

through a learning continuum Deeper learning and enrichment rather than extension

and acceleration

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

19

The School Information (England) Regulations

Require schools to show

bullin relation to each year group the content of the curriculum for each academic subjectbullfor KS1 names of phonics or reading schemesbullfor KS4 list of courses leading to GCSE qualificationsbull how parents or other members of the public can find out more about the curriculum your school

is following

lsquoThis information is important for parents so that they know precisely what is taught and when enabling them to support their children in their studies It is also important information for parents when choosing new schoolsrsquo

(A criterion used by Ofsted in selecting schools for inspection without notice)

Source Nick Gibb ndash letter to LAsTrusts 27th October 2014 expressing concern that schools are not complying fully with arrangementsFrog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

20

The School Information (England) Regulations

A school curriculumhellip

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

KS3

ICT

All pupils study ICT at Key Stage 3 where we cover a comprehensive range of topic areas The ICT curriculum builds on the teaching at Key Stage 2 and covers three main strands

1 Digital Literacy2 ICT3 Computer Science

Each half term throughout Key Stage 3 students complete a new ICT project covering the three main strands mentioned above Within these units we have placed an emphasis on developing transferrable ICT knowledge understanding and skills During Year 9 many students will start to complete work towards their Btec ICT qualification

21

The School Information (England) Regulations

A school curriculumhellip

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

Understanding progression

22Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

23

A design and technology experiencehellip

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

Measuring progress ndash an HMI DampT model

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

Understanding progression

Age 5

Age 7

Age 11 Age 16

Age 18

Baseline assessment

KS1 assessment

KS2 assessment

GCSE assessment

GCE assessmentExpected standard

(L2)

(L4b)

G5

A

25

copy Mick Walker April14

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

Assessment

26Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

Teacher assessment

lsquoBest-fitrsquo judgements replaced by mastery model to secure key learning

Level descriptions replaced by lsquopupil canrsquo statements in the interim TA frameworks

Removal of link between in-school formative assessment and national summative assessment

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

Accurate teacher assessment and verification of the new standards requireshellipSecure knowledge and understanding of the statements for each standard within the interim teacher assessment frameworks for writing (KS1 and KS2)Greater depth of subject knowledge and understanding of the grammatical terminology required by the KS1 and KS2 programmes of studyFamiliarity with the English programme of study and associated appendices (spelling and vocabulary grammar and punctuation) relating to writing in the 2014 national curriculum

Implications for practice

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

29

attainment of all the lsquopupil canrsquo statements

Wersquove been here beforehellip

Geography 1991

5 attainment targets and 10 levels

lsquoBest fitrsquo introduced following Dearing Review 1995

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

30

attainment of all the lsquopupil canrsquo statements

Wersquove been here beforehellipAND WErsquoRE BACK

To demonstrate that pupils have met a standard within this interim framework teachers will need to have evidence that a pupil demonstrates attainment of all of the statements within that standard and all the statements in the preceding standard(s)

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

31

Ofsted amp assessment ndash (HMCI letter to schools July 2014)

Schools will be expected to demonstrate (with evidence) their assessment of pupilsrsquo progress This will be reinforced by the revised focus of Ofsted inspections

Inspectors will

bull spend more time looking at a range of pupilrsquos work in order to consider what progress they are making

bull talk to leaders about the schoolrsquos use of formative and summative assessment and how this improves teaching and raises achievement

bull evaluate how well pupils are doing against age-related expectations as set out by the school and the National Curriculum (where this applies)

bull consider how the school uses assessment information

bull evaluate the way the school reports to parents on pupilsrsquo progress and attainment Inspectors will assess whether reports help parents to understand how their children are doing in relation to the standards expected

See the Common Inspection Framework (CIF) the School Inspection Handbook ndash September 2015 ndash and Ofsted Inspections clarification for schools March 2015 (Dispelling the myths about Ofstedrsquos inspections)

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

32

Ofsted expectations

Evidence for inspection Ofsted does not expect schools to provide evidence for inspection beyond that set out in the inspection

handbook

Ofsted will take a range of evidence into account when making judgements including published performance data the schoolrsquos in-year performance data and work in pupilsrsquo books and folders However unnecessary or extensive collections of marked pupilsrsquo work are not required for inspection

Ofsted does not expect performance and pupil-tracking data to be presented in a particular format Such data should be provided to inspectors in the format that the school would ordinarily use to track and monitor the progress of pupils in that school

Ofsted does not require teachers to undertake additional work or to ask pupils to undertake work specifically for the inspection

Ofsted will usually expect to see evidence of the monitoring of teaching and learning and its link to teachersrsquo performance management and the Teachersrsquo Standards but this should be the information that the school uses routinely and not additional evidence generated for inspection

Source Ofsted March 2015 No 140169 ndash re-stated in the School Inspection Handbook June 2015

Ofsted inspections ndash clarification for schools

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

Teacher Workload SurveyTeacher Survey ndash workload challenge October to November 2014 (48832 responses)

Key issues

There were two specific tasks that were reported as being burdensome for the majority of sample respondents

recording inputting monitoring and analysing data (56) excessivedepth of marking ndash detail and frequency required (53)

Drivers of workload

Respondents most commonly said that the burden of their workload was created by accountabilityperceived pressures of Ofsted (53) tasks set by seniormiddle leaders (51)

Working to policies set at localschool level (35) and policy change at national level (34) were also significant drivers for teacher workload

33Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

Three reports (DfE March 2016)

Eliminating unnecessary workload associated with data management

httpswwwgovukgovernmentpublicationsreducing-teacher-workload-data-management-review-group-report

Eliminating unnecessary workload around marking

httpswwwgovukgovernmentpublicationsreducing-teacher-workload-marking-policy-review-group-report

Eliminating unnecessary workload around planning and teaching resources

httpswwwgovukgovernmentpublicationsreducing-teacher-workload-planning-and-resources-group-report

34

Teacher Workload Survey

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

2 hellip providing written feedback on pupilsrsquo work ndash has become disproportionately valued by schools and has become unnecessarily burdensome for teachers

3 The quantity of feedback should not be confused with the quality

10 Marking has evolved into an unhelpful burden for teachers when the time it takes is not repaid in positive impact on pupilsrsquo progress This is frequently because it is serving a different purpose such as demonstrating teacher performance or to satisfy the requirements of other mainly adult audiences Too often it is the marking itself which is being monitored and commented on by leaders rather than pupil outcomes and progress as a result of quality feedback

12 Our remit was to pay particular attention to lsquodeep markingrsquo From a review of the educational literature there appears to be no broadly agreed definition for this term or any theoretical underpinning of its educational worth

8 In summary we recommend that all marking should be meaningful manageable and motivating This should be the perspective adopted by all engaged in education from classroom teachers to the Department for Education (DfE)

35

Teacher Workload Reports Eliminating unnecessary workload around Marking

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

4 Creating detailed plans can become a lsquobox-tickingrsquo exercise and create unnecessary workload for teachers taking time away from the real business of planning whilst offering lsquofalse comfortrsquo of purpose These burdensome and unhelpful practices have arisen due to the real and perceived demands made by Government and Ofsted and how school leaders and teachers have reacted to them

5 School leaders should evaluate how they view planning in their school All leaders have a key role in ensuring the availability of fully-resourced collaboratively developed schemes of work Once these are in place and individual teachers understand the lsquowhatrsquo and lsquowhyrsquo of the curriculum they can be freed to teach in a way that best suits their professional judgement and experience Access to good quality schemes of work should reduce workload rather than create it

36

Teacher Workload Reports Eliminating unnecessary workload around Planning amp Teaching Resources

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

6 This can only happen if Government and its agencies commit to sufficient lead-in times for changes for which the sector will have to undertake significant planning to implement This includes releasing relevant materials in good time

7 High quality resources including textbooks can support teaching reduce workload by teachers not having to lsquoreinvent the wheelrsquo and ensure high expectations of the content of lessons and conceptual knowledge

8 We recognised that there are cultural issues at play which should be challenged

27 If the benefits are not apparent in pupil outcomes then this amounts to unnecessary workload As John Hattie remarks lsquothere are a million resources available on the internet and creating more seems among the successful wastes of time in which teachers love to engagersquo2

29 We also feel strongly that any resource will only be truly effective when it is supported by high quality training and professional development Having a shared and secure understanding of what effective teaching and pupil understanding looks like to inform planning is essential as are collaborative planning approaches Access to effective plans and materials for new entrants to the profession will support their development and allow them to concentrate on teaching

37

Teacher Workload Reports Eliminating unnecessary workload around Planning amp Teaching Resources

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

Principles for planning

11 Five principles are set out below that we believe should be used to test practice and expectations in schools These are motivated by a desire to ensure that planning is productive and that workload for teachers is manageable

a Planning a sequence of lessons is more important than writing individual lesson plans

b Fully resourced schemes of work should be in place for all teachers to use each term

c Planning should not be done simply to please outside organisations

d Planning should take place in purposeful and well defined blocks of time

e Effective planning makes use of high quality resources

38

Teacher Workload Reports Eliminating unnecessary workload around Planning amp Teaching Resources

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

Tim Oates on Finland textbooks and workload

39

>

A culture of excessive data collection

Data has become an end in itself ndash divorced from the core purpose ndash improving outcomes for pupils

Do not assume data collection and analysis must continue because it always has

clarity of purpose needs to be clear

the process needs to be efficient

data need to be valid

40

Teacher Workload Reports Eliminating unnecessary workload associated with Data Management

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

14 The recent removal of lsquolevelsrsquo should be a positive step in terms of data management schools should not feel any pressure to create elaborate tracking systems or lsquoworking at gradersquo approaches Yet there is anecdotal evidence that schools are introducing complicated systems which mimic levels This is an attempt to overlay the old world onto the new and it creates unnecessary data burdens that should be avoided

41

Teacher Workload Reports Eliminating unnecessary workload associated with Data Management

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

Tim Oates on levels mastery compensatory and low quality assessment

42

>

14 The recent removal of lsquolevelsrsquo should be a positive step in terms of data management schools should not feel any pressure to create elaborate tracking systems or lsquoworking at gradersquo approaches Yet there is anecdotal evidence that schools are introducing complicated systems which mimic levels This is an attempt to overlay the old world onto the new and it creates unnecessary data burdens that should be avoided

16 Government should ensure that national curriculum policy does not place ill- considered demands on schools in relation to tracking progress Leaders should ensure that they have a curriculum that offers pupils a robust framework of teaching that builds in progression challenge and depth of knowledge Teachers should then make professional judgements of pupil attainment against key performance indicators ndash the big ideas that tell us whether a pupil understands and has grasped what they have been taught

18 Teachers need to know if pupils are on track to achieve end-of-year expectations whether pupils are where they should be but are best placed to make such judgements through their professional knowledge without recourse to elaborate assessment data generating and recording systems Government (including Regional Schools Commissioners) Ofsted local authorities and school leaders should support this approach

43

Teacher Workload Reports Eliminating unnecessary workload associated with Data Management

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

44

Impact of the changes and challenges ndash and the opportunity

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

45

The impacthellip

bull the curriculum content needs to be detailed and clearbull for qualifications linear courses need to carefully plannedbull standards of performance need to be challenging clearly articulated universally

understood and shared thereforebull progress needs to be understood articulated and evidencedbull transition needs more workhellip see Ofsted Key Stage 3 ndash the wasted years (10th

September 2015)

AndhellipTrust in ndash and within - the profession needs to be re-establishedbull Initial teacher training in assessment needs improvementbull professional development covering assessment should be targeted

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

46

The challengehellip

There are issues surrounding teacher assessment that have to do with potential bias application of different sometimes personal assessment criteria and differences in the available evidence base when implemented curricula and standards of judgement differ from class to class and school to school

Sandra Johnson A focus on teacher assessment reliability in GCSE and GCE Report for Ofqual 2011

However inspectors have noted worrying inconsistencies in teacher assessment at the end of Key Stage 1 In infant schools for example children are more likely to be assessed as reaching or exceeding the standards expected for their age than they are in all-through primary schools Moreover uneven moderation by local authorities of the work carried out by schools can lead to poor quality and unreliable assessment For these reasons I urge government to consider a return to external assessment at the end of Key Stage 1

HMCI Annual Report 201213

The Commission heard from the majority of those submitting evidence that there was a lack of trust in teacher assessment at the present time There is a worrying lack of trust in individual teacher-based assessment which emanates from within the profession itself

The NAHT Commission on Assessment (February 2014)

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

47

3

Red

14

92

Green

EmergingFruit

Beware mad numbers Meaning must be added - be careful when comparing two numbers that come from different contexts

Dog breeds

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

48

Beware mad numbers

But Spinal Taprsquos amplifier goes to 11hellip

Ampeg FenderMarshallhellip

Outstanding education through aw

esome technology

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

Mad Numbers - Dead Poets Society (1989)

Determining a poemrsquos greatness is a relatively simple matterhellip

lsquoIf the poems score for perfection is plotted on the horizontal of a graph and its importance is plotted on the vertical then calculating the total area of the poem yields the measure of its greatnessrsquo

Understanding Poetry Dr J Evans Pritchard PhD

ldquoExcrement

We are not laying pipeshelliprip out the pagerdquo

John Keating ndash teacher (Robin Williams)

x = Perfection

y =

Impo

rtanc

e

Byron sonnet

Shakespeare sonnet

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

50

So wherersquos the opportunity

Assessment as the pivotal point of teaching and learning

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

51Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

52

The opportunity

bull Making assessment about teaching and learning

bull Improved teacher subject knowledge

bull Quality assured assessments

bull Better skilled teachers with assessment expertise

bull Better use and development of robust research

bull Confidence

bull Trust in the professionhellip

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

53

A viable solution ndash a proposed curriculum amp assessment framework

bull that puts the curriculum to the fore

bull that provides a structured focus for assessment

bull provides a curriculum and assessment framework ndash built on sound practice and robust research

bull places assessment as integral to teaching and learning

bull addresses issues of validity and reliability and

bull most importantly places childrenrsquos learning as paramount

But it wonrsquot just happenhellip

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

Assessment Quality Assurance PlanAn Assessment Quality Assurance plan should present an organisational framework for all assessment activities within the centre There is no single way of organising or presenting such a framework but the information below outlines key areas that should be considered when designing developing or evaluating the centrersquos assessment practice

Principles of assessment

Reporting

Relationship with the stated curriculum

Common standards and expectations

Consistency

Staff training and development

Evaluation review amp accreditation

Impact on teaching and learning

Learner

Chartered Institute of Educational Assessors (CIEA)

54Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

Content of the curriculum is taken from the schoolrsquos curriculum which is matched to the New National Curriculum (NNC)

Any gaps between the school curriculum and the NNC must be filled

The curriculum content will reflect the entire yearrsquos delivery

Term one

The content here is driven by the topic or theme used to deliver the curriculum and provide assessment opportunities

Term two

Again the content is driven by the theme used to deliver the curriculum

Term three

Again the content is driven by the topic or theme At the end of the year the entire curriculum for that year will have been covered

Assessment criteria are taken from the NNC

Key Performance Indicators (KPIs) describe a group of individual criteria

Separate KPIs make up the end of year Performance Standards (PS) that is the expected performance at the end of the year and against which assessments are made at the end of the year

An individual pupilrsquos work can be kept to exemplify attainment against the KPI and PS This can be known as the exemplification of performance This work should be annotated to highlight the achievement

From individual pupilrsquos work the school can create a standards file showing achievement in all subjects at each level This will create a benchmark for assessment purposes in future years

The standards file can be used as and when necessary to take part in cross school moderation activities when the standards can be agreed or altered according to decisions at the moderation

Term one

KPIs clearly stated for each topic or theme

Term two

KPIs clearly stated for each topic or theme

Term three

KPIs clearly stated for each topic or theme

Establishing a curriculum amp assessment framework ndash NAHT assessment model

55Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

Content of the curriculum is taken from the schoolrsquos curriculum which is matched to the New National Curriculum (NNC)

Any gaps between the school curriculum and the NNC must be filled

The curriculum content will reflect the entire yearrsquos delivery

Term one

The content here is driven by the topic or theme used to deliver the curriculum and provide assessment opportunities

Term two

Again the content is driven by the theme used to deliver the curriculum

Term three

Again the content is driven by the topic or theme At the end of the year the entire curriculum for that year will have been covered

Assessment criteria are taken from the NNC

Key Performance Indicators (KPIs) describe a group of individual criteria

Separate KPIs make up the end of year Performance Standards (PS) that is the expected performance at the end of the year and against which assessments are made at the end of the year

An individual pupilrsquos work can be kept to exemplify attainment against the KPI and PS This can be known as the exemplification of performance This work should be annotated to highlight the achievement

From individual pupilrsquos work the school can create a standards file showing achievement in all subjects at each level This will create a benchmark for assessment purposes in future years

The standards file can be used as and when necessary to take part in cross school moderation activities when the standards can be agreed or altered according to decisions at the moderation

Term one

KPIs clearly stated for each topic or theme

Term two

KPIs clearly stated for each topic or theme

Term three

KPIs clearly stated for each topic or theme

Establishing a curriculum amp assessment framework ndash NAHT assessment model

56Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

57

Selecting KPIs ndash extract from the National Curriculum year 1 programme of study

Reading ndash word reading (statutory requirements) Pupils should be taught to bull apply phonic knowledge and skills as the route to decode words bull respond speedily with the correct sound to graphemes (letters or groups of letters) for all 40+ phonemes including

where applicable alternative sounds for graphemes bull read accurately by blending sounds in unfamiliar words containing GPCs that have been taught bull read common exception words noting unusual correspondences between spelling and sound and where these

occur in the word bull read words containing taught GPCs and ndashs ndashes ndashing ndashed ndasher and ndashest endings bull read other words of more than one syllable that contain taught GPCs bull read words with contractions [for example Irsquom Irsquoll wersquoll] and understand that the apostrophe represents the omitted

letter(s) bull read aloud accurately books that are consistent with their developing phonic knowledge and that do not require them

to use other strategies to work out words bull re-read these books to build up their fluency and confidence in word reading

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

58

Selecting KPIs ndash extract from the National Curriculum year 1 programme of study

Reading ndash word reading (statutory requirements) Pupils should be taught to bull apply phonic knowledge and skills as the route to decode words bull respond speedily with the correct sound to graphemes (letters or groups of letters) for all 40+ phonemes

including where applicable alternative sounds for graphemes bull read accurately by blending sounds in unfamiliar words containing GPCs that have been taught bull read common exception words noting unusual correspondences between spelling and sound and where these

occur in the word bull read words containing taught GPCs and ndashs ndashes ndashing ndashed ndasher and ndashest endings bull read other words of more than one syllable that contain taught GPCs bull read words with contractions [for example Irsquom Irsquoll wersquoll] and understand that the apostrophe represents the omitted

letter(s) bull read aloud accurately books that are consistent with their developing phonic knowledge and that do not

require them to use other strategies to work out words bull re-read these books to build up their fluency and confidence in word reading

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

59

National and school curriculum - measuring and recording progress across key stages ndash NAHT assessment model

Key performance indicators Performance standard

Responds speedily with the correct sound to graphemes (letters or groups of letters) for all 40+ phonemes including where applicable alternative sounds for graphemes Reads accurately by blending sounds in unfamiliar words Reads common exception words Reads aloud accurately books that are consistent with their developing phonic knowledge and that do not require them to use other strategies to work out words Develops pleasure in reading motivation to read vocabulary and understanding by

Listening to and discussing a wide range of poems stories and non-fiction at a level beyond that at which they can read independently

With reference to the KPIs By the end of Y1 a child should be able to read all common graphemes and be able to read unfamiliar words containing these graphemes accurately and without undue hesitation by sounding them out in books that are matched closely to the level of word reading knowledge A child should be able to read many common words containing GPCs taught so far such as shout hand stop or dream without needing to blend the sounds out loud first Reading of common exception words such as you could many or people should be secure meaning a child can read them easily and automatically A child can read words with suffixes with support to build on the root words that can be read already

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

60

Tim Oates on granular assessment

- and access to the whole curriculum

>

61

Recording performance using KPIs

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

62

Standardisation

bull Standardisation is the procedure that ensures that all assessors involved in the assessment of pupilsrsquo performances do so accurately and consistently

bull Standardisation establishes a common standard of marking linked to the standard set for the work being assessed that helps maintain quality of marking

bull Assessments need to be standardised administered fixed in their scope and level of difficulty and marked consistently

bull The procedure is carried out before anyone assesses a piece of work

bull The procedure is managed by someone who is confident in applying the standard In external summative tests this would be carried out by the senior examiner or even electronically

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

63

Moderation

bull Moderation is the process through which an assessment is monitored within an institution or across institutions to ensure that the assessment is reliable fair and consistent with required standards

bull The moderator takes samples of other assessorsrsquo work during the assessment process and feeds back to the assessor accurate harsh lenient inconsistent This allows for the assessments to be standardised across a team of assessors

bull Once assessments have been standardised moderated and agreed internally representative samples can be entered into a standards file This can be used for future reference to help in standardisation procedures

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

64

Using the framework ndash NAHT exemplification

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

65

bull Does the product support the schoolrsquos policy on assessment

bull To what extent will the assessment tool support delivery of that policy

bull Is the assessment approach implied by the assessment tool credible

bull Does the tool provide good value

Source The Commission on Assessment Without Levels Evaluating external systems (July 2015 v September 2015)

Are teachers equipped to use the tools

Finding the right solution

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

66

Teaching learning and assessment

Itrsquos not just about getting the right assessment tool for the job

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

Using the framework ndash NaaceFrogEducation exemplification

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

68Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

69

Using the frameworkThe curriculum is key ndash

- the Intended curriculum - the Enacted curriculum - the Assessed curriculum - the Learned curriculum

(See Tim Oates Cambridge Assessment)

bull Clearly agreed understood and articulated progress

bull Assessment needs to be robust ndash what why when how reporting results and

ldquoDonrsquot assess everything that moves just the key conceptsrdquo

(Tim Oates)

bull KPIs and Performance Standards

bull Standardisation moderation and exemplification of performance standards are essential

bull Useful and meaningful reporting

bull Challenge itFrog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

70

SupportNAHT Assessment Commission ndash February 2014

DfE Assessment Principles

NAHT Assessment Framework and exemplification

The Commission on Assessment without Levels (July 2015 ndash September 2015)

NAHT courses - lsquoNAHTs assessment framework good practice in a world without levelsrsquo see httpwwwnahtorgukwelcomenaht-eventscourses-listnahts-assessment-framework

The Chartered Institute of Educational Assessors (CIEA) ndash Excellence in Assessment (Schools) an accreditation of the procedures processes and systems that schools and academies have in place to manage and implement assessment As an accreditation process rather than an inspectionhttpcieaorguktrainingexcellence-assessment-schools excellencecieaorguk

The Cambridge Approach Principles for designing administering and evaluating assessment Tim Oates January 2009

Communities of professional practice

FrogEducation wwwfrogeducationcom Tel 01422 250 800

Ofsted Inspection Framework ndash September 2015

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

19

The School Information (England) Regulations

Require schools to show

bullin relation to each year group the content of the curriculum for each academic subjectbullfor KS1 names of phonics or reading schemesbullfor KS4 list of courses leading to GCSE qualificationsbull how parents or other members of the public can find out more about the curriculum your school

is following

lsquoThis information is important for parents so that they know precisely what is taught and when enabling them to support their children in their studies It is also important information for parents when choosing new schoolsrsquo

(A criterion used by Ofsted in selecting schools for inspection without notice)

Source Nick Gibb ndash letter to LAsTrusts 27th October 2014 expressing concern that schools are not complying fully with arrangementsFrog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

20

The School Information (England) Regulations

A school curriculumhellip

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

KS3

ICT

All pupils study ICT at Key Stage 3 where we cover a comprehensive range of topic areas The ICT curriculum builds on the teaching at Key Stage 2 and covers three main strands

1 Digital Literacy2 ICT3 Computer Science

Each half term throughout Key Stage 3 students complete a new ICT project covering the three main strands mentioned above Within these units we have placed an emphasis on developing transferrable ICT knowledge understanding and skills During Year 9 many students will start to complete work towards their Btec ICT qualification

21

The School Information (England) Regulations

A school curriculumhellip

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

Understanding progression

22Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

23

A design and technology experiencehellip

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

Measuring progress ndash an HMI DampT model

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

Understanding progression

Age 5

Age 7

Age 11 Age 16

Age 18

Baseline assessment

KS1 assessment

KS2 assessment

GCSE assessment

GCE assessmentExpected standard

(L2)

(L4b)

G5

A

25

copy Mick Walker April14

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

Assessment

26Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

Teacher assessment

lsquoBest-fitrsquo judgements replaced by mastery model to secure key learning

Level descriptions replaced by lsquopupil canrsquo statements in the interim TA frameworks

Removal of link between in-school formative assessment and national summative assessment

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

Accurate teacher assessment and verification of the new standards requireshellipSecure knowledge and understanding of the statements for each standard within the interim teacher assessment frameworks for writing (KS1 and KS2)Greater depth of subject knowledge and understanding of the grammatical terminology required by the KS1 and KS2 programmes of studyFamiliarity with the English programme of study and associated appendices (spelling and vocabulary grammar and punctuation) relating to writing in the 2014 national curriculum

Implications for practice

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

29

attainment of all the lsquopupil canrsquo statements

Wersquove been here beforehellip

Geography 1991

5 attainment targets and 10 levels

lsquoBest fitrsquo introduced following Dearing Review 1995

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

30

attainment of all the lsquopupil canrsquo statements

Wersquove been here beforehellipAND WErsquoRE BACK

To demonstrate that pupils have met a standard within this interim framework teachers will need to have evidence that a pupil demonstrates attainment of all of the statements within that standard and all the statements in the preceding standard(s)

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

31

Ofsted amp assessment ndash (HMCI letter to schools July 2014)

Schools will be expected to demonstrate (with evidence) their assessment of pupilsrsquo progress This will be reinforced by the revised focus of Ofsted inspections

Inspectors will

bull spend more time looking at a range of pupilrsquos work in order to consider what progress they are making

bull talk to leaders about the schoolrsquos use of formative and summative assessment and how this improves teaching and raises achievement

bull evaluate how well pupils are doing against age-related expectations as set out by the school and the National Curriculum (where this applies)

bull consider how the school uses assessment information

bull evaluate the way the school reports to parents on pupilsrsquo progress and attainment Inspectors will assess whether reports help parents to understand how their children are doing in relation to the standards expected

See the Common Inspection Framework (CIF) the School Inspection Handbook ndash September 2015 ndash and Ofsted Inspections clarification for schools March 2015 (Dispelling the myths about Ofstedrsquos inspections)

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

32

Ofsted expectations

Evidence for inspection Ofsted does not expect schools to provide evidence for inspection beyond that set out in the inspection

handbook

Ofsted will take a range of evidence into account when making judgements including published performance data the schoolrsquos in-year performance data and work in pupilsrsquo books and folders However unnecessary or extensive collections of marked pupilsrsquo work are not required for inspection

Ofsted does not expect performance and pupil-tracking data to be presented in a particular format Such data should be provided to inspectors in the format that the school would ordinarily use to track and monitor the progress of pupils in that school

Ofsted does not require teachers to undertake additional work or to ask pupils to undertake work specifically for the inspection

Ofsted will usually expect to see evidence of the monitoring of teaching and learning and its link to teachersrsquo performance management and the Teachersrsquo Standards but this should be the information that the school uses routinely and not additional evidence generated for inspection

Source Ofsted March 2015 No 140169 ndash re-stated in the School Inspection Handbook June 2015

Ofsted inspections ndash clarification for schools

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

Teacher Workload SurveyTeacher Survey ndash workload challenge October to November 2014 (48832 responses)

Key issues

There were two specific tasks that were reported as being burdensome for the majority of sample respondents

recording inputting monitoring and analysing data (56) excessivedepth of marking ndash detail and frequency required (53)

Drivers of workload

Respondents most commonly said that the burden of their workload was created by accountabilityperceived pressures of Ofsted (53) tasks set by seniormiddle leaders (51)

Working to policies set at localschool level (35) and policy change at national level (34) were also significant drivers for teacher workload

33Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

Three reports (DfE March 2016)

Eliminating unnecessary workload associated with data management

httpswwwgovukgovernmentpublicationsreducing-teacher-workload-data-management-review-group-report

Eliminating unnecessary workload around marking

httpswwwgovukgovernmentpublicationsreducing-teacher-workload-marking-policy-review-group-report

Eliminating unnecessary workload around planning and teaching resources

httpswwwgovukgovernmentpublicationsreducing-teacher-workload-planning-and-resources-group-report

34

Teacher Workload Survey

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

2 hellip providing written feedback on pupilsrsquo work ndash has become disproportionately valued by schools and has become unnecessarily burdensome for teachers

3 The quantity of feedback should not be confused with the quality

10 Marking has evolved into an unhelpful burden for teachers when the time it takes is not repaid in positive impact on pupilsrsquo progress This is frequently because it is serving a different purpose such as demonstrating teacher performance or to satisfy the requirements of other mainly adult audiences Too often it is the marking itself which is being monitored and commented on by leaders rather than pupil outcomes and progress as a result of quality feedback

12 Our remit was to pay particular attention to lsquodeep markingrsquo From a review of the educational literature there appears to be no broadly agreed definition for this term or any theoretical underpinning of its educational worth

8 In summary we recommend that all marking should be meaningful manageable and motivating This should be the perspective adopted by all engaged in education from classroom teachers to the Department for Education (DfE)

35

Teacher Workload Reports Eliminating unnecessary workload around Marking

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

4 Creating detailed plans can become a lsquobox-tickingrsquo exercise and create unnecessary workload for teachers taking time away from the real business of planning whilst offering lsquofalse comfortrsquo of purpose These burdensome and unhelpful practices have arisen due to the real and perceived demands made by Government and Ofsted and how school leaders and teachers have reacted to them

5 School leaders should evaluate how they view planning in their school All leaders have a key role in ensuring the availability of fully-resourced collaboratively developed schemes of work Once these are in place and individual teachers understand the lsquowhatrsquo and lsquowhyrsquo of the curriculum they can be freed to teach in a way that best suits their professional judgement and experience Access to good quality schemes of work should reduce workload rather than create it

36

Teacher Workload Reports Eliminating unnecessary workload around Planning amp Teaching Resources

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

6 This can only happen if Government and its agencies commit to sufficient lead-in times for changes for which the sector will have to undertake significant planning to implement This includes releasing relevant materials in good time

7 High quality resources including textbooks can support teaching reduce workload by teachers not having to lsquoreinvent the wheelrsquo and ensure high expectations of the content of lessons and conceptual knowledge

8 We recognised that there are cultural issues at play which should be challenged

27 If the benefits are not apparent in pupil outcomes then this amounts to unnecessary workload As John Hattie remarks lsquothere are a million resources available on the internet and creating more seems among the successful wastes of time in which teachers love to engagersquo2

29 We also feel strongly that any resource will only be truly effective when it is supported by high quality training and professional development Having a shared and secure understanding of what effective teaching and pupil understanding looks like to inform planning is essential as are collaborative planning approaches Access to effective plans and materials for new entrants to the profession will support their development and allow them to concentrate on teaching

37

Teacher Workload Reports Eliminating unnecessary workload around Planning amp Teaching Resources

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

Principles for planning

11 Five principles are set out below that we believe should be used to test practice and expectations in schools These are motivated by a desire to ensure that planning is productive and that workload for teachers is manageable

a Planning a sequence of lessons is more important than writing individual lesson plans

b Fully resourced schemes of work should be in place for all teachers to use each term

c Planning should not be done simply to please outside organisations

d Planning should take place in purposeful and well defined blocks of time

e Effective planning makes use of high quality resources

38

Teacher Workload Reports Eliminating unnecessary workload around Planning amp Teaching Resources

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

Tim Oates on Finland textbooks and workload

39

>

A culture of excessive data collection

Data has become an end in itself ndash divorced from the core purpose ndash improving outcomes for pupils

Do not assume data collection and analysis must continue because it always has

clarity of purpose needs to be clear

the process needs to be efficient

data need to be valid

40

Teacher Workload Reports Eliminating unnecessary workload associated with Data Management

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

14 The recent removal of lsquolevelsrsquo should be a positive step in terms of data management schools should not feel any pressure to create elaborate tracking systems or lsquoworking at gradersquo approaches Yet there is anecdotal evidence that schools are introducing complicated systems which mimic levels This is an attempt to overlay the old world onto the new and it creates unnecessary data burdens that should be avoided

41

Teacher Workload Reports Eliminating unnecessary workload associated with Data Management

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

Tim Oates on levels mastery compensatory and low quality assessment

42

>

14 The recent removal of lsquolevelsrsquo should be a positive step in terms of data management schools should not feel any pressure to create elaborate tracking systems or lsquoworking at gradersquo approaches Yet there is anecdotal evidence that schools are introducing complicated systems which mimic levels This is an attempt to overlay the old world onto the new and it creates unnecessary data burdens that should be avoided

16 Government should ensure that national curriculum policy does not place ill- considered demands on schools in relation to tracking progress Leaders should ensure that they have a curriculum that offers pupils a robust framework of teaching that builds in progression challenge and depth of knowledge Teachers should then make professional judgements of pupil attainment against key performance indicators ndash the big ideas that tell us whether a pupil understands and has grasped what they have been taught

18 Teachers need to know if pupils are on track to achieve end-of-year expectations whether pupils are where they should be but are best placed to make such judgements through their professional knowledge without recourse to elaborate assessment data generating and recording systems Government (including Regional Schools Commissioners) Ofsted local authorities and school leaders should support this approach

43

Teacher Workload Reports Eliminating unnecessary workload associated with Data Management

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

44

Impact of the changes and challenges ndash and the opportunity

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

45

The impacthellip

bull the curriculum content needs to be detailed and clearbull for qualifications linear courses need to carefully plannedbull standards of performance need to be challenging clearly articulated universally

understood and shared thereforebull progress needs to be understood articulated and evidencedbull transition needs more workhellip see Ofsted Key Stage 3 ndash the wasted years (10th

September 2015)

AndhellipTrust in ndash and within - the profession needs to be re-establishedbull Initial teacher training in assessment needs improvementbull professional development covering assessment should be targeted

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

46

The challengehellip

There are issues surrounding teacher assessment that have to do with potential bias application of different sometimes personal assessment criteria and differences in the available evidence base when implemented curricula and standards of judgement differ from class to class and school to school

Sandra Johnson A focus on teacher assessment reliability in GCSE and GCE Report for Ofqual 2011

However inspectors have noted worrying inconsistencies in teacher assessment at the end of Key Stage 1 In infant schools for example children are more likely to be assessed as reaching or exceeding the standards expected for their age than they are in all-through primary schools Moreover uneven moderation by local authorities of the work carried out by schools can lead to poor quality and unreliable assessment For these reasons I urge government to consider a return to external assessment at the end of Key Stage 1

HMCI Annual Report 201213

The Commission heard from the majority of those submitting evidence that there was a lack of trust in teacher assessment at the present time There is a worrying lack of trust in individual teacher-based assessment which emanates from within the profession itself

The NAHT Commission on Assessment (February 2014)

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

47

3

Red

14

92

Green

EmergingFruit

Beware mad numbers Meaning must be added - be careful when comparing two numbers that come from different contexts

Dog breeds

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

48

Beware mad numbers

But Spinal Taprsquos amplifier goes to 11hellip

Ampeg FenderMarshallhellip

Outstanding education through aw

esome technology

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

Mad Numbers - Dead Poets Society (1989)

Determining a poemrsquos greatness is a relatively simple matterhellip

lsquoIf the poems score for perfection is plotted on the horizontal of a graph and its importance is plotted on the vertical then calculating the total area of the poem yields the measure of its greatnessrsquo

Understanding Poetry Dr J Evans Pritchard PhD

ldquoExcrement

We are not laying pipeshelliprip out the pagerdquo

John Keating ndash teacher (Robin Williams)

x = Perfection

y =

Impo

rtanc

e

Byron sonnet

Shakespeare sonnet

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

50

So wherersquos the opportunity

Assessment as the pivotal point of teaching and learning

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

51Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

52

The opportunity

bull Making assessment about teaching and learning

bull Improved teacher subject knowledge

bull Quality assured assessments

bull Better skilled teachers with assessment expertise

bull Better use and development of robust research

bull Confidence

bull Trust in the professionhellip

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

53

A viable solution ndash a proposed curriculum amp assessment framework

bull that puts the curriculum to the fore

bull that provides a structured focus for assessment

bull provides a curriculum and assessment framework ndash built on sound practice and robust research

bull places assessment as integral to teaching and learning

bull addresses issues of validity and reliability and

bull most importantly places childrenrsquos learning as paramount

But it wonrsquot just happenhellip

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

Assessment Quality Assurance PlanAn Assessment Quality Assurance plan should present an organisational framework for all assessment activities within the centre There is no single way of organising or presenting such a framework but the information below outlines key areas that should be considered when designing developing or evaluating the centrersquos assessment practice

Principles of assessment

Reporting

Relationship with the stated curriculum

Common standards and expectations

Consistency

Staff training and development

Evaluation review amp accreditation

Impact on teaching and learning

Learner

Chartered Institute of Educational Assessors (CIEA)

54Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

Content of the curriculum is taken from the schoolrsquos curriculum which is matched to the New National Curriculum (NNC)

Any gaps between the school curriculum and the NNC must be filled

The curriculum content will reflect the entire yearrsquos delivery

Term one

The content here is driven by the topic or theme used to deliver the curriculum and provide assessment opportunities

Term two

Again the content is driven by the theme used to deliver the curriculum

Term three

Again the content is driven by the topic or theme At the end of the year the entire curriculum for that year will have been covered

Assessment criteria are taken from the NNC

Key Performance Indicators (KPIs) describe a group of individual criteria

Separate KPIs make up the end of year Performance Standards (PS) that is the expected performance at the end of the year and against which assessments are made at the end of the year

An individual pupilrsquos work can be kept to exemplify attainment against the KPI and PS This can be known as the exemplification of performance This work should be annotated to highlight the achievement

From individual pupilrsquos work the school can create a standards file showing achievement in all subjects at each level This will create a benchmark for assessment purposes in future years

The standards file can be used as and when necessary to take part in cross school moderation activities when the standards can be agreed or altered according to decisions at the moderation

Term one

KPIs clearly stated for each topic or theme

Term two

KPIs clearly stated for each topic or theme

Term three

KPIs clearly stated for each topic or theme

Establishing a curriculum amp assessment framework ndash NAHT assessment model

55Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

Content of the curriculum is taken from the schoolrsquos curriculum which is matched to the New National Curriculum (NNC)

Any gaps between the school curriculum and the NNC must be filled

The curriculum content will reflect the entire yearrsquos delivery

Term one

The content here is driven by the topic or theme used to deliver the curriculum and provide assessment opportunities

Term two

Again the content is driven by the theme used to deliver the curriculum

Term three

Again the content is driven by the topic or theme At the end of the year the entire curriculum for that year will have been covered

Assessment criteria are taken from the NNC

Key Performance Indicators (KPIs) describe a group of individual criteria

Separate KPIs make up the end of year Performance Standards (PS) that is the expected performance at the end of the year and against which assessments are made at the end of the year

An individual pupilrsquos work can be kept to exemplify attainment against the KPI and PS This can be known as the exemplification of performance This work should be annotated to highlight the achievement

From individual pupilrsquos work the school can create a standards file showing achievement in all subjects at each level This will create a benchmark for assessment purposes in future years

The standards file can be used as and when necessary to take part in cross school moderation activities when the standards can be agreed or altered according to decisions at the moderation

Term one

KPIs clearly stated for each topic or theme

Term two

KPIs clearly stated for each topic or theme

Term three

KPIs clearly stated for each topic or theme

Establishing a curriculum amp assessment framework ndash NAHT assessment model

56Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

57

Selecting KPIs ndash extract from the National Curriculum year 1 programme of study

Reading ndash word reading (statutory requirements) Pupils should be taught to bull apply phonic knowledge and skills as the route to decode words bull respond speedily with the correct sound to graphemes (letters or groups of letters) for all 40+ phonemes including

where applicable alternative sounds for graphemes bull read accurately by blending sounds in unfamiliar words containing GPCs that have been taught bull read common exception words noting unusual correspondences between spelling and sound and where these

occur in the word bull read words containing taught GPCs and ndashs ndashes ndashing ndashed ndasher and ndashest endings bull read other words of more than one syllable that contain taught GPCs bull read words with contractions [for example Irsquom Irsquoll wersquoll] and understand that the apostrophe represents the omitted

letter(s) bull read aloud accurately books that are consistent with their developing phonic knowledge and that do not require them

to use other strategies to work out words bull re-read these books to build up their fluency and confidence in word reading

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

58

Selecting KPIs ndash extract from the National Curriculum year 1 programme of study

Reading ndash word reading (statutory requirements) Pupils should be taught to bull apply phonic knowledge and skills as the route to decode words bull respond speedily with the correct sound to graphemes (letters or groups of letters) for all 40+ phonemes

including where applicable alternative sounds for graphemes bull read accurately by blending sounds in unfamiliar words containing GPCs that have been taught bull read common exception words noting unusual correspondences between spelling and sound and where these

occur in the word bull read words containing taught GPCs and ndashs ndashes ndashing ndashed ndasher and ndashest endings bull read other words of more than one syllable that contain taught GPCs bull read words with contractions [for example Irsquom Irsquoll wersquoll] and understand that the apostrophe represents the omitted

letter(s) bull read aloud accurately books that are consistent with their developing phonic knowledge and that do not

require them to use other strategies to work out words bull re-read these books to build up their fluency and confidence in word reading

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

59

National and school curriculum - measuring and recording progress across key stages ndash NAHT assessment model

Key performance indicators Performance standard

Responds speedily with the correct sound to graphemes (letters or groups of letters) for all 40+ phonemes including where applicable alternative sounds for graphemes Reads accurately by blending sounds in unfamiliar words Reads common exception words Reads aloud accurately books that are consistent with their developing phonic knowledge and that do not require them to use other strategies to work out words Develops pleasure in reading motivation to read vocabulary and understanding by

Listening to and discussing a wide range of poems stories and non-fiction at a level beyond that at which they can read independently

With reference to the KPIs By the end of Y1 a child should be able to read all common graphemes and be able to read unfamiliar words containing these graphemes accurately and without undue hesitation by sounding them out in books that are matched closely to the level of word reading knowledge A child should be able to read many common words containing GPCs taught so far such as shout hand stop or dream without needing to blend the sounds out loud first Reading of common exception words such as you could many or people should be secure meaning a child can read them easily and automatically A child can read words with suffixes with support to build on the root words that can be read already

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

60

Tim Oates on granular assessment

- and access to the whole curriculum

>

61

Recording performance using KPIs

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

62

Standardisation

bull Standardisation is the procedure that ensures that all assessors involved in the assessment of pupilsrsquo performances do so accurately and consistently

bull Standardisation establishes a common standard of marking linked to the standard set for the work being assessed that helps maintain quality of marking

bull Assessments need to be standardised administered fixed in their scope and level of difficulty and marked consistently

bull The procedure is carried out before anyone assesses a piece of work

bull The procedure is managed by someone who is confident in applying the standard In external summative tests this would be carried out by the senior examiner or even electronically

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

63

Moderation

bull Moderation is the process through which an assessment is monitored within an institution or across institutions to ensure that the assessment is reliable fair and consistent with required standards

bull The moderator takes samples of other assessorsrsquo work during the assessment process and feeds back to the assessor accurate harsh lenient inconsistent This allows for the assessments to be standardised across a team of assessors

bull Once assessments have been standardised moderated and agreed internally representative samples can be entered into a standards file This can be used for future reference to help in standardisation procedures

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

64

Using the framework ndash NAHT exemplification

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

65

bull Does the product support the schoolrsquos policy on assessment

bull To what extent will the assessment tool support delivery of that policy

bull Is the assessment approach implied by the assessment tool credible

bull Does the tool provide good value

Source The Commission on Assessment Without Levels Evaluating external systems (July 2015 v September 2015)

Are teachers equipped to use the tools

Finding the right solution

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

66

Teaching learning and assessment

Itrsquos not just about getting the right assessment tool for the job

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

Using the framework ndash NaaceFrogEducation exemplification

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

68Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

69

Using the frameworkThe curriculum is key ndash

- the Intended curriculum - the Enacted curriculum - the Assessed curriculum - the Learned curriculum

(See Tim Oates Cambridge Assessment)

bull Clearly agreed understood and articulated progress

bull Assessment needs to be robust ndash what why when how reporting results and

ldquoDonrsquot assess everything that moves just the key conceptsrdquo

(Tim Oates)

bull KPIs and Performance Standards

bull Standardisation moderation and exemplification of performance standards are essential

bull Useful and meaningful reporting

bull Challenge itFrog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

70

SupportNAHT Assessment Commission ndash February 2014

DfE Assessment Principles

NAHT Assessment Framework and exemplification

The Commission on Assessment without Levels (July 2015 ndash September 2015)

NAHT courses - lsquoNAHTs assessment framework good practice in a world without levelsrsquo see httpwwwnahtorgukwelcomenaht-eventscourses-listnahts-assessment-framework

The Chartered Institute of Educational Assessors (CIEA) ndash Excellence in Assessment (Schools) an accreditation of the procedures processes and systems that schools and academies have in place to manage and implement assessment As an accreditation process rather than an inspectionhttpcieaorguktrainingexcellence-assessment-schools excellencecieaorguk

The Cambridge Approach Principles for designing administering and evaluating assessment Tim Oates January 2009

Communities of professional practice

FrogEducation wwwfrogeducationcom Tel 01422 250 800

Ofsted Inspection Framework ndash September 2015

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

20

The School Information (England) Regulations

A school curriculumhellip

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

KS3

ICT

All pupils study ICT at Key Stage 3 where we cover a comprehensive range of topic areas The ICT curriculum builds on the teaching at Key Stage 2 and covers three main strands

1 Digital Literacy2 ICT3 Computer Science

Each half term throughout Key Stage 3 students complete a new ICT project covering the three main strands mentioned above Within these units we have placed an emphasis on developing transferrable ICT knowledge understanding and skills During Year 9 many students will start to complete work towards their Btec ICT qualification

21

The School Information (England) Regulations

A school curriculumhellip

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

Understanding progression

22Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

23

A design and technology experiencehellip

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

Measuring progress ndash an HMI DampT model

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

Understanding progression

Age 5

Age 7

Age 11 Age 16

Age 18

Baseline assessment

KS1 assessment

KS2 assessment

GCSE assessment

GCE assessmentExpected standard

(L2)

(L4b)

G5

A

25

copy Mick Walker April14

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

Assessment

26Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

Teacher assessment

lsquoBest-fitrsquo judgements replaced by mastery model to secure key learning

Level descriptions replaced by lsquopupil canrsquo statements in the interim TA frameworks

Removal of link between in-school formative assessment and national summative assessment

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

Accurate teacher assessment and verification of the new standards requireshellipSecure knowledge and understanding of the statements for each standard within the interim teacher assessment frameworks for writing (KS1 and KS2)Greater depth of subject knowledge and understanding of the grammatical terminology required by the KS1 and KS2 programmes of studyFamiliarity with the English programme of study and associated appendices (spelling and vocabulary grammar and punctuation) relating to writing in the 2014 national curriculum

Implications for practice

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

29

attainment of all the lsquopupil canrsquo statements

Wersquove been here beforehellip

Geography 1991

5 attainment targets and 10 levels

lsquoBest fitrsquo introduced following Dearing Review 1995

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

30

attainment of all the lsquopupil canrsquo statements

Wersquove been here beforehellipAND WErsquoRE BACK

To demonstrate that pupils have met a standard within this interim framework teachers will need to have evidence that a pupil demonstrates attainment of all of the statements within that standard and all the statements in the preceding standard(s)

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

31

Ofsted amp assessment ndash (HMCI letter to schools July 2014)

Schools will be expected to demonstrate (with evidence) their assessment of pupilsrsquo progress This will be reinforced by the revised focus of Ofsted inspections

Inspectors will

bull spend more time looking at a range of pupilrsquos work in order to consider what progress they are making

bull talk to leaders about the schoolrsquos use of formative and summative assessment and how this improves teaching and raises achievement

bull evaluate how well pupils are doing against age-related expectations as set out by the school and the National Curriculum (where this applies)

bull consider how the school uses assessment information

bull evaluate the way the school reports to parents on pupilsrsquo progress and attainment Inspectors will assess whether reports help parents to understand how their children are doing in relation to the standards expected

See the Common Inspection Framework (CIF) the School Inspection Handbook ndash September 2015 ndash and Ofsted Inspections clarification for schools March 2015 (Dispelling the myths about Ofstedrsquos inspections)

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

32

Ofsted expectations

Evidence for inspection Ofsted does not expect schools to provide evidence for inspection beyond that set out in the inspection

handbook

Ofsted will take a range of evidence into account when making judgements including published performance data the schoolrsquos in-year performance data and work in pupilsrsquo books and folders However unnecessary or extensive collections of marked pupilsrsquo work are not required for inspection

Ofsted does not expect performance and pupil-tracking data to be presented in a particular format Such data should be provided to inspectors in the format that the school would ordinarily use to track and monitor the progress of pupils in that school

Ofsted does not require teachers to undertake additional work or to ask pupils to undertake work specifically for the inspection

Ofsted will usually expect to see evidence of the monitoring of teaching and learning and its link to teachersrsquo performance management and the Teachersrsquo Standards but this should be the information that the school uses routinely and not additional evidence generated for inspection

Source Ofsted March 2015 No 140169 ndash re-stated in the School Inspection Handbook June 2015

Ofsted inspections ndash clarification for schools

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

Teacher Workload SurveyTeacher Survey ndash workload challenge October to November 2014 (48832 responses)

Key issues

There were two specific tasks that were reported as being burdensome for the majority of sample respondents

recording inputting monitoring and analysing data (56) excessivedepth of marking ndash detail and frequency required (53)

Drivers of workload

Respondents most commonly said that the burden of their workload was created by accountabilityperceived pressures of Ofsted (53) tasks set by seniormiddle leaders (51)

Working to policies set at localschool level (35) and policy change at national level (34) were also significant drivers for teacher workload

33Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

Three reports (DfE March 2016)

Eliminating unnecessary workload associated with data management

httpswwwgovukgovernmentpublicationsreducing-teacher-workload-data-management-review-group-report

Eliminating unnecessary workload around marking

httpswwwgovukgovernmentpublicationsreducing-teacher-workload-marking-policy-review-group-report

Eliminating unnecessary workload around planning and teaching resources

httpswwwgovukgovernmentpublicationsreducing-teacher-workload-planning-and-resources-group-report

34

Teacher Workload Survey

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

2 hellip providing written feedback on pupilsrsquo work ndash has become disproportionately valued by schools and has become unnecessarily burdensome for teachers

3 The quantity of feedback should not be confused with the quality

10 Marking has evolved into an unhelpful burden for teachers when the time it takes is not repaid in positive impact on pupilsrsquo progress This is frequently because it is serving a different purpose such as demonstrating teacher performance or to satisfy the requirements of other mainly adult audiences Too often it is the marking itself which is being monitored and commented on by leaders rather than pupil outcomes and progress as a result of quality feedback

12 Our remit was to pay particular attention to lsquodeep markingrsquo From a review of the educational literature there appears to be no broadly agreed definition for this term or any theoretical underpinning of its educational worth

8 In summary we recommend that all marking should be meaningful manageable and motivating This should be the perspective adopted by all engaged in education from classroom teachers to the Department for Education (DfE)

35

Teacher Workload Reports Eliminating unnecessary workload around Marking

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

4 Creating detailed plans can become a lsquobox-tickingrsquo exercise and create unnecessary workload for teachers taking time away from the real business of planning whilst offering lsquofalse comfortrsquo of purpose These burdensome and unhelpful practices have arisen due to the real and perceived demands made by Government and Ofsted and how school leaders and teachers have reacted to them

5 School leaders should evaluate how they view planning in their school All leaders have a key role in ensuring the availability of fully-resourced collaboratively developed schemes of work Once these are in place and individual teachers understand the lsquowhatrsquo and lsquowhyrsquo of the curriculum they can be freed to teach in a way that best suits their professional judgement and experience Access to good quality schemes of work should reduce workload rather than create it

36

Teacher Workload Reports Eliminating unnecessary workload around Planning amp Teaching Resources

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

6 This can only happen if Government and its agencies commit to sufficient lead-in times for changes for which the sector will have to undertake significant planning to implement This includes releasing relevant materials in good time

7 High quality resources including textbooks can support teaching reduce workload by teachers not having to lsquoreinvent the wheelrsquo and ensure high expectations of the content of lessons and conceptual knowledge

8 We recognised that there are cultural issues at play which should be challenged

27 If the benefits are not apparent in pupil outcomes then this amounts to unnecessary workload As John Hattie remarks lsquothere are a million resources available on the internet and creating more seems among the successful wastes of time in which teachers love to engagersquo2

29 We also feel strongly that any resource will only be truly effective when it is supported by high quality training and professional development Having a shared and secure understanding of what effective teaching and pupil understanding looks like to inform planning is essential as are collaborative planning approaches Access to effective plans and materials for new entrants to the profession will support their development and allow them to concentrate on teaching

37

Teacher Workload Reports Eliminating unnecessary workload around Planning amp Teaching Resources

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

Principles for planning

11 Five principles are set out below that we believe should be used to test practice and expectations in schools These are motivated by a desire to ensure that planning is productive and that workload for teachers is manageable

a Planning a sequence of lessons is more important than writing individual lesson plans

b Fully resourced schemes of work should be in place for all teachers to use each term

c Planning should not be done simply to please outside organisations

d Planning should take place in purposeful and well defined blocks of time

e Effective planning makes use of high quality resources

38

Teacher Workload Reports Eliminating unnecessary workload around Planning amp Teaching Resources

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

Tim Oates on Finland textbooks and workload

39

>

A culture of excessive data collection

Data has become an end in itself ndash divorced from the core purpose ndash improving outcomes for pupils

Do not assume data collection and analysis must continue because it always has

clarity of purpose needs to be clear

the process needs to be efficient

data need to be valid

40

Teacher Workload Reports Eliminating unnecessary workload associated with Data Management

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

14 The recent removal of lsquolevelsrsquo should be a positive step in terms of data management schools should not feel any pressure to create elaborate tracking systems or lsquoworking at gradersquo approaches Yet there is anecdotal evidence that schools are introducing complicated systems which mimic levels This is an attempt to overlay the old world onto the new and it creates unnecessary data burdens that should be avoided

41

Teacher Workload Reports Eliminating unnecessary workload associated with Data Management

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

Tim Oates on levels mastery compensatory and low quality assessment

42

>

14 The recent removal of lsquolevelsrsquo should be a positive step in terms of data management schools should not feel any pressure to create elaborate tracking systems or lsquoworking at gradersquo approaches Yet there is anecdotal evidence that schools are introducing complicated systems which mimic levels This is an attempt to overlay the old world onto the new and it creates unnecessary data burdens that should be avoided

16 Government should ensure that national curriculum policy does not place ill- considered demands on schools in relation to tracking progress Leaders should ensure that they have a curriculum that offers pupils a robust framework of teaching that builds in progression challenge and depth of knowledge Teachers should then make professional judgements of pupil attainment against key performance indicators ndash the big ideas that tell us whether a pupil understands and has grasped what they have been taught

18 Teachers need to know if pupils are on track to achieve end-of-year expectations whether pupils are where they should be but are best placed to make such judgements through their professional knowledge without recourse to elaborate assessment data generating and recording systems Government (including Regional Schools Commissioners) Ofsted local authorities and school leaders should support this approach

43

Teacher Workload Reports Eliminating unnecessary workload associated with Data Management

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

44

Impact of the changes and challenges ndash and the opportunity

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

45

The impacthellip

bull the curriculum content needs to be detailed and clearbull for qualifications linear courses need to carefully plannedbull standards of performance need to be challenging clearly articulated universally

understood and shared thereforebull progress needs to be understood articulated and evidencedbull transition needs more workhellip see Ofsted Key Stage 3 ndash the wasted years (10th

September 2015)

AndhellipTrust in ndash and within - the profession needs to be re-establishedbull Initial teacher training in assessment needs improvementbull professional development covering assessment should be targeted

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

46

The challengehellip

There are issues surrounding teacher assessment that have to do with potential bias application of different sometimes personal assessment criteria and differences in the available evidence base when implemented curricula and standards of judgement differ from class to class and school to school

Sandra Johnson A focus on teacher assessment reliability in GCSE and GCE Report for Ofqual 2011

However inspectors have noted worrying inconsistencies in teacher assessment at the end of Key Stage 1 In infant schools for example children are more likely to be assessed as reaching or exceeding the standards expected for their age than they are in all-through primary schools Moreover uneven moderation by local authorities of the work carried out by schools can lead to poor quality and unreliable assessment For these reasons I urge government to consider a return to external assessment at the end of Key Stage 1

HMCI Annual Report 201213

The Commission heard from the majority of those submitting evidence that there was a lack of trust in teacher assessment at the present time There is a worrying lack of trust in individual teacher-based assessment which emanates from within the profession itself

The NAHT Commission on Assessment (February 2014)

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

47

3

Red

14

92

Green

EmergingFruit

Beware mad numbers Meaning must be added - be careful when comparing two numbers that come from different contexts

Dog breeds

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

48

Beware mad numbers

But Spinal Taprsquos amplifier goes to 11hellip

Ampeg FenderMarshallhellip

Outstanding education through aw

esome technology

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

Mad Numbers - Dead Poets Society (1989)

Determining a poemrsquos greatness is a relatively simple matterhellip

lsquoIf the poems score for perfection is plotted on the horizontal of a graph and its importance is plotted on the vertical then calculating the total area of the poem yields the measure of its greatnessrsquo

Understanding Poetry Dr J Evans Pritchard PhD

ldquoExcrement

We are not laying pipeshelliprip out the pagerdquo

John Keating ndash teacher (Robin Williams)

x = Perfection

y =

Impo

rtanc

e

Byron sonnet

Shakespeare sonnet

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

50

So wherersquos the opportunity

Assessment as the pivotal point of teaching and learning

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

51Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

52

The opportunity

bull Making assessment about teaching and learning

bull Improved teacher subject knowledge

bull Quality assured assessments

bull Better skilled teachers with assessment expertise

bull Better use and development of robust research

bull Confidence

bull Trust in the professionhellip

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

53

A viable solution ndash a proposed curriculum amp assessment framework

bull that puts the curriculum to the fore

bull that provides a structured focus for assessment

bull provides a curriculum and assessment framework ndash built on sound practice and robust research

bull places assessment as integral to teaching and learning

bull addresses issues of validity and reliability and

bull most importantly places childrenrsquos learning as paramount

But it wonrsquot just happenhellip

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

Assessment Quality Assurance PlanAn Assessment Quality Assurance plan should present an organisational framework for all assessment activities within the centre There is no single way of organising or presenting such a framework but the information below outlines key areas that should be considered when designing developing or evaluating the centrersquos assessment practice

Principles of assessment

Reporting

Relationship with the stated curriculum

Common standards and expectations

Consistency

Staff training and development

Evaluation review amp accreditation

Impact on teaching and learning

Learner

Chartered Institute of Educational Assessors (CIEA)

54Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

Content of the curriculum is taken from the schoolrsquos curriculum which is matched to the New National Curriculum (NNC)

Any gaps between the school curriculum and the NNC must be filled

The curriculum content will reflect the entire yearrsquos delivery

Term one

The content here is driven by the topic or theme used to deliver the curriculum and provide assessment opportunities

Term two

Again the content is driven by the theme used to deliver the curriculum

Term three

Again the content is driven by the topic or theme At the end of the year the entire curriculum for that year will have been covered

Assessment criteria are taken from the NNC

Key Performance Indicators (KPIs) describe a group of individual criteria

Separate KPIs make up the end of year Performance Standards (PS) that is the expected performance at the end of the year and against which assessments are made at the end of the year

An individual pupilrsquos work can be kept to exemplify attainment against the KPI and PS This can be known as the exemplification of performance This work should be annotated to highlight the achievement

From individual pupilrsquos work the school can create a standards file showing achievement in all subjects at each level This will create a benchmark for assessment purposes in future years

The standards file can be used as and when necessary to take part in cross school moderation activities when the standards can be agreed or altered according to decisions at the moderation

Term one

KPIs clearly stated for each topic or theme

Term two

KPIs clearly stated for each topic or theme

Term three

KPIs clearly stated for each topic or theme

Establishing a curriculum amp assessment framework ndash NAHT assessment model

55Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

Content of the curriculum is taken from the schoolrsquos curriculum which is matched to the New National Curriculum (NNC)

Any gaps between the school curriculum and the NNC must be filled

The curriculum content will reflect the entire yearrsquos delivery

Term one

The content here is driven by the topic or theme used to deliver the curriculum and provide assessment opportunities

Term two

Again the content is driven by the theme used to deliver the curriculum

Term three

Again the content is driven by the topic or theme At the end of the year the entire curriculum for that year will have been covered

Assessment criteria are taken from the NNC

Key Performance Indicators (KPIs) describe a group of individual criteria

Separate KPIs make up the end of year Performance Standards (PS) that is the expected performance at the end of the year and against which assessments are made at the end of the year

An individual pupilrsquos work can be kept to exemplify attainment against the KPI and PS This can be known as the exemplification of performance This work should be annotated to highlight the achievement

From individual pupilrsquos work the school can create a standards file showing achievement in all subjects at each level This will create a benchmark for assessment purposes in future years

The standards file can be used as and when necessary to take part in cross school moderation activities when the standards can be agreed or altered according to decisions at the moderation

Term one

KPIs clearly stated for each topic or theme

Term two

KPIs clearly stated for each topic or theme

Term three

KPIs clearly stated for each topic or theme

Establishing a curriculum amp assessment framework ndash NAHT assessment model

56Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

57

Selecting KPIs ndash extract from the National Curriculum year 1 programme of study

Reading ndash word reading (statutory requirements) Pupils should be taught to bull apply phonic knowledge and skills as the route to decode words bull respond speedily with the correct sound to graphemes (letters or groups of letters) for all 40+ phonemes including

where applicable alternative sounds for graphemes bull read accurately by blending sounds in unfamiliar words containing GPCs that have been taught bull read common exception words noting unusual correspondences between spelling and sound and where these

occur in the word bull read words containing taught GPCs and ndashs ndashes ndashing ndashed ndasher and ndashest endings bull read other words of more than one syllable that contain taught GPCs bull read words with contractions [for example Irsquom Irsquoll wersquoll] and understand that the apostrophe represents the omitted

letter(s) bull read aloud accurately books that are consistent with their developing phonic knowledge and that do not require them

to use other strategies to work out words bull re-read these books to build up their fluency and confidence in word reading

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

58

Selecting KPIs ndash extract from the National Curriculum year 1 programme of study

Reading ndash word reading (statutory requirements) Pupils should be taught to bull apply phonic knowledge and skills as the route to decode words bull respond speedily with the correct sound to graphemes (letters or groups of letters) for all 40+ phonemes

including where applicable alternative sounds for graphemes bull read accurately by blending sounds in unfamiliar words containing GPCs that have been taught bull read common exception words noting unusual correspondences between spelling and sound and where these

occur in the word bull read words containing taught GPCs and ndashs ndashes ndashing ndashed ndasher and ndashest endings bull read other words of more than one syllable that contain taught GPCs bull read words with contractions [for example Irsquom Irsquoll wersquoll] and understand that the apostrophe represents the omitted

letter(s) bull read aloud accurately books that are consistent with their developing phonic knowledge and that do not

require them to use other strategies to work out words bull re-read these books to build up their fluency and confidence in word reading

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

59

National and school curriculum - measuring and recording progress across key stages ndash NAHT assessment model

Key performance indicators Performance standard

Responds speedily with the correct sound to graphemes (letters or groups of letters) for all 40+ phonemes including where applicable alternative sounds for graphemes Reads accurately by blending sounds in unfamiliar words Reads common exception words Reads aloud accurately books that are consistent with their developing phonic knowledge and that do not require them to use other strategies to work out words Develops pleasure in reading motivation to read vocabulary and understanding by

Listening to and discussing a wide range of poems stories and non-fiction at a level beyond that at which they can read independently

With reference to the KPIs By the end of Y1 a child should be able to read all common graphemes and be able to read unfamiliar words containing these graphemes accurately and without undue hesitation by sounding them out in books that are matched closely to the level of word reading knowledge A child should be able to read many common words containing GPCs taught so far such as shout hand stop or dream without needing to blend the sounds out loud first Reading of common exception words such as you could many or people should be secure meaning a child can read them easily and automatically A child can read words with suffixes with support to build on the root words that can be read already

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

60

Tim Oates on granular assessment

- and access to the whole curriculum

>

61

Recording performance using KPIs

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

62

Standardisation

bull Standardisation is the procedure that ensures that all assessors involved in the assessment of pupilsrsquo performances do so accurately and consistently

bull Standardisation establishes a common standard of marking linked to the standard set for the work being assessed that helps maintain quality of marking

bull Assessments need to be standardised administered fixed in their scope and level of difficulty and marked consistently

bull The procedure is carried out before anyone assesses a piece of work

bull The procedure is managed by someone who is confident in applying the standard In external summative tests this would be carried out by the senior examiner or even electronically

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

63

Moderation

bull Moderation is the process through which an assessment is monitored within an institution or across institutions to ensure that the assessment is reliable fair and consistent with required standards

bull The moderator takes samples of other assessorsrsquo work during the assessment process and feeds back to the assessor accurate harsh lenient inconsistent This allows for the assessments to be standardised across a team of assessors

bull Once assessments have been standardised moderated and agreed internally representative samples can be entered into a standards file This can be used for future reference to help in standardisation procedures

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

64

Using the framework ndash NAHT exemplification

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

65

bull Does the product support the schoolrsquos policy on assessment

bull To what extent will the assessment tool support delivery of that policy

bull Is the assessment approach implied by the assessment tool credible

bull Does the tool provide good value

Source The Commission on Assessment Without Levels Evaluating external systems (July 2015 v September 2015)

Are teachers equipped to use the tools

Finding the right solution

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

66

Teaching learning and assessment

Itrsquos not just about getting the right assessment tool for the job

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

Using the framework ndash NaaceFrogEducation exemplification

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

68Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

69

Using the frameworkThe curriculum is key ndash

- the Intended curriculum - the Enacted curriculum - the Assessed curriculum - the Learned curriculum

(See Tim Oates Cambridge Assessment)

bull Clearly agreed understood and articulated progress

bull Assessment needs to be robust ndash what why when how reporting results and

ldquoDonrsquot assess everything that moves just the key conceptsrdquo

(Tim Oates)

bull KPIs and Performance Standards

bull Standardisation moderation and exemplification of performance standards are essential

bull Useful and meaningful reporting

bull Challenge itFrog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

70

SupportNAHT Assessment Commission ndash February 2014

DfE Assessment Principles

NAHT Assessment Framework and exemplification

The Commission on Assessment without Levels (July 2015 ndash September 2015)

NAHT courses - lsquoNAHTs assessment framework good practice in a world without levelsrsquo see httpwwwnahtorgukwelcomenaht-eventscourses-listnahts-assessment-framework

The Chartered Institute of Educational Assessors (CIEA) ndash Excellence in Assessment (Schools) an accreditation of the procedures processes and systems that schools and academies have in place to manage and implement assessment As an accreditation process rather than an inspectionhttpcieaorguktrainingexcellence-assessment-schools excellencecieaorguk

The Cambridge Approach Principles for designing administering and evaluating assessment Tim Oates January 2009

Communities of professional practice

FrogEducation wwwfrogeducationcom Tel 01422 250 800

Ofsted Inspection Framework ndash September 2015

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

KS3

ICT

All pupils study ICT at Key Stage 3 where we cover a comprehensive range of topic areas The ICT curriculum builds on the teaching at Key Stage 2 and covers three main strands

1 Digital Literacy2 ICT3 Computer Science

Each half term throughout Key Stage 3 students complete a new ICT project covering the three main strands mentioned above Within these units we have placed an emphasis on developing transferrable ICT knowledge understanding and skills During Year 9 many students will start to complete work towards their Btec ICT qualification

21

The School Information (England) Regulations

A school curriculumhellip

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

Understanding progression

22Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

23

A design and technology experiencehellip

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

Measuring progress ndash an HMI DampT model

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

Understanding progression

Age 5

Age 7

Age 11 Age 16

Age 18

Baseline assessment

KS1 assessment

KS2 assessment

GCSE assessment

GCE assessmentExpected standard

(L2)

(L4b)

G5

A

25

copy Mick Walker April14

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

Assessment

26Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

Teacher assessment

lsquoBest-fitrsquo judgements replaced by mastery model to secure key learning

Level descriptions replaced by lsquopupil canrsquo statements in the interim TA frameworks

Removal of link between in-school formative assessment and national summative assessment

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

Accurate teacher assessment and verification of the new standards requireshellipSecure knowledge and understanding of the statements for each standard within the interim teacher assessment frameworks for writing (KS1 and KS2)Greater depth of subject knowledge and understanding of the grammatical terminology required by the KS1 and KS2 programmes of studyFamiliarity with the English programme of study and associated appendices (spelling and vocabulary grammar and punctuation) relating to writing in the 2014 national curriculum

Implications for practice

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

29

attainment of all the lsquopupil canrsquo statements

Wersquove been here beforehellip

Geography 1991

5 attainment targets and 10 levels

lsquoBest fitrsquo introduced following Dearing Review 1995

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

30

attainment of all the lsquopupil canrsquo statements

Wersquove been here beforehellipAND WErsquoRE BACK

To demonstrate that pupils have met a standard within this interim framework teachers will need to have evidence that a pupil demonstrates attainment of all of the statements within that standard and all the statements in the preceding standard(s)

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

31

Ofsted amp assessment ndash (HMCI letter to schools July 2014)

Schools will be expected to demonstrate (with evidence) their assessment of pupilsrsquo progress This will be reinforced by the revised focus of Ofsted inspections

Inspectors will

bull spend more time looking at a range of pupilrsquos work in order to consider what progress they are making

bull talk to leaders about the schoolrsquos use of formative and summative assessment and how this improves teaching and raises achievement

bull evaluate how well pupils are doing against age-related expectations as set out by the school and the National Curriculum (where this applies)

bull consider how the school uses assessment information

bull evaluate the way the school reports to parents on pupilsrsquo progress and attainment Inspectors will assess whether reports help parents to understand how their children are doing in relation to the standards expected

See the Common Inspection Framework (CIF) the School Inspection Handbook ndash September 2015 ndash and Ofsted Inspections clarification for schools March 2015 (Dispelling the myths about Ofstedrsquos inspections)

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

32

Ofsted expectations

Evidence for inspection Ofsted does not expect schools to provide evidence for inspection beyond that set out in the inspection

handbook

Ofsted will take a range of evidence into account when making judgements including published performance data the schoolrsquos in-year performance data and work in pupilsrsquo books and folders However unnecessary or extensive collections of marked pupilsrsquo work are not required for inspection

Ofsted does not expect performance and pupil-tracking data to be presented in a particular format Such data should be provided to inspectors in the format that the school would ordinarily use to track and monitor the progress of pupils in that school

Ofsted does not require teachers to undertake additional work or to ask pupils to undertake work specifically for the inspection

Ofsted will usually expect to see evidence of the monitoring of teaching and learning and its link to teachersrsquo performance management and the Teachersrsquo Standards but this should be the information that the school uses routinely and not additional evidence generated for inspection

Source Ofsted March 2015 No 140169 ndash re-stated in the School Inspection Handbook June 2015

Ofsted inspections ndash clarification for schools

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

Teacher Workload SurveyTeacher Survey ndash workload challenge October to November 2014 (48832 responses)

Key issues

There were two specific tasks that were reported as being burdensome for the majority of sample respondents

recording inputting monitoring and analysing data (56) excessivedepth of marking ndash detail and frequency required (53)

Drivers of workload

Respondents most commonly said that the burden of their workload was created by accountabilityperceived pressures of Ofsted (53) tasks set by seniormiddle leaders (51)

Working to policies set at localschool level (35) and policy change at national level (34) were also significant drivers for teacher workload

33Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

Three reports (DfE March 2016)

Eliminating unnecessary workload associated with data management

httpswwwgovukgovernmentpublicationsreducing-teacher-workload-data-management-review-group-report

Eliminating unnecessary workload around marking

httpswwwgovukgovernmentpublicationsreducing-teacher-workload-marking-policy-review-group-report

Eliminating unnecessary workload around planning and teaching resources

httpswwwgovukgovernmentpublicationsreducing-teacher-workload-planning-and-resources-group-report

34

Teacher Workload Survey

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

2 hellip providing written feedback on pupilsrsquo work ndash has become disproportionately valued by schools and has become unnecessarily burdensome for teachers

3 The quantity of feedback should not be confused with the quality

10 Marking has evolved into an unhelpful burden for teachers when the time it takes is not repaid in positive impact on pupilsrsquo progress This is frequently because it is serving a different purpose such as demonstrating teacher performance or to satisfy the requirements of other mainly adult audiences Too often it is the marking itself which is being monitored and commented on by leaders rather than pupil outcomes and progress as a result of quality feedback

12 Our remit was to pay particular attention to lsquodeep markingrsquo From a review of the educational literature there appears to be no broadly agreed definition for this term or any theoretical underpinning of its educational worth

8 In summary we recommend that all marking should be meaningful manageable and motivating This should be the perspective adopted by all engaged in education from classroom teachers to the Department for Education (DfE)

35

Teacher Workload Reports Eliminating unnecessary workload around Marking

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

4 Creating detailed plans can become a lsquobox-tickingrsquo exercise and create unnecessary workload for teachers taking time away from the real business of planning whilst offering lsquofalse comfortrsquo of purpose These burdensome and unhelpful practices have arisen due to the real and perceived demands made by Government and Ofsted and how school leaders and teachers have reacted to them

5 School leaders should evaluate how they view planning in their school All leaders have a key role in ensuring the availability of fully-resourced collaboratively developed schemes of work Once these are in place and individual teachers understand the lsquowhatrsquo and lsquowhyrsquo of the curriculum they can be freed to teach in a way that best suits their professional judgement and experience Access to good quality schemes of work should reduce workload rather than create it

36

Teacher Workload Reports Eliminating unnecessary workload around Planning amp Teaching Resources

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

6 This can only happen if Government and its agencies commit to sufficient lead-in times for changes for which the sector will have to undertake significant planning to implement This includes releasing relevant materials in good time

7 High quality resources including textbooks can support teaching reduce workload by teachers not having to lsquoreinvent the wheelrsquo and ensure high expectations of the content of lessons and conceptual knowledge

8 We recognised that there are cultural issues at play which should be challenged

27 If the benefits are not apparent in pupil outcomes then this amounts to unnecessary workload As John Hattie remarks lsquothere are a million resources available on the internet and creating more seems among the successful wastes of time in which teachers love to engagersquo2

29 We also feel strongly that any resource will only be truly effective when it is supported by high quality training and professional development Having a shared and secure understanding of what effective teaching and pupil understanding looks like to inform planning is essential as are collaborative planning approaches Access to effective plans and materials for new entrants to the profession will support their development and allow them to concentrate on teaching

37

Teacher Workload Reports Eliminating unnecessary workload around Planning amp Teaching Resources

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

Principles for planning

11 Five principles are set out below that we believe should be used to test practice and expectations in schools These are motivated by a desire to ensure that planning is productive and that workload for teachers is manageable

a Planning a sequence of lessons is more important than writing individual lesson plans

b Fully resourced schemes of work should be in place for all teachers to use each term

c Planning should not be done simply to please outside organisations

d Planning should take place in purposeful and well defined blocks of time

e Effective planning makes use of high quality resources

38

Teacher Workload Reports Eliminating unnecessary workload around Planning amp Teaching Resources

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

Tim Oates on Finland textbooks and workload

39

>

A culture of excessive data collection

Data has become an end in itself ndash divorced from the core purpose ndash improving outcomes for pupils

Do not assume data collection and analysis must continue because it always has

clarity of purpose needs to be clear

the process needs to be efficient

data need to be valid

40

Teacher Workload Reports Eliminating unnecessary workload associated with Data Management

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

14 The recent removal of lsquolevelsrsquo should be a positive step in terms of data management schools should not feel any pressure to create elaborate tracking systems or lsquoworking at gradersquo approaches Yet there is anecdotal evidence that schools are introducing complicated systems which mimic levels This is an attempt to overlay the old world onto the new and it creates unnecessary data burdens that should be avoided

41

Teacher Workload Reports Eliminating unnecessary workload associated with Data Management

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

Tim Oates on levels mastery compensatory and low quality assessment

42

>

14 The recent removal of lsquolevelsrsquo should be a positive step in terms of data management schools should not feel any pressure to create elaborate tracking systems or lsquoworking at gradersquo approaches Yet there is anecdotal evidence that schools are introducing complicated systems which mimic levels This is an attempt to overlay the old world onto the new and it creates unnecessary data burdens that should be avoided

16 Government should ensure that national curriculum policy does not place ill- considered demands on schools in relation to tracking progress Leaders should ensure that they have a curriculum that offers pupils a robust framework of teaching that builds in progression challenge and depth of knowledge Teachers should then make professional judgements of pupil attainment against key performance indicators ndash the big ideas that tell us whether a pupil understands and has grasped what they have been taught

18 Teachers need to know if pupils are on track to achieve end-of-year expectations whether pupils are where they should be but are best placed to make such judgements through their professional knowledge without recourse to elaborate assessment data generating and recording systems Government (including Regional Schools Commissioners) Ofsted local authorities and school leaders should support this approach

43

Teacher Workload Reports Eliminating unnecessary workload associated with Data Management

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

44

Impact of the changes and challenges ndash and the opportunity

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

45

The impacthellip

bull the curriculum content needs to be detailed and clearbull for qualifications linear courses need to carefully plannedbull standards of performance need to be challenging clearly articulated universally

understood and shared thereforebull progress needs to be understood articulated and evidencedbull transition needs more workhellip see Ofsted Key Stage 3 ndash the wasted years (10th

September 2015)

AndhellipTrust in ndash and within - the profession needs to be re-establishedbull Initial teacher training in assessment needs improvementbull professional development covering assessment should be targeted

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

46

The challengehellip

There are issues surrounding teacher assessment that have to do with potential bias application of different sometimes personal assessment criteria and differences in the available evidence base when implemented curricula and standards of judgement differ from class to class and school to school

Sandra Johnson A focus on teacher assessment reliability in GCSE and GCE Report for Ofqual 2011

However inspectors have noted worrying inconsistencies in teacher assessment at the end of Key Stage 1 In infant schools for example children are more likely to be assessed as reaching or exceeding the standards expected for their age than they are in all-through primary schools Moreover uneven moderation by local authorities of the work carried out by schools can lead to poor quality and unreliable assessment For these reasons I urge government to consider a return to external assessment at the end of Key Stage 1

HMCI Annual Report 201213

The Commission heard from the majority of those submitting evidence that there was a lack of trust in teacher assessment at the present time There is a worrying lack of trust in individual teacher-based assessment which emanates from within the profession itself

The NAHT Commission on Assessment (February 2014)

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

47

3

Red

14

92

Green

EmergingFruit

Beware mad numbers Meaning must be added - be careful when comparing two numbers that come from different contexts

Dog breeds

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

48

Beware mad numbers

But Spinal Taprsquos amplifier goes to 11hellip

Ampeg FenderMarshallhellip

Outstanding education through aw

esome technology

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

Mad Numbers - Dead Poets Society (1989)

Determining a poemrsquos greatness is a relatively simple matterhellip

lsquoIf the poems score for perfection is plotted on the horizontal of a graph and its importance is plotted on the vertical then calculating the total area of the poem yields the measure of its greatnessrsquo

Understanding Poetry Dr J Evans Pritchard PhD

ldquoExcrement

We are not laying pipeshelliprip out the pagerdquo

John Keating ndash teacher (Robin Williams)

x = Perfection

y =

Impo

rtanc

e

Byron sonnet

Shakespeare sonnet

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

50

So wherersquos the opportunity

Assessment as the pivotal point of teaching and learning

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

51Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

52

The opportunity

bull Making assessment about teaching and learning

bull Improved teacher subject knowledge

bull Quality assured assessments

bull Better skilled teachers with assessment expertise

bull Better use and development of robust research

bull Confidence

bull Trust in the professionhellip

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

53

A viable solution ndash a proposed curriculum amp assessment framework

bull that puts the curriculum to the fore

bull that provides a structured focus for assessment

bull provides a curriculum and assessment framework ndash built on sound practice and robust research

bull places assessment as integral to teaching and learning

bull addresses issues of validity and reliability and

bull most importantly places childrenrsquos learning as paramount

But it wonrsquot just happenhellip

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

Assessment Quality Assurance PlanAn Assessment Quality Assurance plan should present an organisational framework for all assessment activities within the centre There is no single way of organising or presenting such a framework but the information below outlines key areas that should be considered when designing developing or evaluating the centrersquos assessment practice

Principles of assessment

Reporting

Relationship with the stated curriculum

Common standards and expectations

Consistency

Staff training and development

Evaluation review amp accreditation

Impact on teaching and learning

Learner

Chartered Institute of Educational Assessors (CIEA)

54Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

Content of the curriculum is taken from the schoolrsquos curriculum which is matched to the New National Curriculum (NNC)

Any gaps between the school curriculum and the NNC must be filled

The curriculum content will reflect the entire yearrsquos delivery

Term one

The content here is driven by the topic or theme used to deliver the curriculum and provide assessment opportunities

Term two

Again the content is driven by the theme used to deliver the curriculum

Term three

Again the content is driven by the topic or theme At the end of the year the entire curriculum for that year will have been covered

Assessment criteria are taken from the NNC

Key Performance Indicators (KPIs) describe a group of individual criteria

Separate KPIs make up the end of year Performance Standards (PS) that is the expected performance at the end of the year and against which assessments are made at the end of the year

An individual pupilrsquos work can be kept to exemplify attainment against the KPI and PS This can be known as the exemplification of performance This work should be annotated to highlight the achievement

From individual pupilrsquos work the school can create a standards file showing achievement in all subjects at each level This will create a benchmark for assessment purposes in future years

The standards file can be used as and when necessary to take part in cross school moderation activities when the standards can be agreed or altered according to decisions at the moderation

Term one

KPIs clearly stated for each topic or theme

Term two

KPIs clearly stated for each topic or theme

Term three

KPIs clearly stated for each topic or theme

Establishing a curriculum amp assessment framework ndash NAHT assessment model

55Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

Content of the curriculum is taken from the schoolrsquos curriculum which is matched to the New National Curriculum (NNC)

Any gaps between the school curriculum and the NNC must be filled

The curriculum content will reflect the entire yearrsquos delivery

Term one

The content here is driven by the topic or theme used to deliver the curriculum and provide assessment opportunities

Term two

Again the content is driven by the theme used to deliver the curriculum

Term three

Again the content is driven by the topic or theme At the end of the year the entire curriculum for that year will have been covered

Assessment criteria are taken from the NNC

Key Performance Indicators (KPIs) describe a group of individual criteria

Separate KPIs make up the end of year Performance Standards (PS) that is the expected performance at the end of the year and against which assessments are made at the end of the year

An individual pupilrsquos work can be kept to exemplify attainment against the KPI and PS This can be known as the exemplification of performance This work should be annotated to highlight the achievement

From individual pupilrsquos work the school can create a standards file showing achievement in all subjects at each level This will create a benchmark for assessment purposes in future years

The standards file can be used as and when necessary to take part in cross school moderation activities when the standards can be agreed or altered according to decisions at the moderation

Term one

KPIs clearly stated for each topic or theme

Term two

KPIs clearly stated for each topic or theme

Term three

KPIs clearly stated for each topic or theme

Establishing a curriculum amp assessment framework ndash NAHT assessment model

56Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

57

Selecting KPIs ndash extract from the National Curriculum year 1 programme of study

Reading ndash word reading (statutory requirements) Pupils should be taught to bull apply phonic knowledge and skills as the route to decode words bull respond speedily with the correct sound to graphemes (letters or groups of letters) for all 40+ phonemes including

where applicable alternative sounds for graphemes bull read accurately by blending sounds in unfamiliar words containing GPCs that have been taught bull read common exception words noting unusual correspondences between spelling and sound and where these

occur in the word bull read words containing taught GPCs and ndashs ndashes ndashing ndashed ndasher and ndashest endings bull read other words of more than one syllable that contain taught GPCs bull read words with contractions [for example Irsquom Irsquoll wersquoll] and understand that the apostrophe represents the omitted

letter(s) bull read aloud accurately books that are consistent with their developing phonic knowledge and that do not require them

to use other strategies to work out words bull re-read these books to build up their fluency and confidence in word reading

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

58

Selecting KPIs ndash extract from the National Curriculum year 1 programme of study

Reading ndash word reading (statutory requirements) Pupils should be taught to bull apply phonic knowledge and skills as the route to decode words bull respond speedily with the correct sound to graphemes (letters or groups of letters) for all 40+ phonemes

including where applicable alternative sounds for graphemes bull read accurately by blending sounds in unfamiliar words containing GPCs that have been taught bull read common exception words noting unusual correspondences between spelling and sound and where these

occur in the word bull read words containing taught GPCs and ndashs ndashes ndashing ndashed ndasher and ndashest endings bull read other words of more than one syllable that contain taught GPCs bull read words with contractions [for example Irsquom Irsquoll wersquoll] and understand that the apostrophe represents the omitted

letter(s) bull read aloud accurately books that are consistent with their developing phonic knowledge and that do not

require them to use other strategies to work out words bull re-read these books to build up their fluency and confidence in word reading

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

59

National and school curriculum - measuring and recording progress across key stages ndash NAHT assessment model

Key performance indicators Performance standard

Responds speedily with the correct sound to graphemes (letters or groups of letters) for all 40+ phonemes including where applicable alternative sounds for graphemes Reads accurately by blending sounds in unfamiliar words Reads common exception words Reads aloud accurately books that are consistent with their developing phonic knowledge and that do not require them to use other strategies to work out words Develops pleasure in reading motivation to read vocabulary and understanding by

Listening to and discussing a wide range of poems stories and non-fiction at a level beyond that at which they can read independently

With reference to the KPIs By the end of Y1 a child should be able to read all common graphemes and be able to read unfamiliar words containing these graphemes accurately and without undue hesitation by sounding them out in books that are matched closely to the level of word reading knowledge A child should be able to read many common words containing GPCs taught so far such as shout hand stop or dream without needing to blend the sounds out loud first Reading of common exception words such as you could many or people should be secure meaning a child can read them easily and automatically A child can read words with suffixes with support to build on the root words that can be read already

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

60

Tim Oates on granular assessment

- and access to the whole curriculum

>

61

Recording performance using KPIs

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

62

Standardisation

bull Standardisation is the procedure that ensures that all assessors involved in the assessment of pupilsrsquo performances do so accurately and consistently

bull Standardisation establishes a common standard of marking linked to the standard set for the work being assessed that helps maintain quality of marking

bull Assessments need to be standardised administered fixed in their scope and level of difficulty and marked consistently

bull The procedure is carried out before anyone assesses a piece of work

bull The procedure is managed by someone who is confident in applying the standard In external summative tests this would be carried out by the senior examiner or even electronically

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

63

Moderation

bull Moderation is the process through which an assessment is monitored within an institution or across institutions to ensure that the assessment is reliable fair and consistent with required standards

bull The moderator takes samples of other assessorsrsquo work during the assessment process and feeds back to the assessor accurate harsh lenient inconsistent This allows for the assessments to be standardised across a team of assessors

bull Once assessments have been standardised moderated and agreed internally representative samples can be entered into a standards file This can be used for future reference to help in standardisation procedures

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

64

Using the framework ndash NAHT exemplification

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

65

bull Does the product support the schoolrsquos policy on assessment

bull To what extent will the assessment tool support delivery of that policy

bull Is the assessment approach implied by the assessment tool credible

bull Does the tool provide good value

Source The Commission on Assessment Without Levels Evaluating external systems (July 2015 v September 2015)

Are teachers equipped to use the tools

Finding the right solution

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

66

Teaching learning and assessment

Itrsquos not just about getting the right assessment tool for the job

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

Using the framework ndash NaaceFrogEducation exemplification

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

68Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

69

Using the frameworkThe curriculum is key ndash

- the Intended curriculum - the Enacted curriculum - the Assessed curriculum - the Learned curriculum

(See Tim Oates Cambridge Assessment)

bull Clearly agreed understood and articulated progress

bull Assessment needs to be robust ndash what why when how reporting results and

ldquoDonrsquot assess everything that moves just the key conceptsrdquo

(Tim Oates)

bull KPIs and Performance Standards

bull Standardisation moderation and exemplification of performance standards are essential

bull Useful and meaningful reporting

bull Challenge itFrog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

70

SupportNAHT Assessment Commission ndash February 2014

DfE Assessment Principles

NAHT Assessment Framework and exemplification

The Commission on Assessment without Levels (July 2015 ndash September 2015)

NAHT courses - lsquoNAHTs assessment framework good practice in a world without levelsrsquo see httpwwwnahtorgukwelcomenaht-eventscourses-listnahts-assessment-framework

The Chartered Institute of Educational Assessors (CIEA) ndash Excellence in Assessment (Schools) an accreditation of the procedures processes and systems that schools and academies have in place to manage and implement assessment As an accreditation process rather than an inspectionhttpcieaorguktrainingexcellence-assessment-schools excellencecieaorguk

The Cambridge Approach Principles for designing administering and evaluating assessment Tim Oates January 2009

Communities of professional practice

FrogEducation wwwfrogeducationcom Tel 01422 250 800

Ofsted Inspection Framework ndash September 2015

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

Understanding progression

22Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

23

A design and technology experiencehellip

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

Measuring progress ndash an HMI DampT model

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

Understanding progression

Age 5

Age 7

Age 11 Age 16

Age 18

Baseline assessment

KS1 assessment

KS2 assessment

GCSE assessment

GCE assessmentExpected standard

(L2)

(L4b)

G5

A

25

copy Mick Walker April14

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

Assessment

26Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

Teacher assessment

lsquoBest-fitrsquo judgements replaced by mastery model to secure key learning

Level descriptions replaced by lsquopupil canrsquo statements in the interim TA frameworks

Removal of link between in-school formative assessment and national summative assessment

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

Accurate teacher assessment and verification of the new standards requireshellipSecure knowledge and understanding of the statements for each standard within the interim teacher assessment frameworks for writing (KS1 and KS2)Greater depth of subject knowledge and understanding of the grammatical terminology required by the KS1 and KS2 programmes of studyFamiliarity with the English programme of study and associated appendices (spelling and vocabulary grammar and punctuation) relating to writing in the 2014 national curriculum

Implications for practice

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

29

attainment of all the lsquopupil canrsquo statements

Wersquove been here beforehellip

Geography 1991

5 attainment targets and 10 levels

lsquoBest fitrsquo introduced following Dearing Review 1995

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

30

attainment of all the lsquopupil canrsquo statements

Wersquove been here beforehellipAND WErsquoRE BACK

To demonstrate that pupils have met a standard within this interim framework teachers will need to have evidence that a pupil demonstrates attainment of all of the statements within that standard and all the statements in the preceding standard(s)

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

31

Ofsted amp assessment ndash (HMCI letter to schools July 2014)

Schools will be expected to demonstrate (with evidence) their assessment of pupilsrsquo progress This will be reinforced by the revised focus of Ofsted inspections

Inspectors will

bull spend more time looking at a range of pupilrsquos work in order to consider what progress they are making

bull talk to leaders about the schoolrsquos use of formative and summative assessment and how this improves teaching and raises achievement

bull evaluate how well pupils are doing against age-related expectations as set out by the school and the National Curriculum (where this applies)

bull consider how the school uses assessment information

bull evaluate the way the school reports to parents on pupilsrsquo progress and attainment Inspectors will assess whether reports help parents to understand how their children are doing in relation to the standards expected

See the Common Inspection Framework (CIF) the School Inspection Handbook ndash September 2015 ndash and Ofsted Inspections clarification for schools March 2015 (Dispelling the myths about Ofstedrsquos inspections)

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

32

Ofsted expectations

Evidence for inspection Ofsted does not expect schools to provide evidence for inspection beyond that set out in the inspection

handbook

Ofsted will take a range of evidence into account when making judgements including published performance data the schoolrsquos in-year performance data and work in pupilsrsquo books and folders However unnecessary or extensive collections of marked pupilsrsquo work are not required for inspection

Ofsted does not expect performance and pupil-tracking data to be presented in a particular format Such data should be provided to inspectors in the format that the school would ordinarily use to track and monitor the progress of pupils in that school

Ofsted does not require teachers to undertake additional work or to ask pupils to undertake work specifically for the inspection

Ofsted will usually expect to see evidence of the monitoring of teaching and learning and its link to teachersrsquo performance management and the Teachersrsquo Standards but this should be the information that the school uses routinely and not additional evidence generated for inspection

Source Ofsted March 2015 No 140169 ndash re-stated in the School Inspection Handbook June 2015

Ofsted inspections ndash clarification for schools

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

Teacher Workload SurveyTeacher Survey ndash workload challenge October to November 2014 (48832 responses)

Key issues

There were two specific tasks that were reported as being burdensome for the majority of sample respondents

recording inputting monitoring and analysing data (56) excessivedepth of marking ndash detail and frequency required (53)

Drivers of workload

Respondents most commonly said that the burden of their workload was created by accountabilityperceived pressures of Ofsted (53) tasks set by seniormiddle leaders (51)

Working to policies set at localschool level (35) and policy change at national level (34) were also significant drivers for teacher workload

33Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

Three reports (DfE March 2016)

Eliminating unnecessary workload associated with data management

httpswwwgovukgovernmentpublicationsreducing-teacher-workload-data-management-review-group-report

Eliminating unnecessary workload around marking

httpswwwgovukgovernmentpublicationsreducing-teacher-workload-marking-policy-review-group-report

Eliminating unnecessary workload around planning and teaching resources

httpswwwgovukgovernmentpublicationsreducing-teacher-workload-planning-and-resources-group-report

34

Teacher Workload Survey

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

2 hellip providing written feedback on pupilsrsquo work ndash has become disproportionately valued by schools and has become unnecessarily burdensome for teachers

3 The quantity of feedback should not be confused with the quality

10 Marking has evolved into an unhelpful burden for teachers when the time it takes is not repaid in positive impact on pupilsrsquo progress This is frequently because it is serving a different purpose such as demonstrating teacher performance or to satisfy the requirements of other mainly adult audiences Too often it is the marking itself which is being monitored and commented on by leaders rather than pupil outcomes and progress as a result of quality feedback

12 Our remit was to pay particular attention to lsquodeep markingrsquo From a review of the educational literature there appears to be no broadly agreed definition for this term or any theoretical underpinning of its educational worth

8 In summary we recommend that all marking should be meaningful manageable and motivating This should be the perspective adopted by all engaged in education from classroom teachers to the Department for Education (DfE)

35

Teacher Workload Reports Eliminating unnecessary workload around Marking

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

4 Creating detailed plans can become a lsquobox-tickingrsquo exercise and create unnecessary workload for teachers taking time away from the real business of planning whilst offering lsquofalse comfortrsquo of purpose These burdensome and unhelpful practices have arisen due to the real and perceived demands made by Government and Ofsted and how school leaders and teachers have reacted to them

5 School leaders should evaluate how they view planning in their school All leaders have a key role in ensuring the availability of fully-resourced collaboratively developed schemes of work Once these are in place and individual teachers understand the lsquowhatrsquo and lsquowhyrsquo of the curriculum they can be freed to teach in a way that best suits their professional judgement and experience Access to good quality schemes of work should reduce workload rather than create it

36

Teacher Workload Reports Eliminating unnecessary workload around Planning amp Teaching Resources

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

6 This can only happen if Government and its agencies commit to sufficient lead-in times for changes for which the sector will have to undertake significant planning to implement This includes releasing relevant materials in good time

7 High quality resources including textbooks can support teaching reduce workload by teachers not having to lsquoreinvent the wheelrsquo and ensure high expectations of the content of lessons and conceptual knowledge

8 We recognised that there are cultural issues at play which should be challenged

27 If the benefits are not apparent in pupil outcomes then this amounts to unnecessary workload As John Hattie remarks lsquothere are a million resources available on the internet and creating more seems among the successful wastes of time in which teachers love to engagersquo2

29 We also feel strongly that any resource will only be truly effective when it is supported by high quality training and professional development Having a shared and secure understanding of what effective teaching and pupil understanding looks like to inform planning is essential as are collaborative planning approaches Access to effective plans and materials for new entrants to the profession will support their development and allow them to concentrate on teaching

37

Teacher Workload Reports Eliminating unnecessary workload around Planning amp Teaching Resources

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

Principles for planning

11 Five principles are set out below that we believe should be used to test practice and expectations in schools These are motivated by a desire to ensure that planning is productive and that workload for teachers is manageable

a Planning a sequence of lessons is more important than writing individual lesson plans

b Fully resourced schemes of work should be in place for all teachers to use each term

c Planning should not be done simply to please outside organisations

d Planning should take place in purposeful and well defined blocks of time

e Effective planning makes use of high quality resources

38

Teacher Workload Reports Eliminating unnecessary workload around Planning amp Teaching Resources

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

Tim Oates on Finland textbooks and workload

39

>

A culture of excessive data collection

Data has become an end in itself ndash divorced from the core purpose ndash improving outcomes for pupils

Do not assume data collection and analysis must continue because it always has

clarity of purpose needs to be clear

the process needs to be efficient

data need to be valid

40

Teacher Workload Reports Eliminating unnecessary workload associated with Data Management

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

14 The recent removal of lsquolevelsrsquo should be a positive step in terms of data management schools should not feel any pressure to create elaborate tracking systems or lsquoworking at gradersquo approaches Yet there is anecdotal evidence that schools are introducing complicated systems which mimic levels This is an attempt to overlay the old world onto the new and it creates unnecessary data burdens that should be avoided

41

Teacher Workload Reports Eliminating unnecessary workload associated with Data Management

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

Tim Oates on levels mastery compensatory and low quality assessment

42

>

14 The recent removal of lsquolevelsrsquo should be a positive step in terms of data management schools should not feel any pressure to create elaborate tracking systems or lsquoworking at gradersquo approaches Yet there is anecdotal evidence that schools are introducing complicated systems which mimic levels This is an attempt to overlay the old world onto the new and it creates unnecessary data burdens that should be avoided

16 Government should ensure that national curriculum policy does not place ill- considered demands on schools in relation to tracking progress Leaders should ensure that they have a curriculum that offers pupils a robust framework of teaching that builds in progression challenge and depth of knowledge Teachers should then make professional judgements of pupil attainment against key performance indicators ndash the big ideas that tell us whether a pupil understands and has grasped what they have been taught

18 Teachers need to know if pupils are on track to achieve end-of-year expectations whether pupils are where they should be but are best placed to make such judgements through their professional knowledge without recourse to elaborate assessment data generating and recording systems Government (including Regional Schools Commissioners) Ofsted local authorities and school leaders should support this approach

43

Teacher Workload Reports Eliminating unnecessary workload associated with Data Management

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

44

Impact of the changes and challenges ndash and the opportunity

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

45

The impacthellip

bull the curriculum content needs to be detailed and clearbull for qualifications linear courses need to carefully plannedbull standards of performance need to be challenging clearly articulated universally

understood and shared thereforebull progress needs to be understood articulated and evidencedbull transition needs more workhellip see Ofsted Key Stage 3 ndash the wasted years (10th

September 2015)

AndhellipTrust in ndash and within - the profession needs to be re-establishedbull Initial teacher training in assessment needs improvementbull professional development covering assessment should be targeted

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

46

The challengehellip

There are issues surrounding teacher assessment that have to do with potential bias application of different sometimes personal assessment criteria and differences in the available evidence base when implemented curricula and standards of judgement differ from class to class and school to school

Sandra Johnson A focus on teacher assessment reliability in GCSE and GCE Report for Ofqual 2011

However inspectors have noted worrying inconsistencies in teacher assessment at the end of Key Stage 1 In infant schools for example children are more likely to be assessed as reaching or exceeding the standards expected for their age than they are in all-through primary schools Moreover uneven moderation by local authorities of the work carried out by schools can lead to poor quality and unreliable assessment For these reasons I urge government to consider a return to external assessment at the end of Key Stage 1

HMCI Annual Report 201213

The Commission heard from the majority of those submitting evidence that there was a lack of trust in teacher assessment at the present time There is a worrying lack of trust in individual teacher-based assessment which emanates from within the profession itself

The NAHT Commission on Assessment (February 2014)

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

47

3

Red

14

92

Green

EmergingFruit

Beware mad numbers Meaning must be added - be careful when comparing two numbers that come from different contexts

Dog breeds

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

48

Beware mad numbers

But Spinal Taprsquos amplifier goes to 11hellip

Ampeg FenderMarshallhellip

Outstanding education through aw

esome technology

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

Mad Numbers - Dead Poets Society (1989)

Determining a poemrsquos greatness is a relatively simple matterhellip

lsquoIf the poems score for perfection is plotted on the horizontal of a graph and its importance is plotted on the vertical then calculating the total area of the poem yields the measure of its greatnessrsquo

Understanding Poetry Dr J Evans Pritchard PhD

ldquoExcrement

We are not laying pipeshelliprip out the pagerdquo

John Keating ndash teacher (Robin Williams)

x = Perfection

y =

Impo

rtanc

e

Byron sonnet

Shakespeare sonnet

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

50

So wherersquos the opportunity

Assessment as the pivotal point of teaching and learning

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

51Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

52

The opportunity

bull Making assessment about teaching and learning

bull Improved teacher subject knowledge

bull Quality assured assessments

bull Better skilled teachers with assessment expertise

bull Better use and development of robust research

bull Confidence

bull Trust in the professionhellip

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

53

A viable solution ndash a proposed curriculum amp assessment framework

bull that puts the curriculum to the fore

bull that provides a structured focus for assessment

bull provides a curriculum and assessment framework ndash built on sound practice and robust research

bull places assessment as integral to teaching and learning

bull addresses issues of validity and reliability and

bull most importantly places childrenrsquos learning as paramount

But it wonrsquot just happenhellip

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

Assessment Quality Assurance PlanAn Assessment Quality Assurance plan should present an organisational framework for all assessment activities within the centre There is no single way of organising or presenting such a framework but the information below outlines key areas that should be considered when designing developing or evaluating the centrersquos assessment practice

Principles of assessment

Reporting

Relationship with the stated curriculum

Common standards and expectations

Consistency

Staff training and development

Evaluation review amp accreditation

Impact on teaching and learning

Learner

Chartered Institute of Educational Assessors (CIEA)

54Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

Content of the curriculum is taken from the schoolrsquos curriculum which is matched to the New National Curriculum (NNC)

Any gaps between the school curriculum and the NNC must be filled

The curriculum content will reflect the entire yearrsquos delivery

Term one

The content here is driven by the topic or theme used to deliver the curriculum and provide assessment opportunities

Term two

Again the content is driven by the theme used to deliver the curriculum

Term three

Again the content is driven by the topic or theme At the end of the year the entire curriculum for that year will have been covered

Assessment criteria are taken from the NNC

Key Performance Indicators (KPIs) describe a group of individual criteria

Separate KPIs make up the end of year Performance Standards (PS) that is the expected performance at the end of the year and against which assessments are made at the end of the year

An individual pupilrsquos work can be kept to exemplify attainment against the KPI and PS This can be known as the exemplification of performance This work should be annotated to highlight the achievement

From individual pupilrsquos work the school can create a standards file showing achievement in all subjects at each level This will create a benchmark for assessment purposes in future years

The standards file can be used as and when necessary to take part in cross school moderation activities when the standards can be agreed or altered according to decisions at the moderation

Term one

KPIs clearly stated for each topic or theme

Term two

KPIs clearly stated for each topic or theme

Term three

KPIs clearly stated for each topic or theme

Establishing a curriculum amp assessment framework ndash NAHT assessment model

55Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

Content of the curriculum is taken from the schoolrsquos curriculum which is matched to the New National Curriculum (NNC)

Any gaps between the school curriculum and the NNC must be filled

The curriculum content will reflect the entire yearrsquos delivery

Term one

The content here is driven by the topic or theme used to deliver the curriculum and provide assessment opportunities

Term two

Again the content is driven by the theme used to deliver the curriculum

Term three

Again the content is driven by the topic or theme At the end of the year the entire curriculum for that year will have been covered

Assessment criteria are taken from the NNC

Key Performance Indicators (KPIs) describe a group of individual criteria

Separate KPIs make up the end of year Performance Standards (PS) that is the expected performance at the end of the year and against which assessments are made at the end of the year

An individual pupilrsquos work can be kept to exemplify attainment against the KPI and PS This can be known as the exemplification of performance This work should be annotated to highlight the achievement

From individual pupilrsquos work the school can create a standards file showing achievement in all subjects at each level This will create a benchmark for assessment purposes in future years

The standards file can be used as and when necessary to take part in cross school moderation activities when the standards can be agreed or altered according to decisions at the moderation

Term one

KPIs clearly stated for each topic or theme

Term two

KPIs clearly stated for each topic or theme

Term three

KPIs clearly stated for each topic or theme

Establishing a curriculum amp assessment framework ndash NAHT assessment model

56Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

57

Selecting KPIs ndash extract from the National Curriculum year 1 programme of study

Reading ndash word reading (statutory requirements) Pupils should be taught to bull apply phonic knowledge and skills as the route to decode words bull respond speedily with the correct sound to graphemes (letters or groups of letters) for all 40+ phonemes including

where applicable alternative sounds for graphemes bull read accurately by blending sounds in unfamiliar words containing GPCs that have been taught bull read common exception words noting unusual correspondences between spelling and sound and where these

occur in the word bull read words containing taught GPCs and ndashs ndashes ndashing ndashed ndasher and ndashest endings bull read other words of more than one syllable that contain taught GPCs bull read words with contractions [for example Irsquom Irsquoll wersquoll] and understand that the apostrophe represents the omitted

letter(s) bull read aloud accurately books that are consistent with their developing phonic knowledge and that do not require them

to use other strategies to work out words bull re-read these books to build up their fluency and confidence in word reading

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

58

Selecting KPIs ndash extract from the National Curriculum year 1 programme of study

Reading ndash word reading (statutory requirements) Pupils should be taught to bull apply phonic knowledge and skills as the route to decode words bull respond speedily with the correct sound to graphemes (letters or groups of letters) for all 40+ phonemes

including where applicable alternative sounds for graphemes bull read accurately by blending sounds in unfamiliar words containing GPCs that have been taught bull read common exception words noting unusual correspondences between spelling and sound and where these

occur in the word bull read words containing taught GPCs and ndashs ndashes ndashing ndashed ndasher and ndashest endings bull read other words of more than one syllable that contain taught GPCs bull read words with contractions [for example Irsquom Irsquoll wersquoll] and understand that the apostrophe represents the omitted

letter(s) bull read aloud accurately books that are consistent with their developing phonic knowledge and that do not

require them to use other strategies to work out words bull re-read these books to build up their fluency and confidence in word reading

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

59

National and school curriculum - measuring and recording progress across key stages ndash NAHT assessment model

Key performance indicators Performance standard

Responds speedily with the correct sound to graphemes (letters or groups of letters) for all 40+ phonemes including where applicable alternative sounds for graphemes Reads accurately by blending sounds in unfamiliar words Reads common exception words Reads aloud accurately books that are consistent with their developing phonic knowledge and that do not require them to use other strategies to work out words Develops pleasure in reading motivation to read vocabulary and understanding by

Listening to and discussing a wide range of poems stories and non-fiction at a level beyond that at which they can read independently

With reference to the KPIs By the end of Y1 a child should be able to read all common graphemes and be able to read unfamiliar words containing these graphemes accurately and without undue hesitation by sounding them out in books that are matched closely to the level of word reading knowledge A child should be able to read many common words containing GPCs taught so far such as shout hand stop or dream without needing to blend the sounds out loud first Reading of common exception words such as you could many or people should be secure meaning a child can read them easily and automatically A child can read words with suffixes with support to build on the root words that can be read already

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

60

Tim Oates on granular assessment

- and access to the whole curriculum

>

61

Recording performance using KPIs

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

62

Standardisation

bull Standardisation is the procedure that ensures that all assessors involved in the assessment of pupilsrsquo performances do so accurately and consistently

bull Standardisation establishes a common standard of marking linked to the standard set for the work being assessed that helps maintain quality of marking

bull Assessments need to be standardised administered fixed in their scope and level of difficulty and marked consistently

bull The procedure is carried out before anyone assesses a piece of work

bull The procedure is managed by someone who is confident in applying the standard In external summative tests this would be carried out by the senior examiner or even electronically

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

63

Moderation

bull Moderation is the process through which an assessment is monitored within an institution or across institutions to ensure that the assessment is reliable fair and consistent with required standards

bull The moderator takes samples of other assessorsrsquo work during the assessment process and feeds back to the assessor accurate harsh lenient inconsistent This allows for the assessments to be standardised across a team of assessors

bull Once assessments have been standardised moderated and agreed internally representative samples can be entered into a standards file This can be used for future reference to help in standardisation procedures

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

64

Using the framework ndash NAHT exemplification

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

65

bull Does the product support the schoolrsquos policy on assessment

bull To what extent will the assessment tool support delivery of that policy

bull Is the assessment approach implied by the assessment tool credible

bull Does the tool provide good value

Source The Commission on Assessment Without Levels Evaluating external systems (July 2015 v September 2015)

Are teachers equipped to use the tools

Finding the right solution

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

66

Teaching learning and assessment

Itrsquos not just about getting the right assessment tool for the job

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

Using the framework ndash NaaceFrogEducation exemplification

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

68Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

69

Using the frameworkThe curriculum is key ndash

- the Intended curriculum - the Enacted curriculum - the Assessed curriculum - the Learned curriculum

(See Tim Oates Cambridge Assessment)

bull Clearly agreed understood and articulated progress

bull Assessment needs to be robust ndash what why when how reporting results and

ldquoDonrsquot assess everything that moves just the key conceptsrdquo

(Tim Oates)

bull KPIs and Performance Standards

bull Standardisation moderation and exemplification of performance standards are essential

bull Useful and meaningful reporting

bull Challenge itFrog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

70

SupportNAHT Assessment Commission ndash February 2014

DfE Assessment Principles

NAHT Assessment Framework and exemplification

The Commission on Assessment without Levels (July 2015 ndash September 2015)

NAHT courses - lsquoNAHTs assessment framework good practice in a world without levelsrsquo see httpwwwnahtorgukwelcomenaht-eventscourses-listnahts-assessment-framework

The Chartered Institute of Educational Assessors (CIEA) ndash Excellence in Assessment (Schools) an accreditation of the procedures processes and systems that schools and academies have in place to manage and implement assessment As an accreditation process rather than an inspectionhttpcieaorguktrainingexcellence-assessment-schools excellencecieaorguk

The Cambridge Approach Principles for designing administering and evaluating assessment Tim Oates January 2009

Communities of professional practice

FrogEducation wwwfrogeducationcom Tel 01422 250 800

Ofsted Inspection Framework ndash September 2015

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

23

A design and technology experiencehellip

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

Measuring progress ndash an HMI DampT model

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

Understanding progression

Age 5

Age 7

Age 11 Age 16

Age 18

Baseline assessment

KS1 assessment

KS2 assessment

GCSE assessment

GCE assessmentExpected standard

(L2)

(L4b)

G5

A

25

copy Mick Walker April14

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

Assessment

26Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

Teacher assessment

lsquoBest-fitrsquo judgements replaced by mastery model to secure key learning

Level descriptions replaced by lsquopupil canrsquo statements in the interim TA frameworks

Removal of link between in-school formative assessment and national summative assessment

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

Accurate teacher assessment and verification of the new standards requireshellipSecure knowledge and understanding of the statements for each standard within the interim teacher assessment frameworks for writing (KS1 and KS2)Greater depth of subject knowledge and understanding of the grammatical terminology required by the KS1 and KS2 programmes of studyFamiliarity with the English programme of study and associated appendices (spelling and vocabulary grammar and punctuation) relating to writing in the 2014 national curriculum

Implications for practice

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

29

attainment of all the lsquopupil canrsquo statements

Wersquove been here beforehellip

Geography 1991

5 attainment targets and 10 levels

lsquoBest fitrsquo introduced following Dearing Review 1995

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

30

attainment of all the lsquopupil canrsquo statements

Wersquove been here beforehellipAND WErsquoRE BACK

To demonstrate that pupils have met a standard within this interim framework teachers will need to have evidence that a pupil demonstrates attainment of all of the statements within that standard and all the statements in the preceding standard(s)

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

31

Ofsted amp assessment ndash (HMCI letter to schools July 2014)

Schools will be expected to demonstrate (with evidence) their assessment of pupilsrsquo progress This will be reinforced by the revised focus of Ofsted inspections

Inspectors will

bull spend more time looking at a range of pupilrsquos work in order to consider what progress they are making

bull talk to leaders about the schoolrsquos use of formative and summative assessment and how this improves teaching and raises achievement

bull evaluate how well pupils are doing against age-related expectations as set out by the school and the National Curriculum (where this applies)

bull consider how the school uses assessment information

bull evaluate the way the school reports to parents on pupilsrsquo progress and attainment Inspectors will assess whether reports help parents to understand how their children are doing in relation to the standards expected

See the Common Inspection Framework (CIF) the School Inspection Handbook ndash September 2015 ndash and Ofsted Inspections clarification for schools March 2015 (Dispelling the myths about Ofstedrsquos inspections)

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

32

Ofsted expectations

Evidence for inspection Ofsted does not expect schools to provide evidence for inspection beyond that set out in the inspection

handbook

Ofsted will take a range of evidence into account when making judgements including published performance data the schoolrsquos in-year performance data and work in pupilsrsquo books and folders However unnecessary or extensive collections of marked pupilsrsquo work are not required for inspection

Ofsted does not expect performance and pupil-tracking data to be presented in a particular format Such data should be provided to inspectors in the format that the school would ordinarily use to track and monitor the progress of pupils in that school

Ofsted does not require teachers to undertake additional work or to ask pupils to undertake work specifically for the inspection

Ofsted will usually expect to see evidence of the monitoring of teaching and learning and its link to teachersrsquo performance management and the Teachersrsquo Standards but this should be the information that the school uses routinely and not additional evidence generated for inspection

Source Ofsted March 2015 No 140169 ndash re-stated in the School Inspection Handbook June 2015

Ofsted inspections ndash clarification for schools

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

Teacher Workload SurveyTeacher Survey ndash workload challenge October to November 2014 (48832 responses)

Key issues

There were two specific tasks that were reported as being burdensome for the majority of sample respondents

recording inputting monitoring and analysing data (56) excessivedepth of marking ndash detail and frequency required (53)

Drivers of workload

Respondents most commonly said that the burden of their workload was created by accountabilityperceived pressures of Ofsted (53) tasks set by seniormiddle leaders (51)

Working to policies set at localschool level (35) and policy change at national level (34) were also significant drivers for teacher workload

33Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

Three reports (DfE March 2016)

Eliminating unnecessary workload associated with data management

httpswwwgovukgovernmentpublicationsreducing-teacher-workload-data-management-review-group-report

Eliminating unnecessary workload around marking

httpswwwgovukgovernmentpublicationsreducing-teacher-workload-marking-policy-review-group-report

Eliminating unnecessary workload around planning and teaching resources

httpswwwgovukgovernmentpublicationsreducing-teacher-workload-planning-and-resources-group-report

34

Teacher Workload Survey

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

2 hellip providing written feedback on pupilsrsquo work ndash has become disproportionately valued by schools and has become unnecessarily burdensome for teachers

3 The quantity of feedback should not be confused with the quality

10 Marking has evolved into an unhelpful burden for teachers when the time it takes is not repaid in positive impact on pupilsrsquo progress This is frequently because it is serving a different purpose such as demonstrating teacher performance or to satisfy the requirements of other mainly adult audiences Too often it is the marking itself which is being monitored and commented on by leaders rather than pupil outcomes and progress as a result of quality feedback

12 Our remit was to pay particular attention to lsquodeep markingrsquo From a review of the educational literature there appears to be no broadly agreed definition for this term or any theoretical underpinning of its educational worth

8 In summary we recommend that all marking should be meaningful manageable and motivating This should be the perspective adopted by all engaged in education from classroom teachers to the Department for Education (DfE)

35

Teacher Workload Reports Eliminating unnecessary workload around Marking

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

4 Creating detailed plans can become a lsquobox-tickingrsquo exercise and create unnecessary workload for teachers taking time away from the real business of planning whilst offering lsquofalse comfortrsquo of purpose These burdensome and unhelpful practices have arisen due to the real and perceived demands made by Government and Ofsted and how school leaders and teachers have reacted to them

5 School leaders should evaluate how they view planning in their school All leaders have a key role in ensuring the availability of fully-resourced collaboratively developed schemes of work Once these are in place and individual teachers understand the lsquowhatrsquo and lsquowhyrsquo of the curriculum they can be freed to teach in a way that best suits their professional judgement and experience Access to good quality schemes of work should reduce workload rather than create it

36

Teacher Workload Reports Eliminating unnecessary workload around Planning amp Teaching Resources

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

6 This can only happen if Government and its agencies commit to sufficient lead-in times for changes for which the sector will have to undertake significant planning to implement This includes releasing relevant materials in good time

7 High quality resources including textbooks can support teaching reduce workload by teachers not having to lsquoreinvent the wheelrsquo and ensure high expectations of the content of lessons and conceptual knowledge

8 We recognised that there are cultural issues at play which should be challenged

27 If the benefits are not apparent in pupil outcomes then this amounts to unnecessary workload As John Hattie remarks lsquothere are a million resources available on the internet and creating more seems among the successful wastes of time in which teachers love to engagersquo2

29 We also feel strongly that any resource will only be truly effective when it is supported by high quality training and professional development Having a shared and secure understanding of what effective teaching and pupil understanding looks like to inform planning is essential as are collaborative planning approaches Access to effective plans and materials for new entrants to the profession will support their development and allow them to concentrate on teaching

37

Teacher Workload Reports Eliminating unnecessary workload around Planning amp Teaching Resources

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

Principles for planning

11 Five principles are set out below that we believe should be used to test practice and expectations in schools These are motivated by a desire to ensure that planning is productive and that workload for teachers is manageable

a Planning a sequence of lessons is more important than writing individual lesson plans

b Fully resourced schemes of work should be in place for all teachers to use each term

c Planning should not be done simply to please outside organisations

d Planning should take place in purposeful and well defined blocks of time

e Effective planning makes use of high quality resources

38

Teacher Workload Reports Eliminating unnecessary workload around Planning amp Teaching Resources

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

Tim Oates on Finland textbooks and workload

39

>

A culture of excessive data collection

Data has become an end in itself ndash divorced from the core purpose ndash improving outcomes for pupils

Do not assume data collection and analysis must continue because it always has

clarity of purpose needs to be clear

the process needs to be efficient

data need to be valid

40

Teacher Workload Reports Eliminating unnecessary workload associated with Data Management

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

14 The recent removal of lsquolevelsrsquo should be a positive step in terms of data management schools should not feel any pressure to create elaborate tracking systems or lsquoworking at gradersquo approaches Yet there is anecdotal evidence that schools are introducing complicated systems which mimic levels This is an attempt to overlay the old world onto the new and it creates unnecessary data burdens that should be avoided

41

Teacher Workload Reports Eliminating unnecessary workload associated with Data Management

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

Tim Oates on levels mastery compensatory and low quality assessment

42

>

14 The recent removal of lsquolevelsrsquo should be a positive step in terms of data management schools should not feel any pressure to create elaborate tracking systems or lsquoworking at gradersquo approaches Yet there is anecdotal evidence that schools are introducing complicated systems which mimic levels This is an attempt to overlay the old world onto the new and it creates unnecessary data burdens that should be avoided

16 Government should ensure that national curriculum policy does not place ill- considered demands on schools in relation to tracking progress Leaders should ensure that they have a curriculum that offers pupils a robust framework of teaching that builds in progression challenge and depth of knowledge Teachers should then make professional judgements of pupil attainment against key performance indicators ndash the big ideas that tell us whether a pupil understands and has grasped what they have been taught

18 Teachers need to know if pupils are on track to achieve end-of-year expectations whether pupils are where they should be but are best placed to make such judgements through their professional knowledge without recourse to elaborate assessment data generating and recording systems Government (including Regional Schools Commissioners) Ofsted local authorities and school leaders should support this approach

43

Teacher Workload Reports Eliminating unnecessary workload associated with Data Management

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

44

Impact of the changes and challenges ndash and the opportunity

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

45

The impacthellip

bull the curriculum content needs to be detailed and clearbull for qualifications linear courses need to carefully plannedbull standards of performance need to be challenging clearly articulated universally

understood and shared thereforebull progress needs to be understood articulated and evidencedbull transition needs more workhellip see Ofsted Key Stage 3 ndash the wasted years (10th

September 2015)

AndhellipTrust in ndash and within - the profession needs to be re-establishedbull Initial teacher training in assessment needs improvementbull professional development covering assessment should be targeted

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

46

The challengehellip

There are issues surrounding teacher assessment that have to do with potential bias application of different sometimes personal assessment criteria and differences in the available evidence base when implemented curricula and standards of judgement differ from class to class and school to school

Sandra Johnson A focus on teacher assessment reliability in GCSE and GCE Report for Ofqual 2011

However inspectors have noted worrying inconsistencies in teacher assessment at the end of Key Stage 1 In infant schools for example children are more likely to be assessed as reaching or exceeding the standards expected for their age than they are in all-through primary schools Moreover uneven moderation by local authorities of the work carried out by schools can lead to poor quality and unreliable assessment For these reasons I urge government to consider a return to external assessment at the end of Key Stage 1

HMCI Annual Report 201213

The Commission heard from the majority of those submitting evidence that there was a lack of trust in teacher assessment at the present time There is a worrying lack of trust in individual teacher-based assessment which emanates from within the profession itself

The NAHT Commission on Assessment (February 2014)

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

47

3

Red

14

92

Green

EmergingFruit

Beware mad numbers Meaning must be added - be careful when comparing two numbers that come from different contexts

Dog breeds

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

48

Beware mad numbers

But Spinal Taprsquos amplifier goes to 11hellip

Ampeg FenderMarshallhellip

Outstanding education through aw

esome technology

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

Mad Numbers - Dead Poets Society (1989)

Determining a poemrsquos greatness is a relatively simple matterhellip

lsquoIf the poems score for perfection is plotted on the horizontal of a graph and its importance is plotted on the vertical then calculating the total area of the poem yields the measure of its greatnessrsquo

Understanding Poetry Dr J Evans Pritchard PhD

ldquoExcrement

We are not laying pipeshelliprip out the pagerdquo

John Keating ndash teacher (Robin Williams)

x = Perfection

y =

Impo

rtanc

e

Byron sonnet

Shakespeare sonnet

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

50

So wherersquos the opportunity

Assessment as the pivotal point of teaching and learning

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

51Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

52

The opportunity

bull Making assessment about teaching and learning

bull Improved teacher subject knowledge

bull Quality assured assessments

bull Better skilled teachers with assessment expertise

bull Better use and development of robust research

bull Confidence

bull Trust in the professionhellip

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

53

A viable solution ndash a proposed curriculum amp assessment framework

bull that puts the curriculum to the fore

bull that provides a structured focus for assessment

bull provides a curriculum and assessment framework ndash built on sound practice and robust research

bull places assessment as integral to teaching and learning

bull addresses issues of validity and reliability and

bull most importantly places childrenrsquos learning as paramount

But it wonrsquot just happenhellip

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

Assessment Quality Assurance PlanAn Assessment Quality Assurance plan should present an organisational framework for all assessment activities within the centre There is no single way of organising or presenting such a framework but the information below outlines key areas that should be considered when designing developing or evaluating the centrersquos assessment practice

Principles of assessment

Reporting

Relationship with the stated curriculum

Common standards and expectations

Consistency

Staff training and development

Evaluation review amp accreditation

Impact on teaching and learning

Learner

Chartered Institute of Educational Assessors (CIEA)

54Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

Content of the curriculum is taken from the schoolrsquos curriculum which is matched to the New National Curriculum (NNC)

Any gaps between the school curriculum and the NNC must be filled

The curriculum content will reflect the entire yearrsquos delivery

Term one

The content here is driven by the topic or theme used to deliver the curriculum and provide assessment opportunities

Term two

Again the content is driven by the theme used to deliver the curriculum

Term three

Again the content is driven by the topic or theme At the end of the year the entire curriculum for that year will have been covered

Assessment criteria are taken from the NNC

Key Performance Indicators (KPIs) describe a group of individual criteria

Separate KPIs make up the end of year Performance Standards (PS) that is the expected performance at the end of the year and against which assessments are made at the end of the year

An individual pupilrsquos work can be kept to exemplify attainment against the KPI and PS This can be known as the exemplification of performance This work should be annotated to highlight the achievement

From individual pupilrsquos work the school can create a standards file showing achievement in all subjects at each level This will create a benchmark for assessment purposes in future years

The standards file can be used as and when necessary to take part in cross school moderation activities when the standards can be agreed or altered according to decisions at the moderation

Term one

KPIs clearly stated for each topic or theme

Term two

KPIs clearly stated for each topic or theme

Term three

KPIs clearly stated for each topic or theme

Establishing a curriculum amp assessment framework ndash NAHT assessment model

55Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

Content of the curriculum is taken from the schoolrsquos curriculum which is matched to the New National Curriculum (NNC)

Any gaps between the school curriculum and the NNC must be filled

The curriculum content will reflect the entire yearrsquos delivery

Term one

The content here is driven by the topic or theme used to deliver the curriculum and provide assessment opportunities

Term two

Again the content is driven by the theme used to deliver the curriculum

Term three

Again the content is driven by the topic or theme At the end of the year the entire curriculum for that year will have been covered

Assessment criteria are taken from the NNC

Key Performance Indicators (KPIs) describe a group of individual criteria

Separate KPIs make up the end of year Performance Standards (PS) that is the expected performance at the end of the year and against which assessments are made at the end of the year

An individual pupilrsquos work can be kept to exemplify attainment against the KPI and PS This can be known as the exemplification of performance This work should be annotated to highlight the achievement

From individual pupilrsquos work the school can create a standards file showing achievement in all subjects at each level This will create a benchmark for assessment purposes in future years

The standards file can be used as and when necessary to take part in cross school moderation activities when the standards can be agreed or altered according to decisions at the moderation

Term one

KPIs clearly stated for each topic or theme

Term two

KPIs clearly stated for each topic or theme

Term three

KPIs clearly stated for each topic or theme

Establishing a curriculum amp assessment framework ndash NAHT assessment model

56Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

57

Selecting KPIs ndash extract from the National Curriculum year 1 programme of study

Reading ndash word reading (statutory requirements) Pupils should be taught to bull apply phonic knowledge and skills as the route to decode words bull respond speedily with the correct sound to graphemes (letters or groups of letters) for all 40+ phonemes including

where applicable alternative sounds for graphemes bull read accurately by blending sounds in unfamiliar words containing GPCs that have been taught bull read common exception words noting unusual correspondences between spelling and sound and where these

occur in the word bull read words containing taught GPCs and ndashs ndashes ndashing ndashed ndasher and ndashest endings bull read other words of more than one syllable that contain taught GPCs bull read words with contractions [for example Irsquom Irsquoll wersquoll] and understand that the apostrophe represents the omitted

letter(s) bull read aloud accurately books that are consistent with their developing phonic knowledge and that do not require them

to use other strategies to work out words bull re-read these books to build up their fluency and confidence in word reading

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

58

Selecting KPIs ndash extract from the National Curriculum year 1 programme of study

Reading ndash word reading (statutory requirements) Pupils should be taught to bull apply phonic knowledge and skills as the route to decode words bull respond speedily with the correct sound to graphemes (letters or groups of letters) for all 40+ phonemes

including where applicable alternative sounds for graphemes bull read accurately by blending sounds in unfamiliar words containing GPCs that have been taught bull read common exception words noting unusual correspondences between spelling and sound and where these

occur in the word bull read words containing taught GPCs and ndashs ndashes ndashing ndashed ndasher and ndashest endings bull read other words of more than one syllable that contain taught GPCs bull read words with contractions [for example Irsquom Irsquoll wersquoll] and understand that the apostrophe represents the omitted

letter(s) bull read aloud accurately books that are consistent with their developing phonic knowledge and that do not

require them to use other strategies to work out words bull re-read these books to build up their fluency and confidence in word reading

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

59

National and school curriculum - measuring and recording progress across key stages ndash NAHT assessment model

Key performance indicators Performance standard

Responds speedily with the correct sound to graphemes (letters or groups of letters) for all 40+ phonemes including where applicable alternative sounds for graphemes Reads accurately by blending sounds in unfamiliar words Reads common exception words Reads aloud accurately books that are consistent with their developing phonic knowledge and that do not require them to use other strategies to work out words Develops pleasure in reading motivation to read vocabulary and understanding by

Listening to and discussing a wide range of poems stories and non-fiction at a level beyond that at which they can read independently

With reference to the KPIs By the end of Y1 a child should be able to read all common graphemes and be able to read unfamiliar words containing these graphemes accurately and without undue hesitation by sounding them out in books that are matched closely to the level of word reading knowledge A child should be able to read many common words containing GPCs taught so far such as shout hand stop or dream without needing to blend the sounds out loud first Reading of common exception words such as you could many or people should be secure meaning a child can read them easily and automatically A child can read words with suffixes with support to build on the root words that can be read already

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

60

Tim Oates on granular assessment

- and access to the whole curriculum

>

61

Recording performance using KPIs

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

62

Standardisation

bull Standardisation is the procedure that ensures that all assessors involved in the assessment of pupilsrsquo performances do so accurately and consistently

bull Standardisation establishes a common standard of marking linked to the standard set for the work being assessed that helps maintain quality of marking

bull Assessments need to be standardised administered fixed in their scope and level of difficulty and marked consistently

bull The procedure is carried out before anyone assesses a piece of work

bull The procedure is managed by someone who is confident in applying the standard In external summative tests this would be carried out by the senior examiner or even electronically

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

63

Moderation

bull Moderation is the process through which an assessment is monitored within an institution or across institutions to ensure that the assessment is reliable fair and consistent with required standards

bull The moderator takes samples of other assessorsrsquo work during the assessment process and feeds back to the assessor accurate harsh lenient inconsistent This allows for the assessments to be standardised across a team of assessors

bull Once assessments have been standardised moderated and agreed internally representative samples can be entered into a standards file This can be used for future reference to help in standardisation procedures

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

64

Using the framework ndash NAHT exemplification

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

65

bull Does the product support the schoolrsquos policy on assessment

bull To what extent will the assessment tool support delivery of that policy

bull Is the assessment approach implied by the assessment tool credible

bull Does the tool provide good value

Source The Commission on Assessment Without Levels Evaluating external systems (July 2015 v September 2015)

Are teachers equipped to use the tools

Finding the right solution

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

66

Teaching learning and assessment

Itrsquos not just about getting the right assessment tool for the job

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

Using the framework ndash NaaceFrogEducation exemplification

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

68Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

69

Using the frameworkThe curriculum is key ndash

- the Intended curriculum - the Enacted curriculum - the Assessed curriculum - the Learned curriculum

(See Tim Oates Cambridge Assessment)

bull Clearly agreed understood and articulated progress

bull Assessment needs to be robust ndash what why when how reporting results and

ldquoDonrsquot assess everything that moves just the key conceptsrdquo

(Tim Oates)

bull KPIs and Performance Standards

bull Standardisation moderation and exemplification of performance standards are essential

bull Useful and meaningful reporting

bull Challenge itFrog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

70

SupportNAHT Assessment Commission ndash February 2014

DfE Assessment Principles

NAHT Assessment Framework and exemplification

The Commission on Assessment without Levels (July 2015 ndash September 2015)

NAHT courses - lsquoNAHTs assessment framework good practice in a world without levelsrsquo see httpwwwnahtorgukwelcomenaht-eventscourses-listnahts-assessment-framework

The Chartered Institute of Educational Assessors (CIEA) ndash Excellence in Assessment (Schools) an accreditation of the procedures processes and systems that schools and academies have in place to manage and implement assessment As an accreditation process rather than an inspectionhttpcieaorguktrainingexcellence-assessment-schools excellencecieaorguk

The Cambridge Approach Principles for designing administering and evaluating assessment Tim Oates January 2009

Communities of professional practice

FrogEducation wwwfrogeducationcom Tel 01422 250 800

Ofsted Inspection Framework ndash September 2015

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

Measuring progress ndash an HMI DampT model

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

Understanding progression

Age 5

Age 7

Age 11 Age 16

Age 18

Baseline assessment

KS1 assessment

KS2 assessment

GCSE assessment

GCE assessmentExpected standard

(L2)

(L4b)

G5

A

25

copy Mick Walker April14

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

Assessment

26Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

Teacher assessment

lsquoBest-fitrsquo judgements replaced by mastery model to secure key learning

Level descriptions replaced by lsquopupil canrsquo statements in the interim TA frameworks

Removal of link between in-school formative assessment and national summative assessment

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

Accurate teacher assessment and verification of the new standards requireshellipSecure knowledge and understanding of the statements for each standard within the interim teacher assessment frameworks for writing (KS1 and KS2)Greater depth of subject knowledge and understanding of the grammatical terminology required by the KS1 and KS2 programmes of studyFamiliarity with the English programme of study and associated appendices (spelling and vocabulary grammar and punctuation) relating to writing in the 2014 national curriculum

Implications for practice

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

29

attainment of all the lsquopupil canrsquo statements

Wersquove been here beforehellip

Geography 1991

5 attainment targets and 10 levels

lsquoBest fitrsquo introduced following Dearing Review 1995

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

30

attainment of all the lsquopupil canrsquo statements

Wersquove been here beforehellipAND WErsquoRE BACK

To demonstrate that pupils have met a standard within this interim framework teachers will need to have evidence that a pupil demonstrates attainment of all of the statements within that standard and all the statements in the preceding standard(s)

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

31

Ofsted amp assessment ndash (HMCI letter to schools July 2014)

Schools will be expected to demonstrate (with evidence) their assessment of pupilsrsquo progress This will be reinforced by the revised focus of Ofsted inspections

Inspectors will

bull spend more time looking at a range of pupilrsquos work in order to consider what progress they are making

bull talk to leaders about the schoolrsquos use of formative and summative assessment and how this improves teaching and raises achievement

bull evaluate how well pupils are doing against age-related expectations as set out by the school and the National Curriculum (where this applies)

bull consider how the school uses assessment information

bull evaluate the way the school reports to parents on pupilsrsquo progress and attainment Inspectors will assess whether reports help parents to understand how their children are doing in relation to the standards expected

See the Common Inspection Framework (CIF) the School Inspection Handbook ndash September 2015 ndash and Ofsted Inspections clarification for schools March 2015 (Dispelling the myths about Ofstedrsquos inspections)

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

32

Ofsted expectations

Evidence for inspection Ofsted does not expect schools to provide evidence for inspection beyond that set out in the inspection

handbook

Ofsted will take a range of evidence into account when making judgements including published performance data the schoolrsquos in-year performance data and work in pupilsrsquo books and folders However unnecessary or extensive collections of marked pupilsrsquo work are not required for inspection

Ofsted does not expect performance and pupil-tracking data to be presented in a particular format Such data should be provided to inspectors in the format that the school would ordinarily use to track and monitor the progress of pupils in that school

Ofsted does not require teachers to undertake additional work or to ask pupils to undertake work specifically for the inspection

Ofsted will usually expect to see evidence of the monitoring of teaching and learning and its link to teachersrsquo performance management and the Teachersrsquo Standards but this should be the information that the school uses routinely and not additional evidence generated for inspection

Source Ofsted March 2015 No 140169 ndash re-stated in the School Inspection Handbook June 2015

Ofsted inspections ndash clarification for schools

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

Teacher Workload SurveyTeacher Survey ndash workload challenge October to November 2014 (48832 responses)

Key issues

There were two specific tasks that were reported as being burdensome for the majority of sample respondents

recording inputting monitoring and analysing data (56) excessivedepth of marking ndash detail and frequency required (53)

Drivers of workload

Respondents most commonly said that the burden of their workload was created by accountabilityperceived pressures of Ofsted (53) tasks set by seniormiddle leaders (51)

Working to policies set at localschool level (35) and policy change at national level (34) were also significant drivers for teacher workload

33Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

Three reports (DfE March 2016)

Eliminating unnecessary workload associated with data management

httpswwwgovukgovernmentpublicationsreducing-teacher-workload-data-management-review-group-report

Eliminating unnecessary workload around marking

httpswwwgovukgovernmentpublicationsreducing-teacher-workload-marking-policy-review-group-report

Eliminating unnecessary workload around planning and teaching resources

httpswwwgovukgovernmentpublicationsreducing-teacher-workload-planning-and-resources-group-report

34

Teacher Workload Survey

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

2 hellip providing written feedback on pupilsrsquo work ndash has become disproportionately valued by schools and has become unnecessarily burdensome for teachers

3 The quantity of feedback should not be confused with the quality

10 Marking has evolved into an unhelpful burden for teachers when the time it takes is not repaid in positive impact on pupilsrsquo progress This is frequently because it is serving a different purpose such as demonstrating teacher performance or to satisfy the requirements of other mainly adult audiences Too often it is the marking itself which is being monitored and commented on by leaders rather than pupil outcomes and progress as a result of quality feedback

12 Our remit was to pay particular attention to lsquodeep markingrsquo From a review of the educational literature there appears to be no broadly agreed definition for this term or any theoretical underpinning of its educational worth

8 In summary we recommend that all marking should be meaningful manageable and motivating This should be the perspective adopted by all engaged in education from classroom teachers to the Department for Education (DfE)

35

Teacher Workload Reports Eliminating unnecessary workload around Marking

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

4 Creating detailed plans can become a lsquobox-tickingrsquo exercise and create unnecessary workload for teachers taking time away from the real business of planning whilst offering lsquofalse comfortrsquo of purpose These burdensome and unhelpful practices have arisen due to the real and perceived demands made by Government and Ofsted and how school leaders and teachers have reacted to them

5 School leaders should evaluate how they view planning in their school All leaders have a key role in ensuring the availability of fully-resourced collaboratively developed schemes of work Once these are in place and individual teachers understand the lsquowhatrsquo and lsquowhyrsquo of the curriculum they can be freed to teach in a way that best suits their professional judgement and experience Access to good quality schemes of work should reduce workload rather than create it

36

Teacher Workload Reports Eliminating unnecessary workload around Planning amp Teaching Resources

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

6 This can only happen if Government and its agencies commit to sufficient lead-in times for changes for which the sector will have to undertake significant planning to implement This includes releasing relevant materials in good time

7 High quality resources including textbooks can support teaching reduce workload by teachers not having to lsquoreinvent the wheelrsquo and ensure high expectations of the content of lessons and conceptual knowledge

8 We recognised that there are cultural issues at play which should be challenged

27 If the benefits are not apparent in pupil outcomes then this amounts to unnecessary workload As John Hattie remarks lsquothere are a million resources available on the internet and creating more seems among the successful wastes of time in which teachers love to engagersquo2

29 We also feel strongly that any resource will only be truly effective when it is supported by high quality training and professional development Having a shared and secure understanding of what effective teaching and pupil understanding looks like to inform planning is essential as are collaborative planning approaches Access to effective plans and materials for new entrants to the profession will support their development and allow them to concentrate on teaching

37

Teacher Workload Reports Eliminating unnecessary workload around Planning amp Teaching Resources

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

Principles for planning

11 Five principles are set out below that we believe should be used to test practice and expectations in schools These are motivated by a desire to ensure that planning is productive and that workload for teachers is manageable

a Planning a sequence of lessons is more important than writing individual lesson plans

b Fully resourced schemes of work should be in place for all teachers to use each term

c Planning should not be done simply to please outside organisations

d Planning should take place in purposeful and well defined blocks of time

e Effective planning makes use of high quality resources

38

Teacher Workload Reports Eliminating unnecessary workload around Planning amp Teaching Resources

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

Tim Oates on Finland textbooks and workload

39

>

A culture of excessive data collection

Data has become an end in itself ndash divorced from the core purpose ndash improving outcomes for pupils

Do not assume data collection and analysis must continue because it always has

clarity of purpose needs to be clear

the process needs to be efficient

data need to be valid

40

Teacher Workload Reports Eliminating unnecessary workload associated with Data Management

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

14 The recent removal of lsquolevelsrsquo should be a positive step in terms of data management schools should not feel any pressure to create elaborate tracking systems or lsquoworking at gradersquo approaches Yet there is anecdotal evidence that schools are introducing complicated systems which mimic levels This is an attempt to overlay the old world onto the new and it creates unnecessary data burdens that should be avoided

41

Teacher Workload Reports Eliminating unnecessary workload associated with Data Management

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

Tim Oates on levels mastery compensatory and low quality assessment

42

>

14 The recent removal of lsquolevelsrsquo should be a positive step in terms of data management schools should not feel any pressure to create elaborate tracking systems or lsquoworking at gradersquo approaches Yet there is anecdotal evidence that schools are introducing complicated systems which mimic levels This is an attempt to overlay the old world onto the new and it creates unnecessary data burdens that should be avoided

16 Government should ensure that national curriculum policy does not place ill- considered demands on schools in relation to tracking progress Leaders should ensure that they have a curriculum that offers pupils a robust framework of teaching that builds in progression challenge and depth of knowledge Teachers should then make professional judgements of pupil attainment against key performance indicators ndash the big ideas that tell us whether a pupil understands and has grasped what they have been taught

18 Teachers need to know if pupils are on track to achieve end-of-year expectations whether pupils are where they should be but are best placed to make such judgements through their professional knowledge without recourse to elaborate assessment data generating and recording systems Government (including Regional Schools Commissioners) Ofsted local authorities and school leaders should support this approach

43

Teacher Workload Reports Eliminating unnecessary workload associated with Data Management

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

44

Impact of the changes and challenges ndash and the opportunity

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

45

The impacthellip

bull the curriculum content needs to be detailed and clearbull for qualifications linear courses need to carefully plannedbull standards of performance need to be challenging clearly articulated universally

understood and shared thereforebull progress needs to be understood articulated and evidencedbull transition needs more workhellip see Ofsted Key Stage 3 ndash the wasted years (10th

September 2015)

AndhellipTrust in ndash and within - the profession needs to be re-establishedbull Initial teacher training in assessment needs improvementbull professional development covering assessment should be targeted

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

46

The challengehellip

There are issues surrounding teacher assessment that have to do with potential bias application of different sometimes personal assessment criteria and differences in the available evidence base when implemented curricula and standards of judgement differ from class to class and school to school

Sandra Johnson A focus on teacher assessment reliability in GCSE and GCE Report for Ofqual 2011

However inspectors have noted worrying inconsistencies in teacher assessment at the end of Key Stage 1 In infant schools for example children are more likely to be assessed as reaching or exceeding the standards expected for their age than they are in all-through primary schools Moreover uneven moderation by local authorities of the work carried out by schools can lead to poor quality and unreliable assessment For these reasons I urge government to consider a return to external assessment at the end of Key Stage 1

HMCI Annual Report 201213

The Commission heard from the majority of those submitting evidence that there was a lack of trust in teacher assessment at the present time There is a worrying lack of trust in individual teacher-based assessment which emanates from within the profession itself

The NAHT Commission on Assessment (February 2014)

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

47

3

Red

14

92

Green

EmergingFruit

Beware mad numbers Meaning must be added - be careful when comparing two numbers that come from different contexts

Dog breeds

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

48

Beware mad numbers

But Spinal Taprsquos amplifier goes to 11hellip

Ampeg FenderMarshallhellip

Outstanding education through aw

esome technology

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

Mad Numbers - Dead Poets Society (1989)

Determining a poemrsquos greatness is a relatively simple matterhellip

lsquoIf the poems score for perfection is plotted on the horizontal of a graph and its importance is plotted on the vertical then calculating the total area of the poem yields the measure of its greatnessrsquo

Understanding Poetry Dr J Evans Pritchard PhD

ldquoExcrement

We are not laying pipeshelliprip out the pagerdquo

John Keating ndash teacher (Robin Williams)

x = Perfection

y =

Impo

rtanc

e

Byron sonnet

Shakespeare sonnet

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

50

So wherersquos the opportunity

Assessment as the pivotal point of teaching and learning

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

51Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

52

The opportunity

bull Making assessment about teaching and learning

bull Improved teacher subject knowledge

bull Quality assured assessments

bull Better skilled teachers with assessment expertise

bull Better use and development of robust research

bull Confidence

bull Trust in the professionhellip

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

53

A viable solution ndash a proposed curriculum amp assessment framework

bull that puts the curriculum to the fore

bull that provides a structured focus for assessment

bull provides a curriculum and assessment framework ndash built on sound practice and robust research

bull places assessment as integral to teaching and learning

bull addresses issues of validity and reliability and

bull most importantly places childrenrsquos learning as paramount

But it wonrsquot just happenhellip

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

Assessment Quality Assurance PlanAn Assessment Quality Assurance plan should present an organisational framework for all assessment activities within the centre There is no single way of organising or presenting such a framework but the information below outlines key areas that should be considered when designing developing or evaluating the centrersquos assessment practice

Principles of assessment

Reporting

Relationship with the stated curriculum

Common standards and expectations

Consistency

Staff training and development

Evaluation review amp accreditation

Impact on teaching and learning

Learner

Chartered Institute of Educational Assessors (CIEA)

54Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

Content of the curriculum is taken from the schoolrsquos curriculum which is matched to the New National Curriculum (NNC)

Any gaps between the school curriculum and the NNC must be filled

The curriculum content will reflect the entire yearrsquos delivery

Term one

The content here is driven by the topic or theme used to deliver the curriculum and provide assessment opportunities

Term two

Again the content is driven by the theme used to deliver the curriculum

Term three

Again the content is driven by the topic or theme At the end of the year the entire curriculum for that year will have been covered

Assessment criteria are taken from the NNC

Key Performance Indicators (KPIs) describe a group of individual criteria

Separate KPIs make up the end of year Performance Standards (PS) that is the expected performance at the end of the year and against which assessments are made at the end of the year

An individual pupilrsquos work can be kept to exemplify attainment against the KPI and PS This can be known as the exemplification of performance This work should be annotated to highlight the achievement

From individual pupilrsquos work the school can create a standards file showing achievement in all subjects at each level This will create a benchmark for assessment purposes in future years

The standards file can be used as and when necessary to take part in cross school moderation activities when the standards can be agreed or altered according to decisions at the moderation

Term one

KPIs clearly stated for each topic or theme

Term two

KPIs clearly stated for each topic or theme

Term three

KPIs clearly stated for each topic or theme

Establishing a curriculum amp assessment framework ndash NAHT assessment model

55Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

Content of the curriculum is taken from the schoolrsquos curriculum which is matched to the New National Curriculum (NNC)

Any gaps between the school curriculum and the NNC must be filled

The curriculum content will reflect the entire yearrsquos delivery

Term one

The content here is driven by the topic or theme used to deliver the curriculum and provide assessment opportunities

Term two

Again the content is driven by the theme used to deliver the curriculum

Term three

Again the content is driven by the topic or theme At the end of the year the entire curriculum for that year will have been covered

Assessment criteria are taken from the NNC

Key Performance Indicators (KPIs) describe a group of individual criteria

Separate KPIs make up the end of year Performance Standards (PS) that is the expected performance at the end of the year and against which assessments are made at the end of the year

An individual pupilrsquos work can be kept to exemplify attainment against the KPI and PS This can be known as the exemplification of performance This work should be annotated to highlight the achievement

From individual pupilrsquos work the school can create a standards file showing achievement in all subjects at each level This will create a benchmark for assessment purposes in future years

The standards file can be used as and when necessary to take part in cross school moderation activities when the standards can be agreed or altered according to decisions at the moderation

Term one

KPIs clearly stated for each topic or theme

Term two

KPIs clearly stated for each topic or theme

Term three

KPIs clearly stated for each topic or theme

Establishing a curriculum amp assessment framework ndash NAHT assessment model

56Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

57

Selecting KPIs ndash extract from the National Curriculum year 1 programme of study

Reading ndash word reading (statutory requirements) Pupils should be taught to bull apply phonic knowledge and skills as the route to decode words bull respond speedily with the correct sound to graphemes (letters or groups of letters) for all 40+ phonemes including

where applicable alternative sounds for graphemes bull read accurately by blending sounds in unfamiliar words containing GPCs that have been taught bull read common exception words noting unusual correspondences between spelling and sound and where these

occur in the word bull read words containing taught GPCs and ndashs ndashes ndashing ndashed ndasher and ndashest endings bull read other words of more than one syllable that contain taught GPCs bull read words with contractions [for example Irsquom Irsquoll wersquoll] and understand that the apostrophe represents the omitted

letter(s) bull read aloud accurately books that are consistent with their developing phonic knowledge and that do not require them

to use other strategies to work out words bull re-read these books to build up their fluency and confidence in word reading

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

58

Selecting KPIs ndash extract from the National Curriculum year 1 programme of study

Reading ndash word reading (statutory requirements) Pupils should be taught to bull apply phonic knowledge and skills as the route to decode words bull respond speedily with the correct sound to graphemes (letters or groups of letters) for all 40+ phonemes

including where applicable alternative sounds for graphemes bull read accurately by blending sounds in unfamiliar words containing GPCs that have been taught bull read common exception words noting unusual correspondences between spelling and sound and where these

occur in the word bull read words containing taught GPCs and ndashs ndashes ndashing ndashed ndasher and ndashest endings bull read other words of more than one syllable that contain taught GPCs bull read words with contractions [for example Irsquom Irsquoll wersquoll] and understand that the apostrophe represents the omitted

letter(s) bull read aloud accurately books that are consistent with their developing phonic knowledge and that do not

require them to use other strategies to work out words bull re-read these books to build up their fluency and confidence in word reading

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

59

National and school curriculum - measuring and recording progress across key stages ndash NAHT assessment model

Key performance indicators Performance standard

Responds speedily with the correct sound to graphemes (letters or groups of letters) for all 40+ phonemes including where applicable alternative sounds for graphemes Reads accurately by blending sounds in unfamiliar words Reads common exception words Reads aloud accurately books that are consistent with their developing phonic knowledge and that do not require them to use other strategies to work out words Develops pleasure in reading motivation to read vocabulary and understanding by

Listening to and discussing a wide range of poems stories and non-fiction at a level beyond that at which they can read independently

With reference to the KPIs By the end of Y1 a child should be able to read all common graphemes and be able to read unfamiliar words containing these graphemes accurately and without undue hesitation by sounding them out in books that are matched closely to the level of word reading knowledge A child should be able to read many common words containing GPCs taught so far such as shout hand stop or dream without needing to blend the sounds out loud first Reading of common exception words such as you could many or people should be secure meaning a child can read them easily and automatically A child can read words with suffixes with support to build on the root words that can be read already

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

60

Tim Oates on granular assessment

- and access to the whole curriculum

>

61

Recording performance using KPIs

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

62

Standardisation

bull Standardisation is the procedure that ensures that all assessors involved in the assessment of pupilsrsquo performances do so accurately and consistently

bull Standardisation establishes a common standard of marking linked to the standard set for the work being assessed that helps maintain quality of marking

bull Assessments need to be standardised administered fixed in their scope and level of difficulty and marked consistently

bull The procedure is carried out before anyone assesses a piece of work

bull The procedure is managed by someone who is confident in applying the standard In external summative tests this would be carried out by the senior examiner or even electronically

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

63

Moderation

bull Moderation is the process through which an assessment is monitored within an institution or across institutions to ensure that the assessment is reliable fair and consistent with required standards

bull The moderator takes samples of other assessorsrsquo work during the assessment process and feeds back to the assessor accurate harsh lenient inconsistent This allows for the assessments to be standardised across a team of assessors

bull Once assessments have been standardised moderated and agreed internally representative samples can be entered into a standards file This can be used for future reference to help in standardisation procedures

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

64

Using the framework ndash NAHT exemplification

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

65

bull Does the product support the schoolrsquos policy on assessment

bull To what extent will the assessment tool support delivery of that policy

bull Is the assessment approach implied by the assessment tool credible

bull Does the tool provide good value

Source The Commission on Assessment Without Levels Evaluating external systems (July 2015 v September 2015)

Are teachers equipped to use the tools

Finding the right solution

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

66

Teaching learning and assessment

Itrsquos not just about getting the right assessment tool for the job

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

Using the framework ndash NaaceFrogEducation exemplification

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

68Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

69

Using the frameworkThe curriculum is key ndash

- the Intended curriculum - the Enacted curriculum - the Assessed curriculum - the Learned curriculum

(See Tim Oates Cambridge Assessment)

bull Clearly agreed understood and articulated progress

bull Assessment needs to be robust ndash what why when how reporting results and

ldquoDonrsquot assess everything that moves just the key conceptsrdquo

(Tim Oates)

bull KPIs and Performance Standards

bull Standardisation moderation and exemplification of performance standards are essential

bull Useful and meaningful reporting

bull Challenge itFrog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

70

SupportNAHT Assessment Commission ndash February 2014

DfE Assessment Principles

NAHT Assessment Framework and exemplification

The Commission on Assessment without Levels (July 2015 ndash September 2015)

NAHT courses - lsquoNAHTs assessment framework good practice in a world without levelsrsquo see httpwwwnahtorgukwelcomenaht-eventscourses-listnahts-assessment-framework

The Chartered Institute of Educational Assessors (CIEA) ndash Excellence in Assessment (Schools) an accreditation of the procedures processes and systems that schools and academies have in place to manage and implement assessment As an accreditation process rather than an inspectionhttpcieaorguktrainingexcellence-assessment-schools excellencecieaorguk

The Cambridge Approach Principles for designing administering and evaluating assessment Tim Oates January 2009

Communities of professional practice

FrogEducation wwwfrogeducationcom Tel 01422 250 800

Ofsted Inspection Framework ndash September 2015

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

Understanding progression

Age 5

Age 7

Age 11 Age 16

Age 18

Baseline assessment

KS1 assessment

KS2 assessment

GCSE assessment

GCE assessmentExpected standard

(L2)

(L4b)

G5

A

25

copy Mick Walker April14

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

Assessment

26Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

Teacher assessment

lsquoBest-fitrsquo judgements replaced by mastery model to secure key learning

Level descriptions replaced by lsquopupil canrsquo statements in the interim TA frameworks

Removal of link between in-school formative assessment and national summative assessment

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

Accurate teacher assessment and verification of the new standards requireshellipSecure knowledge and understanding of the statements for each standard within the interim teacher assessment frameworks for writing (KS1 and KS2)Greater depth of subject knowledge and understanding of the grammatical terminology required by the KS1 and KS2 programmes of studyFamiliarity with the English programme of study and associated appendices (spelling and vocabulary grammar and punctuation) relating to writing in the 2014 national curriculum

Implications for practice

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

29

attainment of all the lsquopupil canrsquo statements

Wersquove been here beforehellip

Geography 1991

5 attainment targets and 10 levels

lsquoBest fitrsquo introduced following Dearing Review 1995

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

30

attainment of all the lsquopupil canrsquo statements

Wersquove been here beforehellipAND WErsquoRE BACK

To demonstrate that pupils have met a standard within this interim framework teachers will need to have evidence that a pupil demonstrates attainment of all of the statements within that standard and all the statements in the preceding standard(s)

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

31

Ofsted amp assessment ndash (HMCI letter to schools July 2014)

Schools will be expected to demonstrate (with evidence) their assessment of pupilsrsquo progress This will be reinforced by the revised focus of Ofsted inspections

Inspectors will

bull spend more time looking at a range of pupilrsquos work in order to consider what progress they are making

bull talk to leaders about the schoolrsquos use of formative and summative assessment and how this improves teaching and raises achievement

bull evaluate how well pupils are doing against age-related expectations as set out by the school and the National Curriculum (where this applies)

bull consider how the school uses assessment information

bull evaluate the way the school reports to parents on pupilsrsquo progress and attainment Inspectors will assess whether reports help parents to understand how their children are doing in relation to the standards expected

See the Common Inspection Framework (CIF) the School Inspection Handbook ndash September 2015 ndash and Ofsted Inspections clarification for schools March 2015 (Dispelling the myths about Ofstedrsquos inspections)

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

32

Ofsted expectations

Evidence for inspection Ofsted does not expect schools to provide evidence for inspection beyond that set out in the inspection

handbook

Ofsted will take a range of evidence into account when making judgements including published performance data the schoolrsquos in-year performance data and work in pupilsrsquo books and folders However unnecessary or extensive collections of marked pupilsrsquo work are not required for inspection

Ofsted does not expect performance and pupil-tracking data to be presented in a particular format Such data should be provided to inspectors in the format that the school would ordinarily use to track and monitor the progress of pupils in that school

Ofsted does not require teachers to undertake additional work or to ask pupils to undertake work specifically for the inspection

Ofsted will usually expect to see evidence of the monitoring of teaching and learning and its link to teachersrsquo performance management and the Teachersrsquo Standards but this should be the information that the school uses routinely and not additional evidence generated for inspection

Source Ofsted March 2015 No 140169 ndash re-stated in the School Inspection Handbook June 2015

Ofsted inspections ndash clarification for schools

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

Teacher Workload SurveyTeacher Survey ndash workload challenge October to November 2014 (48832 responses)

Key issues

There were two specific tasks that were reported as being burdensome for the majority of sample respondents

recording inputting monitoring and analysing data (56) excessivedepth of marking ndash detail and frequency required (53)

Drivers of workload

Respondents most commonly said that the burden of their workload was created by accountabilityperceived pressures of Ofsted (53) tasks set by seniormiddle leaders (51)

Working to policies set at localschool level (35) and policy change at national level (34) were also significant drivers for teacher workload

33Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

Three reports (DfE March 2016)

Eliminating unnecessary workload associated with data management

httpswwwgovukgovernmentpublicationsreducing-teacher-workload-data-management-review-group-report

Eliminating unnecessary workload around marking

httpswwwgovukgovernmentpublicationsreducing-teacher-workload-marking-policy-review-group-report

Eliminating unnecessary workload around planning and teaching resources

httpswwwgovukgovernmentpublicationsreducing-teacher-workload-planning-and-resources-group-report

34

Teacher Workload Survey

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

2 hellip providing written feedback on pupilsrsquo work ndash has become disproportionately valued by schools and has become unnecessarily burdensome for teachers

3 The quantity of feedback should not be confused with the quality

10 Marking has evolved into an unhelpful burden for teachers when the time it takes is not repaid in positive impact on pupilsrsquo progress This is frequently because it is serving a different purpose such as demonstrating teacher performance or to satisfy the requirements of other mainly adult audiences Too often it is the marking itself which is being monitored and commented on by leaders rather than pupil outcomes and progress as a result of quality feedback

12 Our remit was to pay particular attention to lsquodeep markingrsquo From a review of the educational literature there appears to be no broadly agreed definition for this term or any theoretical underpinning of its educational worth

8 In summary we recommend that all marking should be meaningful manageable and motivating This should be the perspective adopted by all engaged in education from classroom teachers to the Department for Education (DfE)

35

Teacher Workload Reports Eliminating unnecessary workload around Marking

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

4 Creating detailed plans can become a lsquobox-tickingrsquo exercise and create unnecessary workload for teachers taking time away from the real business of planning whilst offering lsquofalse comfortrsquo of purpose These burdensome and unhelpful practices have arisen due to the real and perceived demands made by Government and Ofsted and how school leaders and teachers have reacted to them

5 School leaders should evaluate how they view planning in their school All leaders have a key role in ensuring the availability of fully-resourced collaboratively developed schemes of work Once these are in place and individual teachers understand the lsquowhatrsquo and lsquowhyrsquo of the curriculum they can be freed to teach in a way that best suits their professional judgement and experience Access to good quality schemes of work should reduce workload rather than create it

36

Teacher Workload Reports Eliminating unnecessary workload around Planning amp Teaching Resources

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

6 This can only happen if Government and its agencies commit to sufficient lead-in times for changes for which the sector will have to undertake significant planning to implement This includes releasing relevant materials in good time

7 High quality resources including textbooks can support teaching reduce workload by teachers not having to lsquoreinvent the wheelrsquo and ensure high expectations of the content of lessons and conceptual knowledge

8 We recognised that there are cultural issues at play which should be challenged

27 If the benefits are not apparent in pupil outcomes then this amounts to unnecessary workload As John Hattie remarks lsquothere are a million resources available on the internet and creating more seems among the successful wastes of time in which teachers love to engagersquo2

29 We also feel strongly that any resource will only be truly effective when it is supported by high quality training and professional development Having a shared and secure understanding of what effective teaching and pupil understanding looks like to inform planning is essential as are collaborative planning approaches Access to effective plans and materials for new entrants to the profession will support their development and allow them to concentrate on teaching

37

Teacher Workload Reports Eliminating unnecessary workload around Planning amp Teaching Resources

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

Principles for planning

11 Five principles are set out below that we believe should be used to test practice and expectations in schools These are motivated by a desire to ensure that planning is productive and that workload for teachers is manageable

a Planning a sequence of lessons is more important than writing individual lesson plans

b Fully resourced schemes of work should be in place for all teachers to use each term

c Planning should not be done simply to please outside organisations

d Planning should take place in purposeful and well defined blocks of time

e Effective planning makes use of high quality resources

38

Teacher Workload Reports Eliminating unnecessary workload around Planning amp Teaching Resources

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

Tim Oates on Finland textbooks and workload

39

>

A culture of excessive data collection

Data has become an end in itself ndash divorced from the core purpose ndash improving outcomes for pupils

Do not assume data collection and analysis must continue because it always has

clarity of purpose needs to be clear

the process needs to be efficient

data need to be valid

40

Teacher Workload Reports Eliminating unnecessary workload associated with Data Management

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

14 The recent removal of lsquolevelsrsquo should be a positive step in terms of data management schools should not feel any pressure to create elaborate tracking systems or lsquoworking at gradersquo approaches Yet there is anecdotal evidence that schools are introducing complicated systems which mimic levels This is an attempt to overlay the old world onto the new and it creates unnecessary data burdens that should be avoided

41

Teacher Workload Reports Eliminating unnecessary workload associated with Data Management

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

Tim Oates on levels mastery compensatory and low quality assessment

42

>

14 The recent removal of lsquolevelsrsquo should be a positive step in terms of data management schools should not feel any pressure to create elaborate tracking systems or lsquoworking at gradersquo approaches Yet there is anecdotal evidence that schools are introducing complicated systems which mimic levels This is an attempt to overlay the old world onto the new and it creates unnecessary data burdens that should be avoided

16 Government should ensure that national curriculum policy does not place ill- considered demands on schools in relation to tracking progress Leaders should ensure that they have a curriculum that offers pupils a robust framework of teaching that builds in progression challenge and depth of knowledge Teachers should then make professional judgements of pupil attainment against key performance indicators ndash the big ideas that tell us whether a pupil understands and has grasped what they have been taught

18 Teachers need to know if pupils are on track to achieve end-of-year expectations whether pupils are where they should be but are best placed to make such judgements through their professional knowledge without recourse to elaborate assessment data generating and recording systems Government (including Regional Schools Commissioners) Ofsted local authorities and school leaders should support this approach

43

Teacher Workload Reports Eliminating unnecessary workload associated with Data Management

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

44

Impact of the changes and challenges ndash and the opportunity

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

45

The impacthellip

bull the curriculum content needs to be detailed and clearbull for qualifications linear courses need to carefully plannedbull standards of performance need to be challenging clearly articulated universally

understood and shared thereforebull progress needs to be understood articulated and evidencedbull transition needs more workhellip see Ofsted Key Stage 3 ndash the wasted years (10th

September 2015)

AndhellipTrust in ndash and within - the profession needs to be re-establishedbull Initial teacher training in assessment needs improvementbull professional development covering assessment should be targeted

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

46

The challengehellip

There are issues surrounding teacher assessment that have to do with potential bias application of different sometimes personal assessment criteria and differences in the available evidence base when implemented curricula and standards of judgement differ from class to class and school to school

Sandra Johnson A focus on teacher assessment reliability in GCSE and GCE Report for Ofqual 2011

However inspectors have noted worrying inconsistencies in teacher assessment at the end of Key Stage 1 In infant schools for example children are more likely to be assessed as reaching or exceeding the standards expected for their age than they are in all-through primary schools Moreover uneven moderation by local authorities of the work carried out by schools can lead to poor quality and unreliable assessment For these reasons I urge government to consider a return to external assessment at the end of Key Stage 1

HMCI Annual Report 201213

The Commission heard from the majority of those submitting evidence that there was a lack of trust in teacher assessment at the present time There is a worrying lack of trust in individual teacher-based assessment which emanates from within the profession itself

The NAHT Commission on Assessment (February 2014)

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

47

3

Red

14

92

Green

EmergingFruit

Beware mad numbers Meaning must be added - be careful when comparing two numbers that come from different contexts

Dog breeds

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

48

Beware mad numbers

But Spinal Taprsquos amplifier goes to 11hellip

Ampeg FenderMarshallhellip

Outstanding education through aw

esome technology

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

Mad Numbers - Dead Poets Society (1989)

Determining a poemrsquos greatness is a relatively simple matterhellip

lsquoIf the poems score for perfection is plotted on the horizontal of a graph and its importance is plotted on the vertical then calculating the total area of the poem yields the measure of its greatnessrsquo

Understanding Poetry Dr J Evans Pritchard PhD

ldquoExcrement

We are not laying pipeshelliprip out the pagerdquo

John Keating ndash teacher (Robin Williams)

x = Perfection

y =

Impo

rtanc

e

Byron sonnet

Shakespeare sonnet

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

50

So wherersquos the opportunity

Assessment as the pivotal point of teaching and learning

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

51Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

52

The opportunity

bull Making assessment about teaching and learning

bull Improved teacher subject knowledge

bull Quality assured assessments

bull Better skilled teachers with assessment expertise

bull Better use and development of robust research

bull Confidence

bull Trust in the professionhellip

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

53

A viable solution ndash a proposed curriculum amp assessment framework

bull that puts the curriculum to the fore

bull that provides a structured focus for assessment

bull provides a curriculum and assessment framework ndash built on sound practice and robust research

bull places assessment as integral to teaching and learning

bull addresses issues of validity and reliability and

bull most importantly places childrenrsquos learning as paramount

But it wonrsquot just happenhellip

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

Assessment Quality Assurance PlanAn Assessment Quality Assurance plan should present an organisational framework for all assessment activities within the centre There is no single way of organising or presenting such a framework but the information below outlines key areas that should be considered when designing developing or evaluating the centrersquos assessment practice

Principles of assessment

Reporting

Relationship with the stated curriculum

Common standards and expectations

Consistency

Staff training and development

Evaluation review amp accreditation

Impact on teaching and learning

Learner

Chartered Institute of Educational Assessors (CIEA)

54Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

Content of the curriculum is taken from the schoolrsquos curriculum which is matched to the New National Curriculum (NNC)

Any gaps between the school curriculum and the NNC must be filled

The curriculum content will reflect the entire yearrsquos delivery

Term one

The content here is driven by the topic or theme used to deliver the curriculum and provide assessment opportunities

Term two

Again the content is driven by the theme used to deliver the curriculum

Term three

Again the content is driven by the topic or theme At the end of the year the entire curriculum for that year will have been covered

Assessment criteria are taken from the NNC

Key Performance Indicators (KPIs) describe a group of individual criteria

Separate KPIs make up the end of year Performance Standards (PS) that is the expected performance at the end of the year and against which assessments are made at the end of the year

An individual pupilrsquos work can be kept to exemplify attainment against the KPI and PS This can be known as the exemplification of performance This work should be annotated to highlight the achievement

From individual pupilrsquos work the school can create a standards file showing achievement in all subjects at each level This will create a benchmark for assessment purposes in future years

The standards file can be used as and when necessary to take part in cross school moderation activities when the standards can be agreed or altered according to decisions at the moderation

Term one

KPIs clearly stated for each topic or theme

Term two

KPIs clearly stated for each topic or theme

Term three

KPIs clearly stated for each topic or theme

Establishing a curriculum amp assessment framework ndash NAHT assessment model

55Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

Content of the curriculum is taken from the schoolrsquos curriculum which is matched to the New National Curriculum (NNC)

Any gaps between the school curriculum and the NNC must be filled

The curriculum content will reflect the entire yearrsquos delivery

Term one

The content here is driven by the topic or theme used to deliver the curriculum and provide assessment opportunities

Term two

Again the content is driven by the theme used to deliver the curriculum

Term three

Again the content is driven by the topic or theme At the end of the year the entire curriculum for that year will have been covered

Assessment criteria are taken from the NNC

Key Performance Indicators (KPIs) describe a group of individual criteria

Separate KPIs make up the end of year Performance Standards (PS) that is the expected performance at the end of the year and against which assessments are made at the end of the year

An individual pupilrsquos work can be kept to exemplify attainment against the KPI and PS This can be known as the exemplification of performance This work should be annotated to highlight the achievement

From individual pupilrsquos work the school can create a standards file showing achievement in all subjects at each level This will create a benchmark for assessment purposes in future years

The standards file can be used as and when necessary to take part in cross school moderation activities when the standards can be agreed or altered according to decisions at the moderation

Term one

KPIs clearly stated for each topic or theme

Term two

KPIs clearly stated for each topic or theme

Term three

KPIs clearly stated for each topic or theme

Establishing a curriculum amp assessment framework ndash NAHT assessment model

56Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

57

Selecting KPIs ndash extract from the National Curriculum year 1 programme of study

Reading ndash word reading (statutory requirements) Pupils should be taught to bull apply phonic knowledge and skills as the route to decode words bull respond speedily with the correct sound to graphemes (letters or groups of letters) for all 40+ phonemes including

where applicable alternative sounds for graphemes bull read accurately by blending sounds in unfamiliar words containing GPCs that have been taught bull read common exception words noting unusual correspondences between spelling and sound and where these

occur in the word bull read words containing taught GPCs and ndashs ndashes ndashing ndashed ndasher and ndashest endings bull read other words of more than one syllable that contain taught GPCs bull read words with contractions [for example Irsquom Irsquoll wersquoll] and understand that the apostrophe represents the omitted

letter(s) bull read aloud accurately books that are consistent with their developing phonic knowledge and that do not require them

to use other strategies to work out words bull re-read these books to build up their fluency and confidence in word reading

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

58

Selecting KPIs ndash extract from the National Curriculum year 1 programme of study

Reading ndash word reading (statutory requirements) Pupils should be taught to bull apply phonic knowledge and skills as the route to decode words bull respond speedily with the correct sound to graphemes (letters or groups of letters) for all 40+ phonemes

including where applicable alternative sounds for graphemes bull read accurately by blending sounds in unfamiliar words containing GPCs that have been taught bull read common exception words noting unusual correspondences between spelling and sound and where these

occur in the word bull read words containing taught GPCs and ndashs ndashes ndashing ndashed ndasher and ndashest endings bull read other words of more than one syllable that contain taught GPCs bull read words with contractions [for example Irsquom Irsquoll wersquoll] and understand that the apostrophe represents the omitted

letter(s) bull read aloud accurately books that are consistent with their developing phonic knowledge and that do not

require them to use other strategies to work out words bull re-read these books to build up their fluency and confidence in word reading

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

59

National and school curriculum - measuring and recording progress across key stages ndash NAHT assessment model

Key performance indicators Performance standard

Responds speedily with the correct sound to graphemes (letters or groups of letters) for all 40+ phonemes including where applicable alternative sounds for graphemes Reads accurately by blending sounds in unfamiliar words Reads common exception words Reads aloud accurately books that are consistent with their developing phonic knowledge and that do not require them to use other strategies to work out words Develops pleasure in reading motivation to read vocabulary and understanding by

Listening to and discussing a wide range of poems stories and non-fiction at a level beyond that at which they can read independently

With reference to the KPIs By the end of Y1 a child should be able to read all common graphemes and be able to read unfamiliar words containing these graphemes accurately and without undue hesitation by sounding them out in books that are matched closely to the level of word reading knowledge A child should be able to read many common words containing GPCs taught so far such as shout hand stop or dream without needing to blend the sounds out loud first Reading of common exception words such as you could many or people should be secure meaning a child can read them easily and automatically A child can read words with suffixes with support to build on the root words that can be read already

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

60

Tim Oates on granular assessment

- and access to the whole curriculum

>

61

Recording performance using KPIs

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

62

Standardisation

bull Standardisation is the procedure that ensures that all assessors involved in the assessment of pupilsrsquo performances do so accurately and consistently

bull Standardisation establishes a common standard of marking linked to the standard set for the work being assessed that helps maintain quality of marking

bull Assessments need to be standardised administered fixed in their scope and level of difficulty and marked consistently

bull The procedure is carried out before anyone assesses a piece of work

bull The procedure is managed by someone who is confident in applying the standard In external summative tests this would be carried out by the senior examiner or even electronically

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

63

Moderation

bull Moderation is the process through which an assessment is monitored within an institution or across institutions to ensure that the assessment is reliable fair and consistent with required standards

bull The moderator takes samples of other assessorsrsquo work during the assessment process and feeds back to the assessor accurate harsh lenient inconsistent This allows for the assessments to be standardised across a team of assessors

bull Once assessments have been standardised moderated and agreed internally representative samples can be entered into a standards file This can be used for future reference to help in standardisation procedures

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

64

Using the framework ndash NAHT exemplification

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

65

bull Does the product support the schoolrsquos policy on assessment

bull To what extent will the assessment tool support delivery of that policy

bull Is the assessment approach implied by the assessment tool credible

bull Does the tool provide good value

Source The Commission on Assessment Without Levels Evaluating external systems (July 2015 v September 2015)

Are teachers equipped to use the tools

Finding the right solution

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

66

Teaching learning and assessment

Itrsquos not just about getting the right assessment tool for the job

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

Using the framework ndash NaaceFrogEducation exemplification

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

68Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

69

Using the frameworkThe curriculum is key ndash

- the Intended curriculum - the Enacted curriculum - the Assessed curriculum - the Learned curriculum

(See Tim Oates Cambridge Assessment)

bull Clearly agreed understood and articulated progress

bull Assessment needs to be robust ndash what why when how reporting results and

ldquoDonrsquot assess everything that moves just the key conceptsrdquo

(Tim Oates)

bull KPIs and Performance Standards

bull Standardisation moderation and exemplification of performance standards are essential

bull Useful and meaningful reporting

bull Challenge itFrog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

70

SupportNAHT Assessment Commission ndash February 2014

DfE Assessment Principles

NAHT Assessment Framework and exemplification

The Commission on Assessment without Levels (July 2015 ndash September 2015)

NAHT courses - lsquoNAHTs assessment framework good practice in a world without levelsrsquo see httpwwwnahtorgukwelcomenaht-eventscourses-listnahts-assessment-framework

The Chartered Institute of Educational Assessors (CIEA) ndash Excellence in Assessment (Schools) an accreditation of the procedures processes and systems that schools and academies have in place to manage and implement assessment As an accreditation process rather than an inspectionhttpcieaorguktrainingexcellence-assessment-schools excellencecieaorguk

The Cambridge Approach Principles for designing administering and evaluating assessment Tim Oates January 2009

Communities of professional practice

FrogEducation wwwfrogeducationcom Tel 01422 250 800

Ofsted Inspection Framework ndash September 2015

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

Assessment

26Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

Teacher assessment

lsquoBest-fitrsquo judgements replaced by mastery model to secure key learning

Level descriptions replaced by lsquopupil canrsquo statements in the interim TA frameworks

Removal of link between in-school formative assessment and national summative assessment

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

Accurate teacher assessment and verification of the new standards requireshellipSecure knowledge and understanding of the statements for each standard within the interim teacher assessment frameworks for writing (KS1 and KS2)Greater depth of subject knowledge and understanding of the grammatical terminology required by the KS1 and KS2 programmes of studyFamiliarity with the English programme of study and associated appendices (spelling and vocabulary grammar and punctuation) relating to writing in the 2014 national curriculum

Implications for practice

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

29

attainment of all the lsquopupil canrsquo statements

Wersquove been here beforehellip

Geography 1991

5 attainment targets and 10 levels

lsquoBest fitrsquo introduced following Dearing Review 1995

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

30

attainment of all the lsquopupil canrsquo statements

Wersquove been here beforehellipAND WErsquoRE BACK

To demonstrate that pupils have met a standard within this interim framework teachers will need to have evidence that a pupil demonstrates attainment of all of the statements within that standard and all the statements in the preceding standard(s)

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

31

Ofsted amp assessment ndash (HMCI letter to schools July 2014)

Schools will be expected to demonstrate (with evidence) their assessment of pupilsrsquo progress This will be reinforced by the revised focus of Ofsted inspections

Inspectors will

bull spend more time looking at a range of pupilrsquos work in order to consider what progress they are making

bull talk to leaders about the schoolrsquos use of formative and summative assessment and how this improves teaching and raises achievement

bull evaluate how well pupils are doing against age-related expectations as set out by the school and the National Curriculum (where this applies)

bull consider how the school uses assessment information

bull evaluate the way the school reports to parents on pupilsrsquo progress and attainment Inspectors will assess whether reports help parents to understand how their children are doing in relation to the standards expected

See the Common Inspection Framework (CIF) the School Inspection Handbook ndash September 2015 ndash and Ofsted Inspections clarification for schools March 2015 (Dispelling the myths about Ofstedrsquos inspections)

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

32

Ofsted expectations

Evidence for inspection Ofsted does not expect schools to provide evidence for inspection beyond that set out in the inspection

handbook

Ofsted will take a range of evidence into account when making judgements including published performance data the schoolrsquos in-year performance data and work in pupilsrsquo books and folders However unnecessary or extensive collections of marked pupilsrsquo work are not required for inspection

Ofsted does not expect performance and pupil-tracking data to be presented in a particular format Such data should be provided to inspectors in the format that the school would ordinarily use to track and monitor the progress of pupils in that school

Ofsted does not require teachers to undertake additional work or to ask pupils to undertake work specifically for the inspection

Ofsted will usually expect to see evidence of the monitoring of teaching and learning and its link to teachersrsquo performance management and the Teachersrsquo Standards but this should be the information that the school uses routinely and not additional evidence generated for inspection

Source Ofsted March 2015 No 140169 ndash re-stated in the School Inspection Handbook June 2015

Ofsted inspections ndash clarification for schools

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

Teacher Workload SurveyTeacher Survey ndash workload challenge October to November 2014 (48832 responses)

Key issues

There were two specific tasks that were reported as being burdensome for the majority of sample respondents

recording inputting monitoring and analysing data (56) excessivedepth of marking ndash detail and frequency required (53)

Drivers of workload

Respondents most commonly said that the burden of their workload was created by accountabilityperceived pressures of Ofsted (53) tasks set by seniormiddle leaders (51)

Working to policies set at localschool level (35) and policy change at national level (34) were also significant drivers for teacher workload

33Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

Three reports (DfE March 2016)

Eliminating unnecessary workload associated with data management

httpswwwgovukgovernmentpublicationsreducing-teacher-workload-data-management-review-group-report

Eliminating unnecessary workload around marking

httpswwwgovukgovernmentpublicationsreducing-teacher-workload-marking-policy-review-group-report

Eliminating unnecessary workload around planning and teaching resources

httpswwwgovukgovernmentpublicationsreducing-teacher-workload-planning-and-resources-group-report

34

Teacher Workload Survey

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

2 hellip providing written feedback on pupilsrsquo work ndash has become disproportionately valued by schools and has become unnecessarily burdensome for teachers

3 The quantity of feedback should not be confused with the quality

10 Marking has evolved into an unhelpful burden for teachers when the time it takes is not repaid in positive impact on pupilsrsquo progress This is frequently because it is serving a different purpose such as demonstrating teacher performance or to satisfy the requirements of other mainly adult audiences Too often it is the marking itself which is being monitored and commented on by leaders rather than pupil outcomes and progress as a result of quality feedback

12 Our remit was to pay particular attention to lsquodeep markingrsquo From a review of the educational literature there appears to be no broadly agreed definition for this term or any theoretical underpinning of its educational worth

8 In summary we recommend that all marking should be meaningful manageable and motivating This should be the perspective adopted by all engaged in education from classroom teachers to the Department for Education (DfE)

35

Teacher Workload Reports Eliminating unnecessary workload around Marking

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

4 Creating detailed plans can become a lsquobox-tickingrsquo exercise and create unnecessary workload for teachers taking time away from the real business of planning whilst offering lsquofalse comfortrsquo of purpose These burdensome and unhelpful practices have arisen due to the real and perceived demands made by Government and Ofsted and how school leaders and teachers have reacted to them

5 School leaders should evaluate how they view planning in their school All leaders have a key role in ensuring the availability of fully-resourced collaboratively developed schemes of work Once these are in place and individual teachers understand the lsquowhatrsquo and lsquowhyrsquo of the curriculum they can be freed to teach in a way that best suits their professional judgement and experience Access to good quality schemes of work should reduce workload rather than create it

36

Teacher Workload Reports Eliminating unnecessary workload around Planning amp Teaching Resources

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

6 This can only happen if Government and its agencies commit to sufficient lead-in times for changes for which the sector will have to undertake significant planning to implement This includes releasing relevant materials in good time

7 High quality resources including textbooks can support teaching reduce workload by teachers not having to lsquoreinvent the wheelrsquo and ensure high expectations of the content of lessons and conceptual knowledge

8 We recognised that there are cultural issues at play which should be challenged

27 If the benefits are not apparent in pupil outcomes then this amounts to unnecessary workload As John Hattie remarks lsquothere are a million resources available on the internet and creating more seems among the successful wastes of time in which teachers love to engagersquo2

29 We also feel strongly that any resource will only be truly effective when it is supported by high quality training and professional development Having a shared and secure understanding of what effective teaching and pupil understanding looks like to inform planning is essential as are collaborative planning approaches Access to effective plans and materials for new entrants to the profession will support their development and allow them to concentrate on teaching

37

Teacher Workload Reports Eliminating unnecessary workload around Planning amp Teaching Resources

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

Principles for planning

11 Five principles are set out below that we believe should be used to test practice and expectations in schools These are motivated by a desire to ensure that planning is productive and that workload for teachers is manageable

a Planning a sequence of lessons is more important than writing individual lesson plans

b Fully resourced schemes of work should be in place for all teachers to use each term

c Planning should not be done simply to please outside organisations

d Planning should take place in purposeful and well defined blocks of time

e Effective planning makes use of high quality resources

38

Teacher Workload Reports Eliminating unnecessary workload around Planning amp Teaching Resources

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

Tim Oates on Finland textbooks and workload

39

>

A culture of excessive data collection

Data has become an end in itself ndash divorced from the core purpose ndash improving outcomes for pupils

Do not assume data collection and analysis must continue because it always has

clarity of purpose needs to be clear

the process needs to be efficient

data need to be valid

40

Teacher Workload Reports Eliminating unnecessary workload associated with Data Management

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

14 The recent removal of lsquolevelsrsquo should be a positive step in terms of data management schools should not feel any pressure to create elaborate tracking systems or lsquoworking at gradersquo approaches Yet there is anecdotal evidence that schools are introducing complicated systems which mimic levels This is an attempt to overlay the old world onto the new and it creates unnecessary data burdens that should be avoided

41

Teacher Workload Reports Eliminating unnecessary workload associated with Data Management

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

Tim Oates on levels mastery compensatory and low quality assessment

42

>

14 The recent removal of lsquolevelsrsquo should be a positive step in terms of data management schools should not feel any pressure to create elaborate tracking systems or lsquoworking at gradersquo approaches Yet there is anecdotal evidence that schools are introducing complicated systems which mimic levels This is an attempt to overlay the old world onto the new and it creates unnecessary data burdens that should be avoided

16 Government should ensure that national curriculum policy does not place ill- considered demands on schools in relation to tracking progress Leaders should ensure that they have a curriculum that offers pupils a robust framework of teaching that builds in progression challenge and depth of knowledge Teachers should then make professional judgements of pupil attainment against key performance indicators ndash the big ideas that tell us whether a pupil understands and has grasped what they have been taught

18 Teachers need to know if pupils are on track to achieve end-of-year expectations whether pupils are where they should be but are best placed to make such judgements through their professional knowledge without recourse to elaborate assessment data generating and recording systems Government (including Regional Schools Commissioners) Ofsted local authorities and school leaders should support this approach

43

Teacher Workload Reports Eliminating unnecessary workload associated with Data Management

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

44

Impact of the changes and challenges ndash and the opportunity

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

45

The impacthellip

bull the curriculum content needs to be detailed and clearbull for qualifications linear courses need to carefully plannedbull standards of performance need to be challenging clearly articulated universally

understood and shared thereforebull progress needs to be understood articulated and evidencedbull transition needs more workhellip see Ofsted Key Stage 3 ndash the wasted years (10th

September 2015)

AndhellipTrust in ndash and within - the profession needs to be re-establishedbull Initial teacher training in assessment needs improvementbull professional development covering assessment should be targeted

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

46

The challengehellip

There are issues surrounding teacher assessment that have to do with potential bias application of different sometimes personal assessment criteria and differences in the available evidence base when implemented curricula and standards of judgement differ from class to class and school to school

Sandra Johnson A focus on teacher assessment reliability in GCSE and GCE Report for Ofqual 2011

However inspectors have noted worrying inconsistencies in teacher assessment at the end of Key Stage 1 In infant schools for example children are more likely to be assessed as reaching or exceeding the standards expected for their age than they are in all-through primary schools Moreover uneven moderation by local authorities of the work carried out by schools can lead to poor quality and unreliable assessment For these reasons I urge government to consider a return to external assessment at the end of Key Stage 1

HMCI Annual Report 201213

The Commission heard from the majority of those submitting evidence that there was a lack of trust in teacher assessment at the present time There is a worrying lack of trust in individual teacher-based assessment which emanates from within the profession itself

The NAHT Commission on Assessment (February 2014)

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

47

3

Red

14

92

Green

EmergingFruit

Beware mad numbers Meaning must be added - be careful when comparing two numbers that come from different contexts

Dog breeds

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

48

Beware mad numbers

But Spinal Taprsquos amplifier goes to 11hellip

Ampeg FenderMarshallhellip

Outstanding education through aw

esome technology

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

Mad Numbers - Dead Poets Society (1989)

Determining a poemrsquos greatness is a relatively simple matterhellip

lsquoIf the poems score for perfection is plotted on the horizontal of a graph and its importance is plotted on the vertical then calculating the total area of the poem yields the measure of its greatnessrsquo

Understanding Poetry Dr J Evans Pritchard PhD

ldquoExcrement

We are not laying pipeshelliprip out the pagerdquo

John Keating ndash teacher (Robin Williams)

x = Perfection

y =

Impo

rtanc

e

Byron sonnet

Shakespeare sonnet

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

50

So wherersquos the opportunity

Assessment as the pivotal point of teaching and learning

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

51Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

52

The opportunity

bull Making assessment about teaching and learning

bull Improved teacher subject knowledge

bull Quality assured assessments

bull Better skilled teachers with assessment expertise

bull Better use and development of robust research

bull Confidence

bull Trust in the professionhellip

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

53

A viable solution ndash a proposed curriculum amp assessment framework

bull that puts the curriculum to the fore

bull that provides a structured focus for assessment

bull provides a curriculum and assessment framework ndash built on sound practice and robust research

bull places assessment as integral to teaching and learning

bull addresses issues of validity and reliability and

bull most importantly places childrenrsquos learning as paramount

But it wonrsquot just happenhellip

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

Assessment Quality Assurance PlanAn Assessment Quality Assurance plan should present an organisational framework for all assessment activities within the centre There is no single way of organising or presenting such a framework but the information below outlines key areas that should be considered when designing developing or evaluating the centrersquos assessment practice

Principles of assessment

Reporting

Relationship with the stated curriculum

Common standards and expectations

Consistency

Staff training and development

Evaluation review amp accreditation

Impact on teaching and learning

Learner

Chartered Institute of Educational Assessors (CIEA)

54Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

Content of the curriculum is taken from the schoolrsquos curriculum which is matched to the New National Curriculum (NNC)

Any gaps between the school curriculum and the NNC must be filled

The curriculum content will reflect the entire yearrsquos delivery

Term one

The content here is driven by the topic or theme used to deliver the curriculum and provide assessment opportunities

Term two

Again the content is driven by the theme used to deliver the curriculum

Term three

Again the content is driven by the topic or theme At the end of the year the entire curriculum for that year will have been covered

Assessment criteria are taken from the NNC

Key Performance Indicators (KPIs) describe a group of individual criteria

Separate KPIs make up the end of year Performance Standards (PS) that is the expected performance at the end of the year and against which assessments are made at the end of the year

An individual pupilrsquos work can be kept to exemplify attainment against the KPI and PS This can be known as the exemplification of performance This work should be annotated to highlight the achievement

From individual pupilrsquos work the school can create a standards file showing achievement in all subjects at each level This will create a benchmark for assessment purposes in future years

The standards file can be used as and when necessary to take part in cross school moderation activities when the standards can be agreed or altered according to decisions at the moderation

Term one

KPIs clearly stated for each topic or theme

Term two

KPIs clearly stated for each topic or theme

Term three

KPIs clearly stated for each topic or theme

Establishing a curriculum amp assessment framework ndash NAHT assessment model

55Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

Content of the curriculum is taken from the schoolrsquos curriculum which is matched to the New National Curriculum (NNC)

Any gaps between the school curriculum and the NNC must be filled

The curriculum content will reflect the entire yearrsquos delivery

Term one

The content here is driven by the topic or theme used to deliver the curriculum and provide assessment opportunities

Term two

Again the content is driven by the theme used to deliver the curriculum

Term three

Again the content is driven by the topic or theme At the end of the year the entire curriculum for that year will have been covered

Assessment criteria are taken from the NNC

Key Performance Indicators (KPIs) describe a group of individual criteria

Separate KPIs make up the end of year Performance Standards (PS) that is the expected performance at the end of the year and against which assessments are made at the end of the year

An individual pupilrsquos work can be kept to exemplify attainment against the KPI and PS This can be known as the exemplification of performance This work should be annotated to highlight the achievement

From individual pupilrsquos work the school can create a standards file showing achievement in all subjects at each level This will create a benchmark for assessment purposes in future years

The standards file can be used as and when necessary to take part in cross school moderation activities when the standards can be agreed or altered according to decisions at the moderation

Term one

KPIs clearly stated for each topic or theme

Term two

KPIs clearly stated for each topic or theme

Term three

KPIs clearly stated for each topic or theme

Establishing a curriculum amp assessment framework ndash NAHT assessment model

56Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

57

Selecting KPIs ndash extract from the National Curriculum year 1 programme of study

Reading ndash word reading (statutory requirements) Pupils should be taught to bull apply phonic knowledge and skills as the route to decode words bull respond speedily with the correct sound to graphemes (letters or groups of letters) for all 40+ phonemes including

where applicable alternative sounds for graphemes bull read accurately by blending sounds in unfamiliar words containing GPCs that have been taught bull read common exception words noting unusual correspondences between spelling and sound and where these

occur in the word bull read words containing taught GPCs and ndashs ndashes ndashing ndashed ndasher and ndashest endings bull read other words of more than one syllable that contain taught GPCs bull read words with contractions [for example Irsquom Irsquoll wersquoll] and understand that the apostrophe represents the omitted

letter(s) bull read aloud accurately books that are consistent with their developing phonic knowledge and that do not require them

to use other strategies to work out words bull re-read these books to build up their fluency and confidence in word reading

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

58

Selecting KPIs ndash extract from the National Curriculum year 1 programme of study

Reading ndash word reading (statutory requirements) Pupils should be taught to bull apply phonic knowledge and skills as the route to decode words bull respond speedily with the correct sound to graphemes (letters or groups of letters) for all 40+ phonemes

including where applicable alternative sounds for graphemes bull read accurately by blending sounds in unfamiliar words containing GPCs that have been taught bull read common exception words noting unusual correspondences between spelling and sound and where these

occur in the word bull read words containing taught GPCs and ndashs ndashes ndashing ndashed ndasher and ndashest endings bull read other words of more than one syllable that contain taught GPCs bull read words with contractions [for example Irsquom Irsquoll wersquoll] and understand that the apostrophe represents the omitted

letter(s) bull read aloud accurately books that are consistent with their developing phonic knowledge and that do not

require them to use other strategies to work out words bull re-read these books to build up their fluency and confidence in word reading

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

59

National and school curriculum - measuring and recording progress across key stages ndash NAHT assessment model

Key performance indicators Performance standard

Responds speedily with the correct sound to graphemes (letters or groups of letters) for all 40+ phonemes including where applicable alternative sounds for graphemes Reads accurately by blending sounds in unfamiliar words Reads common exception words Reads aloud accurately books that are consistent with their developing phonic knowledge and that do not require them to use other strategies to work out words Develops pleasure in reading motivation to read vocabulary and understanding by

Listening to and discussing a wide range of poems stories and non-fiction at a level beyond that at which they can read independently

With reference to the KPIs By the end of Y1 a child should be able to read all common graphemes and be able to read unfamiliar words containing these graphemes accurately and without undue hesitation by sounding them out in books that are matched closely to the level of word reading knowledge A child should be able to read many common words containing GPCs taught so far such as shout hand stop or dream without needing to blend the sounds out loud first Reading of common exception words such as you could many or people should be secure meaning a child can read them easily and automatically A child can read words with suffixes with support to build on the root words that can be read already

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

60

Tim Oates on granular assessment

- and access to the whole curriculum

>

61

Recording performance using KPIs

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

62

Standardisation

bull Standardisation is the procedure that ensures that all assessors involved in the assessment of pupilsrsquo performances do so accurately and consistently

bull Standardisation establishes a common standard of marking linked to the standard set for the work being assessed that helps maintain quality of marking

bull Assessments need to be standardised administered fixed in their scope and level of difficulty and marked consistently

bull The procedure is carried out before anyone assesses a piece of work

bull The procedure is managed by someone who is confident in applying the standard In external summative tests this would be carried out by the senior examiner or even electronically

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

63

Moderation

bull Moderation is the process through which an assessment is monitored within an institution or across institutions to ensure that the assessment is reliable fair and consistent with required standards

bull The moderator takes samples of other assessorsrsquo work during the assessment process and feeds back to the assessor accurate harsh lenient inconsistent This allows for the assessments to be standardised across a team of assessors

bull Once assessments have been standardised moderated and agreed internally representative samples can be entered into a standards file This can be used for future reference to help in standardisation procedures

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

64

Using the framework ndash NAHT exemplification

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

65

bull Does the product support the schoolrsquos policy on assessment

bull To what extent will the assessment tool support delivery of that policy

bull Is the assessment approach implied by the assessment tool credible

bull Does the tool provide good value

Source The Commission on Assessment Without Levels Evaluating external systems (July 2015 v September 2015)

Are teachers equipped to use the tools

Finding the right solution

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

66

Teaching learning and assessment

Itrsquos not just about getting the right assessment tool for the job

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

Using the framework ndash NaaceFrogEducation exemplification

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

68Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

69

Using the frameworkThe curriculum is key ndash

- the Intended curriculum - the Enacted curriculum - the Assessed curriculum - the Learned curriculum

(See Tim Oates Cambridge Assessment)

bull Clearly agreed understood and articulated progress

bull Assessment needs to be robust ndash what why when how reporting results and

ldquoDonrsquot assess everything that moves just the key conceptsrdquo

(Tim Oates)

bull KPIs and Performance Standards

bull Standardisation moderation and exemplification of performance standards are essential

bull Useful and meaningful reporting

bull Challenge itFrog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

70

SupportNAHT Assessment Commission ndash February 2014

DfE Assessment Principles

NAHT Assessment Framework and exemplification

The Commission on Assessment without Levels (July 2015 ndash September 2015)

NAHT courses - lsquoNAHTs assessment framework good practice in a world without levelsrsquo see httpwwwnahtorgukwelcomenaht-eventscourses-listnahts-assessment-framework

The Chartered Institute of Educational Assessors (CIEA) ndash Excellence in Assessment (Schools) an accreditation of the procedures processes and systems that schools and academies have in place to manage and implement assessment As an accreditation process rather than an inspectionhttpcieaorguktrainingexcellence-assessment-schools excellencecieaorguk

The Cambridge Approach Principles for designing administering and evaluating assessment Tim Oates January 2009

Communities of professional practice

FrogEducation wwwfrogeducationcom Tel 01422 250 800

Ofsted Inspection Framework ndash September 2015

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

Teacher assessment

lsquoBest-fitrsquo judgements replaced by mastery model to secure key learning

Level descriptions replaced by lsquopupil canrsquo statements in the interim TA frameworks

Removal of link between in-school formative assessment and national summative assessment

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

Accurate teacher assessment and verification of the new standards requireshellipSecure knowledge and understanding of the statements for each standard within the interim teacher assessment frameworks for writing (KS1 and KS2)Greater depth of subject knowledge and understanding of the grammatical terminology required by the KS1 and KS2 programmes of studyFamiliarity with the English programme of study and associated appendices (spelling and vocabulary grammar and punctuation) relating to writing in the 2014 national curriculum

Implications for practice

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

29

attainment of all the lsquopupil canrsquo statements

Wersquove been here beforehellip

Geography 1991

5 attainment targets and 10 levels

lsquoBest fitrsquo introduced following Dearing Review 1995

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

30

attainment of all the lsquopupil canrsquo statements

Wersquove been here beforehellipAND WErsquoRE BACK

To demonstrate that pupils have met a standard within this interim framework teachers will need to have evidence that a pupil demonstrates attainment of all of the statements within that standard and all the statements in the preceding standard(s)

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

31

Ofsted amp assessment ndash (HMCI letter to schools July 2014)

Schools will be expected to demonstrate (with evidence) their assessment of pupilsrsquo progress This will be reinforced by the revised focus of Ofsted inspections

Inspectors will

bull spend more time looking at a range of pupilrsquos work in order to consider what progress they are making

bull talk to leaders about the schoolrsquos use of formative and summative assessment and how this improves teaching and raises achievement

bull evaluate how well pupils are doing against age-related expectations as set out by the school and the National Curriculum (where this applies)

bull consider how the school uses assessment information

bull evaluate the way the school reports to parents on pupilsrsquo progress and attainment Inspectors will assess whether reports help parents to understand how their children are doing in relation to the standards expected

See the Common Inspection Framework (CIF) the School Inspection Handbook ndash September 2015 ndash and Ofsted Inspections clarification for schools March 2015 (Dispelling the myths about Ofstedrsquos inspections)

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

32

Ofsted expectations

Evidence for inspection Ofsted does not expect schools to provide evidence for inspection beyond that set out in the inspection

handbook

Ofsted will take a range of evidence into account when making judgements including published performance data the schoolrsquos in-year performance data and work in pupilsrsquo books and folders However unnecessary or extensive collections of marked pupilsrsquo work are not required for inspection

Ofsted does not expect performance and pupil-tracking data to be presented in a particular format Such data should be provided to inspectors in the format that the school would ordinarily use to track and monitor the progress of pupils in that school

Ofsted does not require teachers to undertake additional work or to ask pupils to undertake work specifically for the inspection

Ofsted will usually expect to see evidence of the monitoring of teaching and learning and its link to teachersrsquo performance management and the Teachersrsquo Standards but this should be the information that the school uses routinely and not additional evidence generated for inspection

Source Ofsted March 2015 No 140169 ndash re-stated in the School Inspection Handbook June 2015

Ofsted inspections ndash clarification for schools

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

Teacher Workload SurveyTeacher Survey ndash workload challenge October to November 2014 (48832 responses)

Key issues

There were two specific tasks that were reported as being burdensome for the majority of sample respondents

recording inputting monitoring and analysing data (56) excessivedepth of marking ndash detail and frequency required (53)

Drivers of workload

Respondents most commonly said that the burden of their workload was created by accountabilityperceived pressures of Ofsted (53) tasks set by seniormiddle leaders (51)

Working to policies set at localschool level (35) and policy change at national level (34) were also significant drivers for teacher workload

33Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

Three reports (DfE March 2016)

Eliminating unnecessary workload associated with data management

httpswwwgovukgovernmentpublicationsreducing-teacher-workload-data-management-review-group-report

Eliminating unnecessary workload around marking

httpswwwgovukgovernmentpublicationsreducing-teacher-workload-marking-policy-review-group-report

Eliminating unnecessary workload around planning and teaching resources

httpswwwgovukgovernmentpublicationsreducing-teacher-workload-planning-and-resources-group-report

34

Teacher Workload Survey

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

2 hellip providing written feedback on pupilsrsquo work ndash has become disproportionately valued by schools and has become unnecessarily burdensome for teachers

3 The quantity of feedback should not be confused with the quality

10 Marking has evolved into an unhelpful burden for teachers when the time it takes is not repaid in positive impact on pupilsrsquo progress This is frequently because it is serving a different purpose such as demonstrating teacher performance or to satisfy the requirements of other mainly adult audiences Too often it is the marking itself which is being monitored and commented on by leaders rather than pupil outcomes and progress as a result of quality feedback

12 Our remit was to pay particular attention to lsquodeep markingrsquo From a review of the educational literature there appears to be no broadly agreed definition for this term or any theoretical underpinning of its educational worth

8 In summary we recommend that all marking should be meaningful manageable and motivating This should be the perspective adopted by all engaged in education from classroom teachers to the Department for Education (DfE)

35

Teacher Workload Reports Eliminating unnecessary workload around Marking

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

4 Creating detailed plans can become a lsquobox-tickingrsquo exercise and create unnecessary workload for teachers taking time away from the real business of planning whilst offering lsquofalse comfortrsquo of purpose These burdensome and unhelpful practices have arisen due to the real and perceived demands made by Government and Ofsted and how school leaders and teachers have reacted to them

5 School leaders should evaluate how they view planning in their school All leaders have a key role in ensuring the availability of fully-resourced collaboratively developed schemes of work Once these are in place and individual teachers understand the lsquowhatrsquo and lsquowhyrsquo of the curriculum they can be freed to teach in a way that best suits their professional judgement and experience Access to good quality schemes of work should reduce workload rather than create it

36

Teacher Workload Reports Eliminating unnecessary workload around Planning amp Teaching Resources

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

6 This can only happen if Government and its agencies commit to sufficient lead-in times for changes for which the sector will have to undertake significant planning to implement This includes releasing relevant materials in good time

7 High quality resources including textbooks can support teaching reduce workload by teachers not having to lsquoreinvent the wheelrsquo and ensure high expectations of the content of lessons and conceptual knowledge

8 We recognised that there are cultural issues at play which should be challenged

27 If the benefits are not apparent in pupil outcomes then this amounts to unnecessary workload As John Hattie remarks lsquothere are a million resources available on the internet and creating more seems among the successful wastes of time in which teachers love to engagersquo2

29 We also feel strongly that any resource will only be truly effective when it is supported by high quality training and professional development Having a shared and secure understanding of what effective teaching and pupil understanding looks like to inform planning is essential as are collaborative planning approaches Access to effective plans and materials for new entrants to the profession will support their development and allow them to concentrate on teaching

37

Teacher Workload Reports Eliminating unnecessary workload around Planning amp Teaching Resources

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

Principles for planning

11 Five principles are set out below that we believe should be used to test practice and expectations in schools These are motivated by a desire to ensure that planning is productive and that workload for teachers is manageable

a Planning a sequence of lessons is more important than writing individual lesson plans

b Fully resourced schemes of work should be in place for all teachers to use each term

c Planning should not be done simply to please outside organisations

d Planning should take place in purposeful and well defined blocks of time

e Effective planning makes use of high quality resources

38

Teacher Workload Reports Eliminating unnecessary workload around Planning amp Teaching Resources

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

Tim Oates on Finland textbooks and workload

39

>

A culture of excessive data collection

Data has become an end in itself ndash divorced from the core purpose ndash improving outcomes for pupils

Do not assume data collection and analysis must continue because it always has

clarity of purpose needs to be clear

the process needs to be efficient

data need to be valid

40

Teacher Workload Reports Eliminating unnecessary workload associated with Data Management

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

14 The recent removal of lsquolevelsrsquo should be a positive step in terms of data management schools should not feel any pressure to create elaborate tracking systems or lsquoworking at gradersquo approaches Yet there is anecdotal evidence that schools are introducing complicated systems which mimic levels This is an attempt to overlay the old world onto the new and it creates unnecessary data burdens that should be avoided

41

Teacher Workload Reports Eliminating unnecessary workload associated with Data Management

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

Tim Oates on levels mastery compensatory and low quality assessment

42

>

14 The recent removal of lsquolevelsrsquo should be a positive step in terms of data management schools should not feel any pressure to create elaborate tracking systems or lsquoworking at gradersquo approaches Yet there is anecdotal evidence that schools are introducing complicated systems which mimic levels This is an attempt to overlay the old world onto the new and it creates unnecessary data burdens that should be avoided

16 Government should ensure that national curriculum policy does not place ill- considered demands on schools in relation to tracking progress Leaders should ensure that they have a curriculum that offers pupils a robust framework of teaching that builds in progression challenge and depth of knowledge Teachers should then make professional judgements of pupil attainment against key performance indicators ndash the big ideas that tell us whether a pupil understands and has grasped what they have been taught

18 Teachers need to know if pupils are on track to achieve end-of-year expectations whether pupils are where they should be but are best placed to make such judgements through their professional knowledge without recourse to elaborate assessment data generating and recording systems Government (including Regional Schools Commissioners) Ofsted local authorities and school leaders should support this approach

43

Teacher Workload Reports Eliminating unnecessary workload associated with Data Management

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

44

Impact of the changes and challenges ndash and the opportunity

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

45

The impacthellip

bull the curriculum content needs to be detailed and clearbull for qualifications linear courses need to carefully plannedbull standards of performance need to be challenging clearly articulated universally

understood and shared thereforebull progress needs to be understood articulated and evidencedbull transition needs more workhellip see Ofsted Key Stage 3 ndash the wasted years (10th

September 2015)

AndhellipTrust in ndash and within - the profession needs to be re-establishedbull Initial teacher training in assessment needs improvementbull professional development covering assessment should be targeted

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

46

The challengehellip

There are issues surrounding teacher assessment that have to do with potential bias application of different sometimes personal assessment criteria and differences in the available evidence base when implemented curricula and standards of judgement differ from class to class and school to school

Sandra Johnson A focus on teacher assessment reliability in GCSE and GCE Report for Ofqual 2011

However inspectors have noted worrying inconsistencies in teacher assessment at the end of Key Stage 1 In infant schools for example children are more likely to be assessed as reaching or exceeding the standards expected for their age than they are in all-through primary schools Moreover uneven moderation by local authorities of the work carried out by schools can lead to poor quality and unreliable assessment For these reasons I urge government to consider a return to external assessment at the end of Key Stage 1

HMCI Annual Report 201213

The Commission heard from the majority of those submitting evidence that there was a lack of trust in teacher assessment at the present time There is a worrying lack of trust in individual teacher-based assessment which emanates from within the profession itself

The NAHT Commission on Assessment (February 2014)

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

47

3

Red

14

92

Green

EmergingFruit

Beware mad numbers Meaning must be added - be careful when comparing two numbers that come from different contexts

Dog breeds

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

48

Beware mad numbers

But Spinal Taprsquos amplifier goes to 11hellip

Ampeg FenderMarshallhellip

Outstanding education through aw

esome technology

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

Mad Numbers - Dead Poets Society (1989)

Determining a poemrsquos greatness is a relatively simple matterhellip

lsquoIf the poems score for perfection is plotted on the horizontal of a graph and its importance is plotted on the vertical then calculating the total area of the poem yields the measure of its greatnessrsquo

Understanding Poetry Dr J Evans Pritchard PhD

ldquoExcrement

We are not laying pipeshelliprip out the pagerdquo

John Keating ndash teacher (Robin Williams)

x = Perfection

y =

Impo

rtanc

e

Byron sonnet

Shakespeare sonnet

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

50

So wherersquos the opportunity

Assessment as the pivotal point of teaching and learning

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

51Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

52

The opportunity

bull Making assessment about teaching and learning

bull Improved teacher subject knowledge

bull Quality assured assessments

bull Better skilled teachers with assessment expertise

bull Better use and development of robust research

bull Confidence

bull Trust in the professionhellip

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

53

A viable solution ndash a proposed curriculum amp assessment framework

bull that puts the curriculum to the fore

bull that provides a structured focus for assessment

bull provides a curriculum and assessment framework ndash built on sound practice and robust research

bull places assessment as integral to teaching and learning

bull addresses issues of validity and reliability and

bull most importantly places childrenrsquos learning as paramount

But it wonrsquot just happenhellip

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

Assessment Quality Assurance PlanAn Assessment Quality Assurance plan should present an organisational framework for all assessment activities within the centre There is no single way of organising or presenting such a framework but the information below outlines key areas that should be considered when designing developing or evaluating the centrersquos assessment practice

Principles of assessment

Reporting

Relationship with the stated curriculum

Common standards and expectations

Consistency

Staff training and development

Evaluation review amp accreditation

Impact on teaching and learning

Learner

Chartered Institute of Educational Assessors (CIEA)

54Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

Content of the curriculum is taken from the schoolrsquos curriculum which is matched to the New National Curriculum (NNC)

Any gaps between the school curriculum and the NNC must be filled

The curriculum content will reflect the entire yearrsquos delivery

Term one

The content here is driven by the topic or theme used to deliver the curriculum and provide assessment opportunities

Term two

Again the content is driven by the theme used to deliver the curriculum

Term three

Again the content is driven by the topic or theme At the end of the year the entire curriculum for that year will have been covered

Assessment criteria are taken from the NNC

Key Performance Indicators (KPIs) describe a group of individual criteria

Separate KPIs make up the end of year Performance Standards (PS) that is the expected performance at the end of the year and against which assessments are made at the end of the year

An individual pupilrsquos work can be kept to exemplify attainment against the KPI and PS This can be known as the exemplification of performance This work should be annotated to highlight the achievement

From individual pupilrsquos work the school can create a standards file showing achievement in all subjects at each level This will create a benchmark for assessment purposes in future years

The standards file can be used as and when necessary to take part in cross school moderation activities when the standards can be agreed or altered according to decisions at the moderation

Term one

KPIs clearly stated for each topic or theme

Term two

KPIs clearly stated for each topic or theme

Term three

KPIs clearly stated for each topic or theme

Establishing a curriculum amp assessment framework ndash NAHT assessment model

55Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

Content of the curriculum is taken from the schoolrsquos curriculum which is matched to the New National Curriculum (NNC)

Any gaps between the school curriculum and the NNC must be filled

The curriculum content will reflect the entire yearrsquos delivery

Term one

The content here is driven by the topic or theme used to deliver the curriculum and provide assessment opportunities

Term two

Again the content is driven by the theme used to deliver the curriculum

Term three

Again the content is driven by the topic or theme At the end of the year the entire curriculum for that year will have been covered

Assessment criteria are taken from the NNC

Key Performance Indicators (KPIs) describe a group of individual criteria

Separate KPIs make up the end of year Performance Standards (PS) that is the expected performance at the end of the year and against which assessments are made at the end of the year

An individual pupilrsquos work can be kept to exemplify attainment against the KPI and PS This can be known as the exemplification of performance This work should be annotated to highlight the achievement

From individual pupilrsquos work the school can create a standards file showing achievement in all subjects at each level This will create a benchmark for assessment purposes in future years

The standards file can be used as and when necessary to take part in cross school moderation activities when the standards can be agreed or altered according to decisions at the moderation

Term one

KPIs clearly stated for each topic or theme

Term two

KPIs clearly stated for each topic or theme

Term three

KPIs clearly stated for each topic or theme

Establishing a curriculum amp assessment framework ndash NAHT assessment model

56Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

57

Selecting KPIs ndash extract from the National Curriculum year 1 programme of study

Reading ndash word reading (statutory requirements) Pupils should be taught to bull apply phonic knowledge and skills as the route to decode words bull respond speedily with the correct sound to graphemes (letters or groups of letters) for all 40+ phonemes including

where applicable alternative sounds for graphemes bull read accurately by blending sounds in unfamiliar words containing GPCs that have been taught bull read common exception words noting unusual correspondences between spelling and sound and where these

occur in the word bull read words containing taught GPCs and ndashs ndashes ndashing ndashed ndasher and ndashest endings bull read other words of more than one syllable that contain taught GPCs bull read words with contractions [for example Irsquom Irsquoll wersquoll] and understand that the apostrophe represents the omitted

letter(s) bull read aloud accurately books that are consistent with their developing phonic knowledge and that do not require them

to use other strategies to work out words bull re-read these books to build up their fluency and confidence in word reading

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

58

Selecting KPIs ndash extract from the National Curriculum year 1 programme of study

Reading ndash word reading (statutory requirements) Pupils should be taught to bull apply phonic knowledge and skills as the route to decode words bull respond speedily with the correct sound to graphemes (letters or groups of letters) for all 40+ phonemes

including where applicable alternative sounds for graphemes bull read accurately by blending sounds in unfamiliar words containing GPCs that have been taught bull read common exception words noting unusual correspondences between spelling and sound and where these

occur in the word bull read words containing taught GPCs and ndashs ndashes ndashing ndashed ndasher and ndashest endings bull read other words of more than one syllable that contain taught GPCs bull read words with contractions [for example Irsquom Irsquoll wersquoll] and understand that the apostrophe represents the omitted

letter(s) bull read aloud accurately books that are consistent with their developing phonic knowledge and that do not

require them to use other strategies to work out words bull re-read these books to build up their fluency and confidence in word reading

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

59

National and school curriculum - measuring and recording progress across key stages ndash NAHT assessment model

Key performance indicators Performance standard

Responds speedily with the correct sound to graphemes (letters or groups of letters) for all 40+ phonemes including where applicable alternative sounds for graphemes Reads accurately by blending sounds in unfamiliar words Reads common exception words Reads aloud accurately books that are consistent with their developing phonic knowledge and that do not require them to use other strategies to work out words Develops pleasure in reading motivation to read vocabulary and understanding by

Listening to and discussing a wide range of poems stories and non-fiction at a level beyond that at which they can read independently

With reference to the KPIs By the end of Y1 a child should be able to read all common graphemes and be able to read unfamiliar words containing these graphemes accurately and without undue hesitation by sounding them out in books that are matched closely to the level of word reading knowledge A child should be able to read many common words containing GPCs taught so far such as shout hand stop or dream without needing to blend the sounds out loud first Reading of common exception words such as you could many or people should be secure meaning a child can read them easily and automatically A child can read words with suffixes with support to build on the root words that can be read already

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

60

Tim Oates on granular assessment

- and access to the whole curriculum

>

61

Recording performance using KPIs

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

62

Standardisation

bull Standardisation is the procedure that ensures that all assessors involved in the assessment of pupilsrsquo performances do so accurately and consistently

bull Standardisation establishes a common standard of marking linked to the standard set for the work being assessed that helps maintain quality of marking

bull Assessments need to be standardised administered fixed in their scope and level of difficulty and marked consistently

bull The procedure is carried out before anyone assesses a piece of work

bull The procedure is managed by someone who is confident in applying the standard In external summative tests this would be carried out by the senior examiner or even electronically

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

63

Moderation

bull Moderation is the process through which an assessment is monitored within an institution or across institutions to ensure that the assessment is reliable fair and consistent with required standards

bull The moderator takes samples of other assessorsrsquo work during the assessment process and feeds back to the assessor accurate harsh lenient inconsistent This allows for the assessments to be standardised across a team of assessors

bull Once assessments have been standardised moderated and agreed internally representative samples can be entered into a standards file This can be used for future reference to help in standardisation procedures

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

64

Using the framework ndash NAHT exemplification

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

65

bull Does the product support the schoolrsquos policy on assessment

bull To what extent will the assessment tool support delivery of that policy

bull Is the assessment approach implied by the assessment tool credible

bull Does the tool provide good value

Source The Commission on Assessment Without Levels Evaluating external systems (July 2015 v September 2015)

Are teachers equipped to use the tools

Finding the right solution

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

66

Teaching learning and assessment

Itrsquos not just about getting the right assessment tool for the job

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

Using the framework ndash NaaceFrogEducation exemplification

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

68Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

69

Using the frameworkThe curriculum is key ndash

- the Intended curriculum - the Enacted curriculum - the Assessed curriculum - the Learned curriculum

(See Tim Oates Cambridge Assessment)

bull Clearly agreed understood and articulated progress

bull Assessment needs to be robust ndash what why when how reporting results and

ldquoDonrsquot assess everything that moves just the key conceptsrdquo

(Tim Oates)

bull KPIs and Performance Standards

bull Standardisation moderation and exemplification of performance standards are essential

bull Useful and meaningful reporting

bull Challenge itFrog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

70

SupportNAHT Assessment Commission ndash February 2014

DfE Assessment Principles

NAHT Assessment Framework and exemplification

The Commission on Assessment without Levels (July 2015 ndash September 2015)

NAHT courses - lsquoNAHTs assessment framework good practice in a world without levelsrsquo see httpwwwnahtorgukwelcomenaht-eventscourses-listnahts-assessment-framework

The Chartered Institute of Educational Assessors (CIEA) ndash Excellence in Assessment (Schools) an accreditation of the procedures processes and systems that schools and academies have in place to manage and implement assessment As an accreditation process rather than an inspectionhttpcieaorguktrainingexcellence-assessment-schools excellencecieaorguk

The Cambridge Approach Principles for designing administering and evaluating assessment Tim Oates January 2009

Communities of professional practice

FrogEducation wwwfrogeducationcom Tel 01422 250 800

Ofsted Inspection Framework ndash September 2015

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

Accurate teacher assessment and verification of the new standards requireshellipSecure knowledge and understanding of the statements for each standard within the interim teacher assessment frameworks for writing (KS1 and KS2)Greater depth of subject knowledge and understanding of the grammatical terminology required by the KS1 and KS2 programmes of studyFamiliarity with the English programme of study and associated appendices (spelling and vocabulary grammar and punctuation) relating to writing in the 2014 national curriculum

Implications for practice

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

29

attainment of all the lsquopupil canrsquo statements

Wersquove been here beforehellip

Geography 1991

5 attainment targets and 10 levels

lsquoBest fitrsquo introduced following Dearing Review 1995

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

30

attainment of all the lsquopupil canrsquo statements

Wersquove been here beforehellipAND WErsquoRE BACK

To demonstrate that pupils have met a standard within this interim framework teachers will need to have evidence that a pupil demonstrates attainment of all of the statements within that standard and all the statements in the preceding standard(s)

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

31

Ofsted amp assessment ndash (HMCI letter to schools July 2014)

Schools will be expected to demonstrate (with evidence) their assessment of pupilsrsquo progress This will be reinforced by the revised focus of Ofsted inspections

Inspectors will

bull spend more time looking at a range of pupilrsquos work in order to consider what progress they are making

bull talk to leaders about the schoolrsquos use of formative and summative assessment and how this improves teaching and raises achievement

bull evaluate how well pupils are doing against age-related expectations as set out by the school and the National Curriculum (where this applies)

bull consider how the school uses assessment information

bull evaluate the way the school reports to parents on pupilsrsquo progress and attainment Inspectors will assess whether reports help parents to understand how their children are doing in relation to the standards expected

See the Common Inspection Framework (CIF) the School Inspection Handbook ndash September 2015 ndash and Ofsted Inspections clarification for schools March 2015 (Dispelling the myths about Ofstedrsquos inspections)

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

32

Ofsted expectations

Evidence for inspection Ofsted does not expect schools to provide evidence for inspection beyond that set out in the inspection

handbook

Ofsted will take a range of evidence into account when making judgements including published performance data the schoolrsquos in-year performance data and work in pupilsrsquo books and folders However unnecessary or extensive collections of marked pupilsrsquo work are not required for inspection

Ofsted does not expect performance and pupil-tracking data to be presented in a particular format Such data should be provided to inspectors in the format that the school would ordinarily use to track and monitor the progress of pupils in that school

Ofsted does not require teachers to undertake additional work or to ask pupils to undertake work specifically for the inspection

Ofsted will usually expect to see evidence of the monitoring of teaching and learning and its link to teachersrsquo performance management and the Teachersrsquo Standards but this should be the information that the school uses routinely and not additional evidence generated for inspection

Source Ofsted March 2015 No 140169 ndash re-stated in the School Inspection Handbook June 2015

Ofsted inspections ndash clarification for schools

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

Teacher Workload SurveyTeacher Survey ndash workload challenge October to November 2014 (48832 responses)

Key issues

There were two specific tasks that were reported as being burdensome for the majority of sample respondents

recording inputting monitoring and analysing data (56) excessivedepth of marking ndash detail and frequency required (53)

Drivers of workload

Respondents most commonly said that the burden of their workload was created by accountabilityperceived pressures of Ofsted (53) tasks set by seniormiddle leaders (51)

Working to policies set at localschool level (35) and policy change at national level (34) were also significant drivers for teacher workload

33Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

Three reports (DfE March 2016)

Eliminating unnecessary workload associated with data management

httpswwwgovukgovernmentpublicationsreducing-teacher-workload-data-management-review-group-report

Eliminating unnecessary workload around marking

httpswwwgovukgovernmentpublicationsreducing-teacher-workload-marking-policy-review-group-report

Eliminating unnecessary workload around planning and teaching resources

httpswwwgovukgovernmentpublicationsreducing-teacher-workload-planning-and-resources-group-report

34

Teacher Workload Survey

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

2 hellip providing written feedback on pupilsrsquo work ndash has become disproportionately valued by schools and has become unnecessarily burdensome for teachers

3 The quantity of feedback should not be confused with the quality

10 Marking has evolved into an unhelpful burden for teachers when the time it takes is not repaid in positive impact on pupilsrsquo progress This is frequently because it is serving a different purpose such as demonstrating teacher performance or to satisfy the requirements of other mainly adult audiences Too often it is the marking itself which is being monitored and commented on by leaders rather than pupil outcomes and progress as a result of quality feedback

12 Our remit was to pay particular attention to lsquodeep markingrsquo From a review of the educational literature there appears to be no broadly agreed definition for this term or any theoretical underpinning of its educational worth

8 In summary we recommend that all marking should be meaningful manageable and motivating This should be the perspective adopted by all engaged in education from classroom teachers to the Department for Education (DfE)

35

Teacher Workload Reports Eliminating unnecessary workload around Marking

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

4 Creating detailed plans can become a lsquobox-tickingrsquo exercise and create unnecessary workload for teachers taking time away from the real business of planning whilst offering lsquofalse comfortrsquo of purpose These burdensome and unhelpful practices have arisen due to the real and perceived demands made by Government and Ofsted and how school leaders and teachers have reacted to them

5 School leaders should evaluate how they view planning in their school All leaders have a key role in ensuring the availability of fully-resourced collaboratively developed schemes of work Once these are in place and individual teachers understand the lsquowhatrsquo and lsquowhyrsquo of the curriculum they can be freed to teach in a way that best suits their professional judgement and experience Access to good quality schemes of work should reduce workload rather than create it

36

Teacher Workload Reports Eliminating unnecessary workload around Planning amp Teaching Resources

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

6 This can only happen if Government and its agencies commit to sufficient lead-in times for changes for which the sector will have to undertake significant planning to implement This includes releasing relevant materials in good time

7 High quality resources including textbooks can support teaching reduce workload by teachers not having to lsquoreinvent the wheelrsquo and ensure high expectations of the content of lessons and conceptual knowledge

8 We recognised that there are cultural issues at play which should be challenged

27 If the benefits are not apparent in pupil outcomes then this amounts to unnecessary workload As John Hattie remarks lsquothere are a million resources available on the internet and creating more seems among the successful wastes of time in which teachers love to engagersquo2

29 We also feel strongly that any resource will only be truly effective when it is supported by high quality training and professional development Having a shared and secure understanding of what effective teaching and pupil understanding looks like to inform planning is essential as are collaborative planning approaches Access to effective plans and materials for new entrants to the profession will support their development and allow them to concentrate on teaching

37

Teacher Workload Reports Eliminating unnecessary workload around Planning amp Teaching Resources

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

Principles for planning

11 Five principles are set out below that we believe should be used to test practice and expectations in schools These are motivated by a desire to ensure that planning is productive and that workload for teachers is manageable

a Planning a sequence of lessons is more important than writing individual lesson plans

b Fully resourced schemes of work should be in place for all teachers to use each term

c Planning should not be done simply to please outside organisations

d Planning should take place in purposeful and well defined blocks of time

e Effective planning makes use of high quality resources

38

Teacher Workload Reports Eliminating unnecessary workload around Planning amp Teaching Resources

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

Tim Oates on Finland textbooks and workload

39

>

A culture of excessive data collection

Data has become an end in itself ndash divorced from the core purpose ndash improving outcomes for pupils

Do not assume data collection and analysis must continue because it always has

clarity of purpose needs to be clear

the process needs to be efficient

data need to be valid

40

Teacher Workload Reports Eliminating unnecessary workload associated with Data Management

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

14 The recent removal of lsquolevelsrsquo should be a positive step in terms of data management schools should not feel any pressure to create elaborate tracking systems or lsquoworking at gradersquo approaches Yet there is anecdotal evidence that schools are introducing complicated systems which mimic levels This is an attempt to overlay the old world onto the new and it creates unnecessary data burdens that should be avoided

41

Teacher Workload Reports Eliminating unnecessary workload associated with Data Management

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

Tim Oates on levels mastery compensatory and low quality assessment

42

>

14 The recent removal of lsquolevelsrsquo should be a positive step in terms of data management schools should not feel any pressure to create elaborate tracking systems or lsquoworking at gradersquo approaches Yet there is anecdotal evidence that schools are introducing complicated systems which mimic levels This is an attempt to overlay the old world onto the new and it creates unnecessary data burdens that should be avoided

16 Government should ensure that national curriculum policy does not place ill- considered demands on schools in relation to tracking progress Leaders should ensure that they have a curriculum that offers pupils a robust framework of teaching that builds in progression challenge and depth of knowledge Teachers should then make professional judgements of pupil attainment against key performance indicators ndash the big ideas that tell us whether a pupil understands and has grasped what they have been taught

18 Teachers need to know if pupils are on track to achieve end-of-year expectations whether pupils are where they should be but are best placed to make such judgements through their professional knowledge without recourse to elaborate assessment data generating and recording systems Government (including Regional Schools Commissioners) Ofsted local authorities and school leaders should support this approach

43

Teacher Workload Reports Eliminating unnecessary workload associated with Data Management

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

44

Impact of the changes and challenges ndash and the opportunity

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

45

The impacthellip

bull the curriculum content needs to be detailed and clearbull for qualifications linear courses need to carefully plannedbull standards of performance need to be challenging clearly articulated universally

understood and shared thereforebull progress needs to be understood articulated and evidencedbull transition needs more workhellip see Ofsted Key Stage 3 ndash the wasted years (10th

September 2015)

AndhellipTrust in ndash and within - the profession needs to be re-establishedbull Initial teacher training in assessment needs improvementbull professional development covering assessment should be targeted

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

46

The challengehellip

There are issues surrounding teacher assessment that have to do with potential bias application of different sometimes personal assessment criteria and differences in the available evidence base when implemented curricula and standards of judgement differ from class to class and school to school

Sandra Johnson A focus on teacher assessment reliability in GCSE and GCE Report for Ofqual 2011

However inspectors have noted worrying inconsistencies in teacher assessment at the end of Key Stage 1 In infant schools for example children are more likely to be assessed as reaching or exceeding the standards expected for their age than they are in all-through primary schools Moreover uneven moderation by local authorities of the work carried out by schools can lead to poor quality and unreliable assessment For these reasons I urge government to consider a return to external assessment at the end of Key Stage 1

HMCI Annual Report 201213

The Commission heard from the majority of those submitting evidence that there was a lack of trust in teacher assessment at the present time There is a worrying lack of trust in individual teacher-based assessment which emanates from within the profession itself

The NAHT Commission on Assessment (February 2014)

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

47

3

Red

14

92

Green

EmergingFruit

Beware mad numbers Meaning must be added - be careful when comparing two numbers that come from different contexts

Dog breeds

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

48

Beware mad numbers

But Spinal Taprsquos amplifier goes to 11hellip

Ampeg FenderMarshallhellip

Outstanding education through aw

esome technology

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

Mad Numbers - Dead Poets Society (1989)

Determining a poemrsquos greatness is a relatively simple matterhellip

lsquoIf the poems score for perfection is plotted on the horizontal of a graph and its importance is plotted on the vertical then calculating the total area of the poem yields the measure of its greatnessrsquo

Understanding Poetry Dr J Evans Pritchard PhD

ldquoExcrement

We are not laying pipeshelliprip out the pagerdquo

John Keating ndash teacher (Robin Williams)

x = Perfection

y =

Impo

rtanc

e

Byron sonnet

Shakespeare sonnet

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

50

So wherersquos the opportunity

Assessment as the pivotal point of teaching and learning

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

51Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

52

The opportunity

bull Making assessment about teaching and learning

bull Improved teacher subject knowledge

bull Quality assured assessments

bull Better skilled teachers with assessment expertise

bull Better use and development of robust research

bull Confidence

bull Trust in the professionhellip

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

53

A viable solution ndash a proposed curriculum amp assessment framework

bull that puts the curriculum to the fore

bull that provides a structured focus for assessment

bull provides a curriculum and assessment framework ndash built on sound practice and robust research

bull places assessment as integral to teaching and learning

bull addresses issues of validity and reliability and

bull most importantly places childrenrsquos learning as paramount

But it wonrsquot just happenhellip

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

Assessment Quality Assurance PlanAn Assessment Quality Assurance plan should present an organisational framework for all assessment activities within the centre There is no single way of organising or presenting such a framework but the information below outlines key areas that should be considered when designing developing or evaluating the centrersquos assessment practice

Principles of assessment

Reporting

Relationship with the stated curriculum

Common standards and expectations

Consistency

Staff training and development

Evaluation review amp accreditation

Impact on teaching and learning

Learner

Chartered Institute of Educational Assessors (CIEA)

54Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

Content of the curriculum is taken from the schoolrsquos curriculum which is matched to the New National Curriculum (NNC)

Any gaps between the school curriculum and the NNC must be filled

The curriculum content will reflect the entire yearrsquos delivery

Term one

The content here is driven by the topic or theme used to deliver the curriculum and provide assessment opportunities

Term two

Again the content is driven by the theme used to deliver the curriculum

Term three

Again the content is driven by the topic or theme At the end of the year the entire curriculum for that year will have been covered

Assessment criteria are taken from the NNC

Key Performance Indicators (KPIs) describe a group of individual criteria

Separate KPIs make up the end of year Performance Standards (PS) that is the expected performance at the end of the year and against which assessments are made at the end of the year

An individual pupilrsquos work can be kept to exemplify attainment against the KPI and PS This can be known as the exemplification of performance This work should be annotated to highlight the achievement

From individual pupilrsquos work the school can create a standards file showing achievement in all subjects at each level This will create a benchmark for assessment purposes in future years

The standards file can be used as and when necessary to take part in cross school moderation activities when the standards can be agreed or altered according to decisions at the moderation

Term one

KPIs clearly stated for each topic or theme

Term two

KPIs clearly stated for each topic or theme

Term three

KPIs clearly stated for each topic or theme

Establishing a curriculum amp assessment framework ndash NAHT assessment model

55Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

Content of the curriculum is taken from the schoolrsquos curriculum which is matched to the New National Curriculum (NNC)

Any gaps between the school curriculum and the NNC must be filled

The curriculum content will reflect the entire yearrsquos delivery

Term one

The content here is driven by the topic or theme used to deliver the curriculum and provide assessment opportunities

Term two

Again the content is driven by the theme used to deliver the curriculum

Term three

Again the content is driven by the topic or theme At the end of the year the entire curriculum for that year will have been covered

Assessment criteria are taken from the NNC

Key Performance Indicators (KPIs) describe a group of individual criteria

Separate KPIs make up the end of year Performance Standards (PS) that is the expected performance at the end of the year and against which assessments are made at the end of the year

An individual pupilrsquos work can be kept to exemplify attainment against the KPI and PS This can be known as the exemplification of performance This work should be annotated to highlight the achievement

From individual pupilrsquos work the school can create a standards file showing achievement in all subjects at each level This will create a benchmark for assessment purposes in future years

The standards file can be used as and when necessary to take part in cross school moderation activities when the standards can be agreed or altered according to decisions at the moderation

Term one

KPIs clearly stated for each topic or theme

Term two

KPIs clearly stated for each topic or theme

Term three

KPIs clearly stated for each topic or theme

Establishing a curriculum amp assessment framework ndash NAHT assessment model

56Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

57

Selecting KPIs ndash extract from the National Curriculum year 1 programme of study

Reading ndash word reading (statutory requirements) Pupils should be taught to bull apply phonic knowledge and skills as the route to decode words bull respond speedily with the correct sound to graphemes (letters or groups of letters) for all 40+ phonemes including

where applicable alternative sounds for graphemes bull read accurately by blending sounds in unfamiliar words containing GPCs that have been taught bull read common exception words noting unusual correspondences between spelling and sound and where these

occur in the word bull read words containing taught GPCs and ndashs ndashes ndashing ndashed ndasher and ndashest endings bull read other words of more than one syllable that contain taught GPCs bull read words with contractions [for example Irsquom Irsquoll wersquoll] and understand that the apostrophe represents the omitted

letter(s) bull read aloud accurately books that are consistent with their developing phonic knowledge and that do not require them

to use other strategies to work out words bull re-read these books to build up their fluency and confidence in word reading

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

58

Selecting KPIs ndash extract from the National Curriculum year 1 programme of study

Reading ndash word reading (statutory requirements) Pupils should be taught to bull apply phonic knowledge and skills as the route to decode words bull respond speedily with the correct sound to graphemes (letters or groups of letters) for all 40+ phonemes

including where applicable alternative sounds for graphemes bull read accurately by blending sounds in unfamiliar words containing GPCs that have been taught bull read common exception words noting unusual correspondences between spelling and sound and where these

occur in the word bull read words containing taught GPCs and ndashs ndashes ndashing ndashed ndasher and ndashest endings bull read other words of more than one syllable that contain taught GPCs bull read words with contractions [for example Irsquom Irsquoll wersquoll] and understand that the apostrophe represents the omitted

letter(s) bull read aloud accurately books that are consistent with their developing phonic knowledge and that do not

require them to use other strategies to work out words bull re-read these books to build up their fluency and confidence in word reading

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

59

National and school curriculum - measuring and recording progress across key stages ndash NAHT assessment model

Key performance indicators Performance standard

Responds speedily with the correct sound to graphemes (letters or groups of letters) for all 40+ phonemes including where applicable alternative sounds for graphemes Reads accurately by blending sounds in unfamiliar words Reads common exception words Reads aloud accurately books that are consistent with their developing phonic knowledge and that do not require them to use other strategies to work out words Develops pleasure in reading motivation to read vocabulary and understanding by

Listening to and discussing a wide range of poems stories and non-fiction at a level beyond that at which they can read independently

With reference to the KPIs By the end of Y1 a child should be able to read all common graphemes and be able to read unfamiliar words containing these graphemes accurately and without undue hesitation by sounding them out in books that are matched closely to the level of word reading knowledge A child should be able to read many common words containing GPCs taught so far such as shout hand stop or dream without needing to blend the sounds out loud first Reading of common exception words such as you could many or people should be secure meaning a child can read them easily and automatically A child can read words with suffixes with support to build on the root words that can be read already

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

60

Tim Oates on granular assessment

- and access to the whole curriculum

>

61

Recording performance using KPIs

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

62

Standardisation

bull Standardisation is the procedure that ensures that all assessors involved in the assessment of pupilsrsquo performances do so accurately and consistently

bull Standardisation establishes a common standard of marking linked to the standard set for the work being assessed that helps maintain quality of marking

bull Assessments need to be standardised administered fixed in their scope and level of difficulty and marked consistently

bull The procedure is carried out before anyone assesses a piece of work

bull The procedure is managed by someone who is confident in applying the standard In external summative tests this would be carried out by the senior examiner or even electronically

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

63

Moderation

bull Moderation is the process through which an assessment is monitored within an institution or across institutions to ensure that the assessment is reliable fair and consistent with required standards

bull The moderator takes samples of other assessorsrsquo work during the assessment process and feeds back to the assessor accurate harsh lenient inconsistent This allows for the assessments to be standardised across a team of assessors

bull Once assessments have been standardised moderated and agreed internally representative samples can be entered into a standards file This can be used for future reference to help in standardisation procedures

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

64

Using the framework ndash NAHT exemplification

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

65

bull Does the product support the schoolrsquos policy on assessment

bull To what extent will the assessment tool support delivery of that policy

bull Is the assessment approach implied by the assessment tool credible

bull Does the tool provide good value

Source The Commission on Assessment Without Levels Evaluating external systems (July 2015 v September 2015)

Are teachers equipped to use the tools

Finding the right solution

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

66

Teaching learning and assessment

Itrsquos not just about getting the right assessment tool for the job

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

Using the framework ndash NaaceFrogEducation exemplification

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

68Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

69

Using the frameworkThe curriculum is key ndash

- the Intended curriculum - the Enacted curriculum - the Assessed curriculum - the Learned curriculum

(See Tim Oates Cambridge Assessment)

bull Clearly agreed understood and articulated progress

bull Assessment needs to be robust ndash what why when how reporting results and

ldquoDonrsquot assess everything that moves just the key conceptsrdquo

(Tim Oates)

bull KPIs and Performance Standards

bull Standardisation moderation and exemplification of performance standards are essential

bull Useful and meaningful reporting

bull Challenge itFrog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

70

SupportNAHT Assessment Commission ndash February 2014

DfE Assessment Principles

NAHT Assessment Framework and exemplification

The Commission on Assessment without Levels (July 2015 ndash September 2015)

NAHT courses - lsquoNAHTs assessment framework good practice in a world without levelsrsquo see httpwwwnahtorgukwelcomenaht-eventscourses-listnahts-assessment-framework

The Chartered Institute of Educational Assessors (CIEA) ndash Excellence in Assessment (Schools) an accreditation of the procedures processes and systems that schools and academies have in place to manage and implement assessment As an accreditation process rather than an inspectionhttpcieaorguktrainingexcellence-assessment-schools excellencecieaorguk

The Cambridge Approach Principles for designing administering and evaluating assessment Tim Oates January 2009

Communities of professional practice

FrogEducation wwwfrogeducationcom Tel 01422 250 800

Ofsted Inspection Framework ndash September 2015

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

29

attainment of all the lsquopupil canrsquo statements

Wersquove been here beforehellip

Geography 1991

5 attainment targets and 10 levels

lsquoBest fitrsquo introduced following Dearing Review 1995

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

30

attainment of all the lsquopupil canrsquo statements

Wersquove been here beforehellipAND WErsquoRE BACK

To demonstrate that pupils have met a standard within this interim framework teachers will need to have evidence that a pupil demonstrates attainment of all of the statements within that standard and all the statements in the preceding standard(s)

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

31

Ofsted amp assessment ndash (HMCI letter to schools July 2014)

Schools will be expected to demonstrate (with evidence) their assessment of pupilsrsquo progress This will be reinforced by the revised focus of Ofsted inspections

Inspectors will

bull spend more time looking at a range of pupilrsquos work in order to consider what progress they are making

bull talk to leaders about the schoolrsquos use of formative and summative assessment and how this improves teaching and raises achievement

bull evaluate how well pupils are doing against age-related expectations as set out by the school and the National Curriculum (where this applies)

bull consider how the school uses assessment information

bull evaluate the way the school reports to parents on pupilsrsquo progress and attainment Inspectors will assess whether reports help parents to understand how their children are doing in relation to the standards expected

See the Common Inspection Framework (CIF) the School Inspection Handbook ndash September 2015 ndash and Ofsted Inspections clarification for schools March 2015 (Dispelling the myths about Ofstedrsquos inspections)

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

32

Ofsted expectations

Evidence for inspection Ofsted does not expect schools to provide evidence for inspection beyond that set out in the inspection

handbook

Ofsted will take a range of evidence into account when making judgements including published performance data the schoolrsquos in-year performance data and work in pupilsrsquo books and folders However unnecessary or extensive collections of marked pupilsrsquo work are not required for inspection

Ofsted does not expect performance and pupil-tracking data to be presented in a particular format Such data should be provided to inspectors in the format that the school would ordinarily use to track and monitor the progress of pupils in that school

Ofsted does not require teachers to undertake additional work or to ask pupils to undertake work specifically for the inspection

Ofsted will usually expect to see evidence of the monitoring of teaching and learning and its link to teachersrsquo performance management and the Teachersrsquo Standards but this should be the information that the school uses routinely and not additional evidence generated for inspection

Source Ofsted March 2015 No 140169 ndash re-stated in the School Inspection Handbook June 2015

Ofsted inspections ndash clarification for schools

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

Teacher Workload SurveyTeacher Survey ndash workload challenge October to November 2014 (48832 responses)

Key issues

There were two specific tasks that were reported as being burdensome for the majority of sample respondents

recording inputting monitoring and analysing data (56) excessivedepth of marking ndash detail and frequency required (53)

Drivers of workload

Respondents most commonly said that the burden of their workload was created by accountabilityperceived pressures of Ofsted (53) tasks set by seniormiddle leaders (51)

Working to policies set at localschool level (35) and policy change at national level (34) were also significant drivers for teacher workload

33Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

Three reports (DfE March 2016)

Eliminating unnecessary workload associated with data management

httpswwwgovukgovernmentpublicationsreducing-teacher-workload-data-management-review-group-report

Eliminating unnecessary workload around marking

httpswwwgovukgovernmentpublicationsreducing-teacher-workload-marking-policy-review-group-report

Eliminating unnecessary workload around planning and teaching resources

httpswwwgovukgovernmentpublicationsreducing-teacher-workload-planning-and-resources-group-report

34

Teacher Workload Survey

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

2 hellip providing written feedback on pupilsrsquo work ndash has become disproportionately valued by schools and has become unnecessarily burdensome for teachers

3 The quantity of feedback should not be confused with the quality

10 Marking has evolved into an unhelpful burden for teachers when the time it takes is not repaid in positive impact on pupilsrsquo progress This is frequently because it is serving a different purpose such as demonstrating teacher performance or to satisfy the requirements of other mainly adult audiences Too often it is the marking itself which is being monitored and commented on by leaders rather than pupil outcomes and progress as a result of quality feedback

12 Our remit was to pay particular attention to lsquodeep markingrsquo From a review of the educational literature there appears to be no broadly agreed definition for this term or any theoretical underpinning of its educational worth

8 In summary we recommend that all marking should be meaningful manageable and motivating This should be the perspective adopted by all engaged in education from classroom teachers to the Department for Education (DfE)

35

Teacher Workload Reports Eliminating unnecessary workload around Marking

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

4 Creating detailed plans can become a lsquobox-tickingrsquo exercise and create unnecessary workload for teachers taking time away from the real business of planning whilst offering lsquofalse comfortrsquo of purpose These burdensome and unhelpful practices have arisen due to the real and perceived demands made by Government and Ofsted and how school leaders and teachers have reacted to them

5 School leaders should evaluate how they view planning in their school All leaders have a key role in ensuring the availability of fully-resourced collaboratively developed schemes of work Once these are in place and individual teachers understand the lsquowhatrsquo and lsquowhyrsquo of the curriculum they can be freed to teach in a way that best suits their professional judgement and experience Access to good quality schemes of work should reduce workload rather than create it

36

Teacher Workload Reports Eliminating unnecessary workload around Planning amp Teaching Resources

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

6 This can only happen if Government and its agencies commit to sufficient lead-in times for changes for which the sector will have to undertake significant planning to implement This includes releasing relevant materials in good time

7 High quality resources including textbooks can support teaching reduce workload by teachers not having to lsquoreinvent the wheelrsquo and ensure high expectations of the content of lessons and conceptual knowledge

8 We recognised that there are cultural issues at play which should be challenged

27 If the benefits are not apparent in pupil outcomes then this amounts to unnecessary workload As John Hattie remarks lsquothere are a million resources available on the internet and creating more seems among the successful wastes of time in which teachers love to engagersquo2

29 We also feel strongly that any resource will only be truly effective when it is supported by high quality training and professional development Having a shared and secure understanding of what effective teaching and pupil understanding looks like to inform planning is essential as are collaborative planning approaches Access to effective plans and materials for new entrants to the profession will support their development and allow them to concentrate on teaching

37

Teacher Workload Reports Eliminating unnecessary workload around Planning amp Teaching Resources

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

Principles for planning

11 Five principles are set out below that we believe should be used to test practice and expectations in schools These are motivated by a desire to ensure that planning is productive and that workload for teachers is manageable

a Planning a sequence of lessons is more important than writing individual lesson plans

b Fully resourced schemes of work should be in place for all teachers to use each term

c Planning should not be done simply to please outside organisations

d Planning should take place in purposeful and well defined blocks of time

e Effective planning makes use of high quality resources

38

Teacher Workload Reports Eliminating unnecessary workload around Planning amp Teaching Resources

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

Tim Oates on Finland textbooks and workload

39

>

A culture of excessive data collection

Data has become an end in itself ndash divorced from the core purpose ndash improving outcomes for pupils

Do not assume data collection and analysis must continue because it always has

clarity of purpose needs to be clear

the process needs to be efficient

data need to be valid

40

Teacher Workload Reports Eliminating unnecessary workload associated with Data Management

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

14 The recent removal of lsquolevelsrsquo should be a positive step in terms of data management schools should not feel any pressure to create elaborate tracking systems or lsquoworking at gradersquo approaches Yet there is anecdotal evidence that schools are introducing complicated systems which mimic levels This is an attempt to overlay the old world onto the new and it creates unnecessary data burdens that should be avoided

41

Teacher Workload Reports Eliminating unnecessary workload associated with Data Management

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

Tim Oates on levels mastery compensatory and low quality assessment

42

>

14 The recent removal of lsquolevelsrsquo should be a positive step in terms of data management schools should not feel any pressure to create elaborate tracking systems or lsquoworking at gradersquo approaches Yet there is anecdotal evidence that schools are introducing complicated systems which mimic levels This is an attempt to overlay the old world onto the new and it creates unnecessary data burdens that should be avoided

16 Government should ensure that national curriculum policy does not place ill- considered demands on schools in relation to tracking progress Leaders should ensure that they have a curriculum that offers pupils a robust framework of teaching that builds in progression challenge and depth of knowledge Teachers should then make professional judgements of pupil attainment against key performance indicators ndash the big ideas that tell us whether a pupil understands and has grasped what they have been taught

18 Teachers need to know if pupils are on track to achieve end-of-year expectations whether pupils are where they should be but are best placed to make such judgements through their professional knowledge without recourse to elaborate assessment data generating and recording systems Government (including Regional Schools Commissioners) Ofsted local authorities and school leaders should support this approach

43

Teacher Workload Reports Eliminating unnecessary workload associated with Data Management

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

44

Impact of the changes and challenges ndash and the opportunity

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

45

The impacthellip

bull the curriculum content needs to be detailed and clearbull for qualifications linear courses need to carefully plannedbull standards of performance need to be challenging clearly articulated universally

understood and shared thereforebull progress needs to be understood articulated and evidencedbull transition needs more workhellip see Ofsted Key Stage 3 ndash the wasted years (10th

September 2015)

AndhellipTrust in ndash and within - the profession needs to be re-establishedbull Initial teacher training in assessment needs improvementbull professional development covering assessment should be targeted

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

46

The challengehellip

There are issues surrounding teacher assessment that have to do with potential bias application of different sometimes personal assessment criteria and differences in the available evidence base when implemented curricula and standards of judgement differ from class to class and school to school

Sandra Johnson A focus on teacher assessment reliability in GCSE and GCE Report for Ofqual 2011

However inspectors have noted worrying inconsistencies in teacher assessment at the end of Key Stage 1 In infant schools for example children are more likely to be assessed as reaching or exceeding the standards expected for their age than they are in all-through primary schools Moreover uneven moderation by local authorities of the work carried out by schools can lead to poor quality and unreliable assessment For these reasons I urge government to consider a return to external assessment at the end of Key Stage 1

HMCI Annual Report 201213

The Commission heard from the majority of those submitting evidence that there was a lack of trust in teacher assessment at the present time There is a worrying lack of trust in individual teacher-based assessment which emanates from within the profession itself

The NAHT Commission on Assessment (February 2014)

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

47

3

Red

14

92

Green

EmergingFruit

Beware mad numbers Meaning must be added - be careful when comparing two numbers that come from different contexts

Dog breeds

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

48

Beware mad numbers

But Spinal Taprsquos amplifier goes to 11hellip

Ampeg FenderMarshallhellip

Outstanding education through aw

esome technology

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

Mad Numbers - Dead Poets Society (1989)

Determining a poemrsquos greatness is a relatively simple matterhellip

lsquoIf the poems score for perfection is plotted on the horizontal of a graph and its importance is plotted on the vertical then calculating the total area of the poem yields the measure of its greatnessrsquo

Understanding Poetry Dr J Evans Pritchard PhD

ldquoExcrement

We are not laying pipeshelliprip out the pagerdquo

John Keating ndash teacher (Robin Williams)

x = Perfection

y =

Impo

rtanc

e

Byron sonnet

Shakespeare sonnet

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

50

So wherersquos the opportunity

Assessment as the pivotal point of teaching and learning

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

51Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

52

The opportunity

bull Making assessment about teaching and learning

bull Improved teacher subject knowledge

bull Quality assured assessments

bull Better skilled teachers with assessment expertise

bull Better use and development of robust research

bull Confidence

bull Trust in the professionhellip

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

53

A viable solution ndash a proposed curriculum amp assessment framework

bull that puts the curriculum to the fore

bull that provides a structured focus for assessment

bull provides a curriculum and assessment framework ndash built on sound practice and robust research

bull places assessment as integral to teaching and learning

bull addresses issues of validity and reliability and

bull most importantly places childrenrsquos learning as paramount

But it wonrsquot just happenhellip

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

Assessment Quality Assurance PlanAn Assessment Quality Assurance plan should present an organisational framework for all assessment activities within the centre There is no single way of organising or presenting such a framework but the information below outlines key areas that should be considered when designing developing or evaluating the centrersquos assessment practice

Principles of assessment

Reporting

Relationship with the stated curriculum

Common standards and expectations

Consistency

Staff training and development

Evaluation review amp accreditation

Impact on teaching and learning

Learner

Chartered Institute of Educational Assessors (CIEA)

54Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

Content of the curriculum is taken from the schoolrsquos curriculum which is matched to the New National Curriculum (NNC)

Any gaps between the school curriculum and the NNC must be filled

The curriculum content will reflect the entire yearrsquos delivery

Term one

The content here is driven by the topic or theme used to deliver the curriculum and provide assessment opportunities

Term two

Again the content is driven by the theme used to deliver the curriculum

Term three

Again the content is driven by the topic or theme At the end of the year the entire curriculum for that year will have been covered

Assessment criteria are taken from the NNC

Key Performance Indicators (KPIs) describe a group of individual criteria

Separate KPIs make up the end of year Performance Standards (PS) that is the expected performance at the end of the year and against which assessments are made at the end of the year

An individual pupilrsquos work can be kept to exemplify attainment against the KPI and PS This can be known as the exemplification of performance This work should be annotated to highlight the achievement

From individual pupilrsquos work the school can create a standards file showing achievement in all subjects at each level This will create a benchmark for assessment purposes in future years

The standards file can be used as and when necessary to take part in cross school moderation activities when the standards can be agreed or altered according to decisions at the moderation

Term one

KPIs clearly stated for each topic or theme

Term two

KPIs clearly stated for each topic or theme

Term three

KPIs clearly stated for each topic or theme

Establishing a curriculum amp assessment framework ndash NAHT assessment model

55Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

Content of the curriculum is taken from the schoolrsquos curriculum which is matched to the New National Curriculum (NNC)

Any gaps between the school curriculum and the NNC must be filled

The curriculum content will reflect the entire yearrsquos delivery

Term one

The content here is driven by the topic or theme used to deliver the curriculum and provide assessment opportunities

Term two

Again the content is driven by the theme used to deliver the curriculum

Term three

Again the content is driven by the topic or theme At the end of the year the entire curriculum for that year will have been covered

Assessment criteria are taken from the NNC

Key Performance Indicators (KPIs) describe a group of individual criteria

Separate KPIs make up the end of year Performance Standards (PS) that is the expected performance at the end of the year and against which assessments are made at the end of the year

An individual pupilrsquos work can be kept to exemplify attainment against the KPI and PS This can be known as the exemplification of performance This work should be annotated to highlight the achievement

From individual pupilrsquos work the school can create a standards file showing achievement in all subjects at each level This will create a benchmark for assessment purposes in future years

The standards file can be used as and when necessary to take part in cross school moderation activities when the standards can be agreed or altered according to decisions at the moderation

Term one

KPIs clearly stated for each topic or theme

Term two

KPIs clearly stated for each topic or theme

Term three

KPIs clearly stated for each topic or theme

Establishing a curriculum amp assessment framework ndash NAHT assessment model

56Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

57

Selecting KPIs ndash extract from the National Curriculum year 1 programme of study

Reading ndash word reading (statutory requirements) Pupils should be taught to bull apply phonic knowledge and skills as the route to decode words bull respond speedily with the correct sound to graphemes (letters or groups of letters) for all 40+ phonemes including

where applicable alternative sounds for graphemes bull read accurately by blending sounds in unfamiliar words containing GPCs that have been taught bull read common exception words noting unusual correspondences between spelling and sound and where these

occur in the word bull read words containing taught GPCs and ndashs ndashes ndashing ndashed ndasher and ndashest endings bull read other words of more than one syllable that contain taught GPCs bull read words with contractions [for example Irsquom Irsquoll wersquoll] and understand that the apostrophe represents the omitted

letter(s) bull read aloud accurately books that are consistent with their developing phonic knowledge and that do not require them

to use other strategies to work out words bull re-read these books to build up their fluency and confidence in word reading

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

58

Selecting KPIs ndash extract from the National Curriculum year 1 programme of study

Reading ndash word reading (statutory requirements) Pupils should be taught to bull apply phonic knowledge and skills as the route to decode words bull respond speedily with the correct sound to graphemes (letters or groups of letters) for all 40+ phonemes

including where applicable alternative sounds for graphemes bull read accurately by blending sounds in unfamiliar words containing GPCs that have been taught bull read common exception words noting unusual correspondences between spelling and sound and where these

occur in the word bull read words containing taught GPCs and ndashs ndashes ndashing ndashed ndasher and ndashest endings bull read other words of more than one syllable that contain taught GPCs bull read words with contractions [for example Irsquom Irsquoll wersquoll] and understand that the apostrophe represents the omitted

letter(s) bull read aloud accurately books that are consistent with their developing phonic knowledge and that do not

require them to use other strategies to work out words bull re-read these books to build up their fluency and confidence in word reading

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

59

National and school curriculum - measuring and recording progress across key stages ndash NAHT assessment model

Key performance indicators Performance standard

Responds speedily with the correct sound to graphemes (letters or groups of letters) for all 40+ phonemes including where applicable alternative sounds for graphemes Reads accurately by blending sounds in unfamiliar words Reads common exception words Reads aloud accurately books that are consistent with their developing phonic knowledge and that do not require them to use other strategies to work out words Develops pleasure in reading motivation to read vocabulary and understanding by

Listening to and discussing a wide range of poems stories and non-fiction at a level beyond that at which they can read independently

With reference to the KPIs By the end of Y1 a child should be able to read all common graphemes and be able to read unfamiliar words containing these graphemes accurately and without undue hesitation by sounding them out in books that are matched closely to the level of word reading knowledge A child should be able to read many common words containing GPCs taught so far such as shout hand stop or dream without needing to blend the sounds out loud first Reading of common exception words such as you could many or people should be secure meaning a child can read them easily and automatically A child can read words with suffixes with support to build on the root words that can be read already

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

60

Tim Oates on granular assessment

- and access to the whole curriculum

>

61

Recording performance using KPIs

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

62

Standardisation

bull Standardisation is the procedure that ensures that all assessors involved in the assessment of pupilsrsquo performances do so accurately and consistently

bull Standardisation establishes a common standard of marking linked to the standard set for the work being assessed that helps maintain quality of marking

bull Assessments need to be standardised administered fixed in their scope and level of difficulty and marked consistently

bull The procedure is carried out before anyone assesses a piece of work

bull The procedure is managed by someone who is confident in applying the standard In external summative tests this would be carried out by the senior examiner or even electronically

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

63

Moderation

bull Moderation is the process through which an assessment is monitored within an institution or across institutions to ensure that the assessment is reliable fair and consistent with required standards

bull The moderator takes samples of other assessorsrsquo work during the assessment process and feeds back to the assessor accurate harsh lenient inconsistent This allows for the assessments to be standardised across a team of assessors

bull Once assessments have been standardised moderated and agreed internally representative samples can be entered into a standards file This can be used for future reference to help in standardisation procedures

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

64

Using the framework ndash NAHT exemplification

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

65

bull Does the product support the schoolrsquos policy on assessment

bull To what extent will the assessment tool support delivery of that policy

bull Is the assessment approach implied by the assessment tool credible

bull Does the tool provide good value

Source The Commission on Assessment Without Levels Evaluating external systems (July 2015 v September 2015)

Are teachers equipped to use the tools

Finding the right solution

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

66

Teaching learning and assessment

Itrsquos not just about getting the right assessment tool for the job

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

Using the framework ndash NaaceFrogEducation exemplification

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

68Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

69

Using the frameworkThe curriculum is key ndash

- the Intended curriculum - the Enacted curriculum - the Assessed curriculum - the Learned curriculum

(See Tim Oates Cambridge Assessment)

bull Clearly agreed understood and articulated progress

bull Assessment needs to be robust ndash what why when how reporting results and

ldquoDonrsquot assess everything that moves just the key conceptsrdquo

(Tim Oates)

bull KPIs and Performance Standards

bull Standardisation moderation and exemplification of performance standards are essential

bull Useful and meaningful reporting

bull Challenge itFrog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

70

SupportNAHT Assessment Commission ndash February 2014

DfE Assessment Principles

NAHT Assessment Framework and exemplification

The Commission on Assessment without Levels (July 2015 ndash September 2015)

NAHT courses - lsquoNAHTs assessment framework good practice in a world without levelsrsquo see httpwwwnahtorgukwelcomenaht-eventscourses-listnahts-assessment-framework

The Chartered Institute of Educational Assessors (CIEA) ndash Excellence in Assessment (Schools) an accreditation of the procedures processes and systems that schools and academies have in place to manage and implement assessment As an accreditation process rather than an inspectionhttpcieaorguktrainingexcellence-assessment-schools excellencecieaorguk

The Cambridge Approach Principles for designing administering and evaluating assessment Tim Oates January 2009

Communities of professional practice

FrogEducation wwwfrogeducationcom Tel 01422 250 800

Ofsted Inspection Framework ndash September 2015

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

30

attainment of all the lsquopupil canrsquo statements

Wersquove been here beforehellipAND WErsquoRE BACK

To demonstrate that pupils have met a standard within this interim framework teachers will need to have evidence that a pupil demonstrates attainment of all of the statements within that standard and all the statements in the preceding standard(s)

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

31

Ofsted amp assessment ndash (HMCI letter to schools July 2014)

Schools will be expected to demonstrate (with evidence) their assessment of pupilsrsquo progress This will be reinforced by the revised focus of Ofsted inspections

Inspectors will

bull spend more time looking at a range of pupilrsquos work in order to consider what progress they are making

bull talk to leaders about the schoolrsquos use of formative and summative assessment and how this improves teaching and raises achievement

bull evaluate how well pupils are doing against age-related expectations as set out by the school and the National Curriculum (where this applies)

bull consider how the school uses assessment information

bull evaluate the way the school reports to parents on pupilsrsquo progress and attainment Inspectors will assess whether reports help parents to understand how their children are doing in relation to the standards expected

See the Common Inspection Framework (CIF) the School Inspection Handbook ndash September 2015 ndash and Ofsted Inspections clarification for schools March 2015 (Dispelling the myths about Ofstedrsquos inspections)

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

32

Ofsted expectations

Evidence for inspection Ofsted does not expect schools to provide evidence for inspection beyond that set out in the inspection

handbook

Ofsted will take a range of evidence into account when making judgements including published performance data the schoolrsquos in-year performance data and work in pupilsrsquo books and folders However unnecessary or extensive collections of marked pupilsrsquo work are not required for inspection

Ofsted does not expect performance and pupil-tracking data to be presented in a particular format Such data should be provided to inspectors in the format that the school would ordinarily use to track and monitor the progress of pupils in that school

Ofsted does not require teachers to undertake additional work or to ask pupils to undertake work specifically for the inspection

Ofsted will usually expect to see evidence of the monitoring of teaching and learning and its link to teachersrsquo performance management and the Teachersrsquo Standards but this should be the information that the school uses routinely and not additional evidence generated for inspection

Source Ofsted March 2015 No 140169 ndash re-stated in the School Inspection Handbook June 2015

Ofsted inspections ndash clarification for schools

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

Teacher Workload SurveyTeacher Survey ndash workload challenge October to November 2014 (48832 responses)

Key issues

There were two specific tasks that were reported as being burdensome for the majority of sample respondents

recording inputting monitoring and analysing data (56) excessivedepth of marking ndash detail and frequency required (53)

Drivers of workload

Respondents most commonly said that the burden of their workload was created by accountabilityperceived pressures of Ofsted (53) tasks set by seniormiddle leaders (51)

Working to policies set at localschool level (35) and policy change at national level (34) were also significant drivers for teacher workload

33Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

Three reports (DfE March 2016)

Eliminating unnecessary workload associated with data management

httpswwwgovukgovernmentpublicationsreducing-teacher-workload-data-management-review-group-report

Eliminating unnecessary workload around marking

httpswwwgovukgovernmentpublicationsreducing-teacher-workload-marking-policy-review-group-report

Eliminating unnecessary workload around planning and teaching resources

httpswwwgovukgovernmentpublicationsreducing-teacher-workload-planning-and-resources-group-report

34

Teacher Workload Survey

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

2 hellip providing written feedback on pupilsrsquo work ndash has become disproportionately valued by schools and has become unnecessarily burdensome for teachers

3 The quantity of feedback should not be confused with the quality

10 Marking has evolved into an unhelpful burden for teachers when the time it takes is not repaid in positive impact on pupilsrsquo progress This is frequently because it is serving a different purpose such as demonstrating teacher performance or to satisfy the requirements of other mainly adult audiences Too often it is the marking itself which is being monitored and commented on by leaders rather than pupil outcomes and progress as a result of quality feedback

12 Our remit was to pay particular attention to lsquodeep markingrsquo From a review of the educational literature there appears to be no broadly agreed definition for this term or any theoretical underpinning of its educational worth

8 In summary we recommend that all marking should be meaningful manageable and motivating This should be the perspective adopted by all engaged in education from classroom teachers to the Department for Education (DfE)

35

Teacher Workload Reports Eliminating unnecessary workload around Marking

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

4 Creating detailed plans can become a lsquobox-tickingrsquo exercise and create unnecessary workload for teachers taking time away from the real business of planning whilst offering lsquofalse comfortrsquo of purpose These burdensome and unhelpful practices have arisen due to the real and perceived demands made by Government and Ofsted and how school leaders and teachers have reacted to them

5 School leaders should evaluate how they view planning in their school All leaders have a key role in ensuring the availability of fully-resourced collaboratively developed schemes of work Once these are in place and individual teachers understand the lsquowhatrsquo and lsquowhyrsquo of the curriculum they can be freed to teach in a way that best suits their professional judgement and experience Access to good quality schemes of work should reduce workload rather than create it

36

Teacher Workload Reports Eliminating unnecessary workload around Planning amp Teaching Resources

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

6 This can only happen if Government and its agencies commit to sufficient lead-in times for changes for which the sector will have to undertake significant planning to implement This includes releasing relevant materials in good time

7 High quality resources including textbooks can support teaching reduce workload by teachers not having to lsquoreinvent the wheelrsquo and ensure high expectations of the content of lessons and conceptual knowledge

8 We recognised that there are cultural issues at play which should be challenged

27 If the benefits are not apparent in pupil outcomes then this amounts to unnecessary workload As John Hattie remarks lsquothere are a million resources available on the internet and creating more seems among the successful wastes of time in which teachers love to engagersquo2

29 We also feel strongly that any resource will only be truly effective when it is supported by high quality training and professional development Having a shared and secure understanding of what effective teaching and pupil understanding looks like to inform planning is essential as are collaborative planning approaches Access to effective plans and materials for new entrants to the profession will support their development and allow them to concentrate on teaching

37

Teacher Workload Reports Eliminating unnecessary workload around Planning amp Teaching Resources

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

Principles for planning

11 Five principles are set out below that we believe should be used to test practice and expectations in schools These are motivated by a desire to ensure that planning is productive and that workload for teachers is manageable

a Planning a sequence of lessons is more important than writing individual lesson plans

b Fully resourced schemes of work should be in place for all teachers to use each term

c Planning should not be done simply to please outside organisations

d Planning should take place in purposeful and well defined blocks of time

e Effective planning makes use of high quality resources

38

Teacher Workload Reports Eliminating unnecessary workload around Planning amp Teaching Resources

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

Tim Oates on Finland textbooks and workload

39

>

A culture of excessive data collection

Data has become an end in itself ndash divorced from the core purpose ndash improving outcomes for pupils

Do not assume data collection and analysis must continue because it always has

clarity of purpose needs to be clear

the process needs to be efficient

data need to be valid

40

Teacher Workload Reports Eliminating unnecessary workload associated with Data Management

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

14 The recent removal of lsquolevelsrsquo should be a positive step in terms of data management schools should not feel any pressure to create elaborate tracking systems or lsquoworking at gradersquo approaches Yet there is anecdotal evidence that schools are introducing complicated systems which mimic levels This is an attempt to overlay the old world onto the new and it creates unnecessary data burdens that should be avoided

41

Teacher Workload Reports Eliminating unnecessary workload associated with Data Management

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

Tim Oates on levels mastery compensatory and low quality assessment

42

>

14 The recent removal of lsquolevelsrsquo should be a positive step in terms of data management schools should not feel any pressure to create elaborate tracking systems or lsquoworking at gradersquo approaches Yet there is anecdotal evidence that schools are introducing complicated systems which mimic levels This is an attempt to overlay the old world onto the new and it creates unnecessary data burdens that should be avoided

16 Government should ensure that national curriculum policy does not place ill- considered demands on schools in relation to tracking progress Leaders should ensure that they have a curriculum that offers pupils a robust framework of teaching that builds in progression challenge and depth of knowledge Teachers should then make professional judgements of pupil attainment against key performance indicators ndash the big ideas that tell us whether a pupil understands and has grasped what they have been taught

18 Teachers need to know if pupils are on track to achieve end-of-year expectations whether pupils are where they should be but are best placed to make such judgements through their professional knowledge without recourse to elaborate assessment data generating and recording systems Government (including Regional Schools Commissioners) Ofsted local authorities and school leaders should support this approach

43

Teacher Workload Reports Eliminating unnecessary workload associated with Data Management

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

44

Impact of the changes and challenges ndash and the opportunity

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

45

The impacthellip

bull the curriculum content needs to be detailed and clearbull for qualifications linear courses need to carefully plannedbull standards of performance need to be challenging clearly articulated universally

understood and shared thereforebull progress needs to be understood articulated and evidencedbull transition needs more workhellip see Ofsted Key Stage 3 ndash the wasted years (10th

September 2015)

AndhellipTrust in ndash and within - the profession needs to be re-establishedbull Initial teacher training in assessment needs improvementbull professional development covering assessment should be targeted

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

46

The challengehellip

There are issues surrounding teacher assessment that have to do with potential bias application of different sometimes personal assessment criteria and differences in the available evidence base when implemented curricula and standards of judgement differ from class to class and school to school

Sandra Johnson A focus on teacher assessment reliability in GCSE and GCE Report for Ofqual 2011

However inspectors have noted worrying inconsistencies in teacher assessment at the end of Key Stage 1 In infant schools for example children are more likely to be assessed as reaching or exceeding the standards expected for their age than they are in all-through primary schools Moreover uneven moderation by local authorities of the work carried out by schools can lead to poor quality and unreliable assessment For these reasons I urge government to consider a return to external assessment at the end of Key Stage 1

HMCI Annual Report 201213

The Commission heard from the majority of those submitting evidence that there was a lack of trust in teacher assessment at the present time There is a worrying lack of trust in individual teacher-based assessment which emanates from within the profession itself

The NAHT Commission on Assessment (February 2014)

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

47

3

Red

14

92

Green

EmergingFruit

Beware mad numbers Meaning must be added - be careful when comparing two numbers that come from different contexts

Dog breeds

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

48

Beware mad numbers

But Spinal Taprsquos amplifier goes to 11hellip

Ampeg FenderMarshallhellip

Outstanding education through aw

esome technology

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

Mad Numbers - Dead Poets Society (1989)

Determining a poemrsquos greatness is a relatively simple matterhellip

lsquoIf the poems score for perfection is plotted on the horizontal of a graph and its importance is plotted on the vertical then calculating the total area of the poem yields the measure of its greatnessrsquo

Understanding Poetry Dr J Evans Pritchard PhD

ldquoExcrement

We are not laying pipeshelliprip out the pagerdquo

John Keating ndash teacher (Robin Williams)

x = Perfection

y =

Impo

rtanc

e

Byron sonnet

Shakespeare sonnet

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

50

So wherersquos the opportunity

Assessment as the pivotal point of teaching and learning

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

51Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

52

The opportunity

bull Making assessment about teaching and learning

bull Improved teacher subject knowledge

bull Quality assured assessments

bull Better skilled teachers with assessment expertise

bull Better use and development of robust research

bull Confidence

bull Trust in the professionhellip

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

53

A viable solution ndash a proposed curriculum amp assessment framework

bull that puts the curriculum to the fore

bull that provides a structured focus for assessment

bull provides a curriculum and assessment framework ndash built on sound practice and robust research

bull places assessment as integral to teaching and learning

bull addresses issues of validity and reliability and

bull most importantly places childrenrsquos learning as paramount

But it wonrsquot just happenhellip

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

Assessment Quality Assurance PlanAn Assessment Quality Assurance plan should present an organisational framework for all assessment activities within the centre There is no single way of organising or presenting such a framework but the information below outlines key areas that should be considered when designing developing or evaluating the centrersquos assessment practice

Principles of assessment

Reporting

Relationship with the stated curriculum

Common standards and expectations

Consistency

Staff training and development

Evaluation review amp accreditation

Impact on teaching and learning

Learner

Chartered Institute of Educational Assessors (CIEA)

54Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

Content of the curriculum is taken from the schoolrsquos curriculum which is matched to the New National Curriculum (NNC)

Any gaps between the school curriculum and the NNC must be filled

The curriculum content will reflect the entire yearrsquos delivery

Term one

The content here is driven by the topic or theme used to deliver the curriculum and provide assessment opportunities

Term two

Again the content is driven by the theme used to deliver the curriculum

Term three

Again the content is driven by the topic or theme At the end of the year the entire curriculum for that year will have been covered

Assessment criteria are taken from the NNC

Key Performance Indicators (KPIs) describe a group of individual criteria

Separate KPIs make up the end of year Performance Standards (PS) that is the expected performance at the end of the year and against which assessments are made at the end of the year

An individual pupilrsquos work can be kept to exemplify attainment against the KPI and PS This can be known as the exemplification of performance This work should be annotated to highlight the achievement

From individual pupilrsquos work the school can create a standards file showing achievement in all subjects at each level This will create a benchmark for assessment purposes in future years

The standards file can be used as and when necessary to take part in cross school moderation activities when the standards can be agreed or altered according to decisions at the moderation

Term one

KPIs clearly stated for each topic or theme

Term two

KPIs clearly stated for each topic or theme

Term three

KPIs clearly stated for each topic or theme

Establishing a curriculum amp assessment framework ndash NAHT assessment model

55Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

Content of the curriculum is taken from the schoolrsquos curriculum which is matched to the New National Curriculum (NNC)

Any gaps between the school curriculum and the NNC must be filled

The curriculum content will reflect the entire yearrsquos delivery

Term one

The content here is driven by the topic or theme used to deliver the curriculum and provide assessment opportunities

Term two

Again the content is driven by the theme used to deliver the curriculum

Term three

Again the content is driven by the topic or theme At the end of the year the entire curriculum for that year will have been covered

Assessment criteria are taken from the NNC

Key Performance Indicators (KPIs) describe a group of individual criteria

Separate KPIs make up the end of year Performance Standards (PS) that is the expected performance at the end of the year and against which assessments are made at the end of the year

An individual pupilrsquos work can be kept to exemplify attainment against the KPI and PS This can be known as the exemplification of performance This work should be annotated to highlight the achievement

From individual pupilrsquos work the school can create a standards file showing achievement in all subjects at each level This will create a benchmark for assessment purposes in future years

The standards file can be used as and when necessary to take part in cross school moderation activities when the standards can be agreed or altered according to decisions at the moderation

Term one

KPIs clearly stated for each topic or theme

Term two

KPIs clearly stated for each topic or theme

Term three

KPIs clearly stated for each topic or theme

Establishing a curriculum amp assessment framework ndash NAHT assessment model

56Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

57

Selecting KPIs ndash extract from the National Curriculum year 1 programme of study

Reading ndash word reading (statutory requirements) Pupils should be taught to bull apply phonic knowledge and skills as the route to decode words bull respond speedily with the correct sound to graphemes (letters or groups of letters) for all 40+ phonemes including

where applicable alternative sounds for graphemes bull read accurately by blending sounds in unfamiliar words containing GPCs that have been taught bull read common exception words noting unusual correspondences between spelling and sound and where these

occur in the word bull read words containing taught GPCs and ndashs ndashes ndashing ndashed ndasher and ndashest endings bull read other words of more than one syllable that contain taught GPCs bull read words with contractions [for example Irsquom Irsquoll wersquoll] and understand that the apostrophe represents the omitted

letter(s) bull read aloud accurately books that are consistent with their developing phonic knowledge and that do not require them

to use other strategies to work out words bull re-read these books to build up their fluency and confidence in word reading

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

58

Selecting KPIs ndash extract from the National Curriculum year 1 programme of study

Reading ndash word reading (statutory requirements) Pupils should be taught to bull apply phonic knowledge and skills as the route to decode words bull respond speedily with the correct sound to graphemes (letters or groups of letters) for all 40+ phonemes

including where applicable alternative sounds for graphemes bull read accurately by blending sounds in unfamiliar words containing GPCs that have been taught bull read common exception words noting unusual correspondences between spelling and sound and where these

occur in the word bull read words containing taught GPCs and ndashs ndashes ndashing ndashed ndasher and ndashest endings bull read other words of more than one syllable that contain taught GPCs bull read words with contractions [for example Irsquom Irsquoll wersquoll] and understand that the apostrophe represents the omitted

letter(s) bull read aloud accurately books that are consistent with their developing phonic knowledge and that do not

require them to use other strategies to work out words bull re-read these books to build up their fluency and confidence in word reading

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

59

National and school curriculum - measuring and recording progress across key stages ndash NAHT assessment model

Key performance indicators Performance standard

Responds speedily with the correct sound to graphemes (letters or groups of letters) for all 40+ phonemes including where applicable alternative sounds for graphemes Reads accurately by blending sounds in unfamiliar words Reads common exception words Reads aloud accurately books that are consistent with their developing phonic knowledge and that do not require them to use other strategies to work out words Develops pleasure in reading motivation to read vocabulary and understanding by

Listening to and discussing a wide range of poems stories and non-fiction at a level beyond that at which they can read independently

With reference to the KPIs By the end of Y1 a child should be able to read all common graphemes and be able to read unfamiliar words containing these graphemes accurately and without undue hesitation by sounding them out in books that are matched closely to the level of word reading knowledge A child should be able to read many common words containing GPCs taught so far such as shout hand stop or dream without needing to blend the sounds out loud first Reading of common exception words such as you could many or people should be secure meaning a child can read them easily and automatically A child can read words with suffixes with support to build on the root words that can be read already

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

60

Tim Oates on granular assessment

- and access to the whole curriculum

>

61

Recording performance using KPIs

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

62

Standardisation

bull Standardisation is the procedure that ensures that all assessors involved in the assessment of pupilsrsquo performances do so accurately and consistently

bull Standardisation establishes a common standard of marking linked to the standard set for the work being assessed that helps maintain quality of marking

bull Assessments need to be standardised administered fixed in their scope and level of difficulty and marked consistently

bull The procedure is carried out before anyone assesses a piece of work

bull The procedure is managed by someone who is confident in applying the standard In external summative tests this would be carried out by the senior examiner or even electronically

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

63

Moderation

bull Moderation is the process through which an assessment is monitored within an institution or across institutions to ensure that the assessment is reliable fair and consistent with required standards

bull The moderator takes samples of other assessorsrsquo work during the assessment process and feeds back to the assessor accurate harsh lenient inconsistent This allows for the assessments to be standardised across a team of assessors

bull Once assessments have been standardised moderated and agreed internally representative samples can be entered into a standards file This can be used for future reference to help in standardisation procedures

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

64

Using the framework ndash NAHT exemplification

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

65

bull Does the product support the schoolrsquos policy on assessment

bull To what extent will the assessment tool support delivery of that policy

bull Is the assessment approach implied by the assessment tool credible

bull Does the tool provide good value

Source The Commission on Assessment Without Levels Evaluating external systems (July 2015 v September 2015)

Are teachers equipped to use the tools

Finding the right solution

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

66

Teaching learning and assessment

Itrsquos not just about getting the right assessment tool for the job

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

Using the framework ndash NaaceFrogEducation exemplification

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

68Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

69

Using the frameworkThe curriculum is key ndash

- the Intended curriculum - the Enacted curriculum - the Assessed curriculum - the Learned curriculum

(See Tim Oates Cambridge Assessment)

bull Clearly agreed understood and articulated progress

bull Assessment needs to be robust ndash what why when how reporting results and

ldquoDonrsquot assess everything that moves just the key conceptsrdquo

(Tim Oates)

bull KPIs and Performance Standards

bull Standardisation moderation and exemplification of performance standards are essential

bull Useful and meaningful reporting

bull Challenge itFrog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

70

SupportNAHT Assessment Commission ndash February 2014

DfE Assessment Principles

NAHT Assessment Framework and exemplification

The Commission on Assessment without Levels (July 2015 ndash September 2015)

NAHT courses - lsquoNAHTs assessment framework good practice in a world without levelsrsquo see httpwwwnahtorgukwelcomenaht-eventscourses-listnahts-assessment-framework

The Chartered Institute of Educational Assessors (CIEA) ndash Excellence in Assessment (Schools) an accreditation of the procedures processes and systems that schools and academies have in place to manage and implement assessment As an accreditation process rather than an inspectionhttpcieaorguktrainingexcellence-assessment-schools excellencecieaorguk

The Cambridge Approach Principles for designing administering and evaluating assessment Tim Oates January 2009

Communities of professional practice

FrogEducation wwwfrogeducationcom Tel 01422 250 800

Ofsted Inspection Framework ndash September 2015

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

31

Ofsted amp assessment ndash (HMCI letter to schools July 2014)

Schools will be expected to demonstrate (with evidence) their assessment of pupilsrsquo progress This will be reinforced by the revised focus of Ofsted inspections

Inspectors will

bull spend more time looking at a range of pupilrsquos work in order to consider what progress they are making

bull talk to leaders about the schoolrsquos use of formative and summative assessment and how this improves teaching and raises achievement

bull evaluate how well pupils are doing against age-related expectations as set out by the school and the National Curriculum (where this applies)

bull consider how the school uses assessment information

bull evaluate the way the school reports to parents on pupilsrsquo progress and attainment Inspectors will assess whether reports help parents to understand how their children are doing in relation to the standards expected

See the Common Inspection Framework (CIF) the School Inspection Handbook ndash September 2015 ndash and Ofsted Inspections clarification for schools March 2015 (Dispelling the myths about Ofstedrsquos inspections)

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

32

Ofsted expectations

Evidence for inspection Ofsted does not expect schools to provide evidence for inspection beyond that set out in the inspection

handbook

Ofsted will take a range of evidence into account when making judgements including published performance data the schoolrsquos in-year performance data and work in pupilsrsquo books and folders However unnecessary or extensive collections of marked pupilsrsquo work are not required for inspection

Ofsted does not expect performance and pupil-tracking data to be presented in a particular format Such data should be provided to inspectors in the format that the school would ordinarily use to track and monitor the progress of pupils in that school

Ofsted does not require teachers to undertake additional work or to ask pupils to undertake work specifically for the inspection

Ofsted will usually expect to see evidence of the monitoring of teaching and learning and its link to teachersrsquo performance management and the Teachersrsquo Standards but this should be the information that the school uses routinely and not additional evidence generated for inspection

Source Ofsted March 2015 No 140169 ndash re-stated in the School Inspection Handbook June 2015

Ofsted inspections ndash clarification for schools

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

Teacher Workload SurveyTeacher Survey ndash workload challenge October to November 2014 (48832 responses)

Key issues

There were two specific tasks that were reported as being burdensome for the majority of sample respondents

recording inputting monitoring and analysing data (56) excessivedepth of marking ndash detail and frequency required (53)

Drivers of workload

Respondents most commonly said that the burden of their workload was created by accountabilityperceived pressures of Ofsted (53) tasks set by seniormiddle leaders (51)

Working to policies set at localschool level (35) and policy change at national level (34) were also significant drivers for teacher workload

33Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

Three reports (DfE March 2016)

Eliminating unnecessary workload associated with data management

httpswwwgovukgovernmentpublicationsreducing-teacher-workload-data-management-review-group-report

Eliminating unnecessary workload around marking

httpswwwgovukgovernmentpublicationsreducing-teacher-workload-marking-policy-review-group-report

Eliminating unnecessary workload around planning and teaching resources

httpswwwgovukgovernmentpublicationsreducing-teacher-workload-planning-and-resources-group-report

34

Teacher Workload Survey

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

2 hellip providing written feedback on pupilsrsquo work ndash has become disproportionately valued by schools and has become unnecessarily burdensome for teachers

3 The quantity of feedback should not be confused with the quality

10 Marking has evolved into an unhelpful burden for teachers when the time it takes is not repaid in positive impact on pupilsrsquo progress This is frequently because it is serving a different purpose such as demonstrating teacher performance or to satisfy the requirements of other mainly adult audiences Too often it is the marking itself which is being monitored and commented on by leaders rather than pupil outcomes and progress as a result of quality feedback

12 Our remit was to pay particular attention to lsquodeep markingrsquo From a review of the educational literature there appears to be no broadly agreed definition for this term or any theoretical underpinning of its educational worth

8 In summary we recommend that all marking should be meaningful manageable and motivating This should be the perspective adopted by all engaged in education from classroom teachers to the Department for Education (DfE)

35

Teacher Workload Reports Eliminating unnecessary workload around Marking

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

4 Creating detailed plans can become a lsquobox-tickingrsquo exercise and create unnecessary workload for teachers taking time away from the real business of planning whilst offering lsquofalse comfortrsquo of purpose These burdensome and unhelpful practices have arisen due to the real and perceived demands made by Government and Ofsted and how school leaders and teachers have reacted to them

5 School leaders should evaluate how they view planning in their school All leaders have a key role in ensuring the availability of fully-resourced collaboratively developed schemes of work Once these are in place and individual teachers understand the lsquowhatrsquo and lsquowhyrsquo of the curriculum they can be freed to teach in a way that best suits their professional judgement and experience Access to good quality schemes of work should reduce workload rather than create it

36

Teacher Workload Reports Eliminating unnecessary workload around Planning amp Teaching Resources

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

6 This can only happen if Government and its agencies commit to sufficient lead-in times for changes for which the sector will have to undertake significant planning to implement This includes releasing relevant materials in good time

7 High quality resources including textbooks can support teaching reduce workload by teachers not having to lsquoreinvent the wheelrsquo and ensure high expectations of the content of lessons and conceptual knowledge

8 We recognised that there are cultural issues at play which should be challenged

27 If the benefits are not apparent in pupil outcomes then this amounts to unnecessary workload As John Hattie remarks lsquothere are a million resources available on the internet and creating more seems among the successful wastes of time in which teachers love to engagersquo2

29 We also feel strongly that any resource will only be truly effective when it is supported by high quality training and professional development Having a shared and secure understanding of what effective teaching and pupil understanding looks like to inform planning is essential as are collaborative planning approaches Access to effective plans and materials for new entrants to the profession will support their development and allow them to concentrate on teaching

37

Teacher Workload Reports Eliminating unnecessary workload around Planning amp Teaching Resources

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

Principles for planning

11 Five principles are set out below that we believe should be used to test practice and expectations in schools These are motivated by a desire to ensure that planning is productive and that workload for teachers is manageable

a Planning a sequence of lessons is more important than writing individual lesson plans

b Fully resourced schemes of work should be in place for all teachers to use each term

c Planning should not be done simply to please outside organisations

d Planning should take place in purposeful and well defined blocks of time

e Effective planning makes use of high quality resources

38

Teacher Workload Reports Eliminating unnecessary workload around Planning amp Teaching Resources

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

Tim Oates on Finland textbooks and workload

39

>

A culture of excessive data collection

Data has become an end in itself ndash divorced from the core purpose ndash improving outcomes for pupils

Do not assume data collection and analysis must continue because it always has

clarity of purpose needs to be clear

the process needs to be efficient

data need to be valid

40

Teacher Workload Reports Eliminating unnecessary workload associated with Data Management

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

14 The recent removal of lsquolevelsrsquo should be a positive step in terms of data management schools should not feel any pressure to create elaborate tracking systems or lsquoworking at gradersquo approaches Yet there is anecdotal evidence that schools are introducing complicated systems which mimic levels This is an attempt to overlay the old world onto the new and it creates unnecessary data burdens that should be avoided

41

Teacher Workload Reports Eliminating unnecessary workload associated with Data Management

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

Tim Oates on levels mastery compensatory and low quality assessment

42

>

14 The recent removal of lsquolevelsrsquo should be a positive step in terms of data management schools should not feel any pressure to create elaborate tracking systems or lsquoworking at gradersquo approaches Yet there is anecdotal evidence that schools are introducing complicated systems which mimic levels This is an attempt to overlay the old world onto the new and it creates unnecessary data burdens that should be avoided

16 Government should ensure that national curriculum policy does not place ill- considered demands on schools in relation to tracking progress Leaders should ensure that they have a curriculum that offers pupils a robust framework of teaching that builds in progression challenge and depth of knowledge Teachers should then make professional judgements of pupil attainment against key performance indicators ndash the big ideas that tell us whether a pupil understands and has grasped what they have been taught

18 Teachers need to know if pupils are on track to achieve end-of-year expectations whether pupils are where they should be but are best placed to make such judgements through their professional knowledge without recourse to elaborate assessment data generating and recording systems Government (including Regional Schools Commissioners) Ofsted local authorities and school leaders should support this approach

43

Teacher Workload Reports Eliminating unnecessary workload associated with Data Management

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

44

Impact of the changes and challenges ndash and the opportunity

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

45

The impacthellip

bull the curriculum content needs to be detailed and clearbull for qualifications linear courses need to carefully plannedbull standards of performance need to be challenging clearly articulated universally

understood and shared thereforebull progress needs to be understood articulated and evidencedbull transition needs more workhellip see Ofsted Key Stage 3 ndash the wasted years (10th

September 2015)

AndhellipTrust in ndash and within - the profession needs to be re-establishedbull Initial teacher training in assessment needs improvementbull professional development covering assessment should be targeted

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

46

The challengehellip

There are issues surrounding teacher assessment that have to do with potential bias application of different sometimes personal assessment criteria and differences in the available evidence base when implemented curricula and standards of judgement differ from class to class and school to school

Sandra Johnson A focus on teacher assessment reliability in GCSE and GCE Report for Ofqual 2011

However inspectors have noted worrying inconsistencies in teacher assessment at the end of Key Stage 1 In infant schools for example children are more likely to be assessed as reaching or exceeding the standards expected for their age than they are in all-through primary schools Moreover uneven moderation by local authorities of the work carried out by schools can lead to poor quality and unreliable assessment For these reasons I urge government to consider a return to external assessment at the end of Key Stage 1

HMCI Annual Report 201213

The Commission heard from the majority of those submitting evidence that there was a lack of trust in teacher assessment at the present time There is a worrying lack of trust in individual teacher-based assessment which emanates from within the profession itself

The NAHT Commission on Assessment (February 2014)

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

47

3

Red

14

92

Green

EmergingFruit

Beware mad numbers Meaning must be added - be careful when comparing two numbers that come from different contexts

Dog breeds

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

48

Beware mad numbers

But Spinal Taprsquos amplifier goes to 11hellip

Ampeg FenderMarshallhellip

Outstanding education through aw

esome technology

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

Mad Numbers - Dead Poets Society (1989)

Determining a poemrsquos greatness is a relatively simple matterhellip

lsquoIf the poems score for perfection is plotted on the horizontal of a graph and its importance is plotted on the vertical then calculating the total area of the poem yields the measure of its greatnessrsquo

Understanding Poetry Dr J Evans Pritchard PhD

ldquoExcrement

We are not laying pipeshelliprip out the pagerdquo

John Keating ndash teacher (Robin Williams)

x = Perfection

y =

Impo

rtanc

e

Byron sonnet

Shakespeare sonnet

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

50

So wherersquos the opportunity

Assessment as the pivotal point of teaching and learning

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

51Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

52

The opportunity

bull Making assessment about teaching and learning

bull Improved teacher subject knowledge

bull Quality assured assessments

bull Better skilled teachers with assessment expertise

bull Better use and development of robust research

bull Confidence

bull Trust in the professionhellip

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

53

A viable solution ndash a proposed curriculum amp assessment framework

bull that puts the curriculum to the fore

bull that provides a structured focus for assessment

bull provides a curriculum and assessment framework ndash built on sound practice and robust research

bull places assessment as integral to teaching and learning

bull addresses issues of validity and reliability and

bull most importantly places childrenrsquos learning as paramount

But it wonrsquot just happenhellip

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

Assessment Quality Assurance PlanAn Assessment Quality Assurance plan should present an organisational framework for all assessment activities within the centre There is no single way of organising or presenting such a framework but the information below outlines key areas that should be considered when designing developing or evaluating the centrersquos assessment practice

Principles of assessment

Reporting

Relationship with the stated curriculum

Common standards and expectations

Consistency

Staff training and development

Evaluation review amp accreditation

Impact on teaching and learning

Learner

Chartered Institute of Educational Assessors (CIEA)

54Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

Content of the curriculum is taken from the schoolrsquos curriculum which is matched to the New National Curriculum (NNC)

Any gaps between the school curriculum and the NNC must be filled

The curriculum content will reflect the entire yearrsquos delivery

Term one

The content here is driven by the topic or theme used to deliver the curriculum and provide assessment opportunities

Term two

Again the content is driven by the theme used to deliver the curriculum

Term three

Again the content is driven by the topic or theme At the end of the year the entire curriculum for that year will have been covered

Assessment criteria are taken from the NNC

Key Performance Indicators (KPIs) describe a group of individual criteria

Separate KPIs make up the end of year Performance Standards (PS) that is the expected performance at the end of the year and against which assessments are made at the end of the year

An individual pupilrsquos work can be kept to exemplify attainment against the KPI and PS This can be known as the exemplification of performance This work should be annotated to highlight the achievement

From individual pupilrsquos work the school can create a standards file showing achievement in all subjects at each level This will create a benchmark for assessment purposes in future years

The standards file can be used as and when necessary to take part in cross school moderation activities when the standards can be agreed or altered according to decisions at the moderation

Term one

KPIs clearly stated for each topic or theme

Term two

KPIs clearly stated for each topic or theme

Term three

KPIs clearly stated for each topic or theme

Establishing a curriculum amp assessment framework ndash NAHT assessment model

55Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

Content of the curriculum is taken from the schoolrsquos curriculum which is matched to the New National Curriculum (NNC)

Any gaps between the school curriculum and the NNC must be filled

The curriculum content will reflect the entire yearrsquos delivery

Term one

The content here is driven by the topic or theme used to deliver the curriculum and provide assessment opportunities

Term two

Again the content is driven by the theme used to deliver the curriculum

Term three

Again the content is driven by the topic or theme At the end of the year the entire curriculum for that year will have been covered

Assessment criteria are taken from the NNC

Key Performance Indicators (KPIs) describe a group of individual criteria

Separate KPIs make up the end of year Performance Standards (PS) that is the expected performance at the end of the year and against which assessments are made at the end of the year

An individual pupilrsquos work can be kept to exemplify attainment against the KPI and PS This can be known as the exemplification of performance This work should be annotated to highlight the achievement

From individual pupilrsquos work the school can create a standards file showing achievement in all subjects at each level This will create a benchmark for assessment purposes in future years

The standards file can be used as and when necessary to take part in cross school moderation activities when the standards can be agreed or altered according to decisions at the moderation

Term one

KPIs clearly stated for each topic or theme

Term two

KPIs clearly stated for each topic or theme

Term three

KPIs clearly stated for each topic or theme

Establishing a curriculum amp assessment framework ndash NAHT assessment model

56Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

57

Selecting KPIs ndash extract from the National Curriculum year 1 programme of study

Reading ndash word reading (statutory requirements) Pupils should be taught to bull apply phonic knowledge and skills as the route to decode words bull respond speedily with the correct sound to graphemes (letters or groups of letters) for all 40+ phonemes including

where applicable alternative sounds for graphemes bull read accurately by blending sounds in unfamiliar words containing GPCs that have been taught bull read common exception words noting unusual correspondences between spelling and sound and where these

occur in the word bull read words containing taught GPCs and ndashs ndashes ndashing ndashed ndasher and ndashest endings bull read other words of more than one syllable that contain taught GPCs bull read words with contractions [for example Irsquom Irsquoll wersquoll] and understand that the apostrophe represents the omitted

letter(s) bull read aloud accurately books that are consistent with their developing phonic knowledge and that do not require them

to use other strategies to work out words bull re-read these books to build up their fluency and confidence in word reading

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

58

Selecting KPIs ndash extract from the National Curriculum year 1 programme of study

Reading ndash word reading (statutory requirements) Pupils should be taught to bull apply phonic knowledge and skills as the route to decode words bull respond speedily with the correct sound to graphemes (letters or groups of letters) for all 40+ phonemes

including where applicable alternative sounds for graphemes bull read accurately by blending sounds in unfamiliar words containing GPCs that have been taught bull read common exception words noting unusual correspondences between spelling and sound and where these

occur in the word bull read words containing taught GPCs and ndashs ndashes ndashing ndashed ndasher and ndashest endings bull read other words of more than one syllable that contain taught GPCs bull read words with contractions [for example Irsquom Irsquoll wersquoll] and understand that the apostrophe represents the omitted

letter(s) bull read aloud accurately books that are consistent with their developing phonic knowledge and that do not

require them to use other strategies to work out words bull re-read these books to build up their fluency and confidence in word reading

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

59

National and school curriculum - measuring and recording progress across key stages ndash NAHT assessment model

Key performance indicators Performance standard

Responds speedily with the correct sound to graphemes (letters or groups of letters) for all 40+ phonemes including where applicable alternative sounds for graphemes Reads accurately by blending sounds in unfamiliar words Reads common exception words Reads aloud accurately books that are consistent with their developing phonic knowledge and that do not require them to use other strategies to work out words Develops pleasure in reading motivation to read vocabulary and understanding by

Listening to and discussing a wide range of poems stories and non-fiction at a level beyond that at which they can read independently

With reference to the KPIs By the end of Y1 a child should be able to read all common graphemes and be able to read unfamiliar words containing these graphemes accurately and without undue hesitation by sounding them out in books that are matched closely to the level of word reading knowledge A child should be able to read many common words containing GPCs taught so far such as shout hand stop or dream without needing to blend the sounds out loud first Reading of common exception words such as you could many or people should be secure meaning a child can read them easily and automatically A child can read words with suffixes with support to build on the root words that can be read already

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

60

Tim Oates on granular assessment

- and access to the whole curriculum

>

61

Recording performance using KPIs

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

62

Standardisation

bull Standardisation is the procedure that ensures that all assessors involved in the assessment of pupilsrsquo performances do so accurately and consistently

bull Standardisation establishes a common standard of marking linked to the standard set for the work being assessed that helps maintain quality of marking

bull Assessments need to be standardised administered fixed in their scope and level of difficulty and marked consistently

bull The procedure is carried out before anyone assesses a piece of work

bull The procedure is managed by someone who is confident in applying the standard In external summative tests this would be carried out by the senior examiner or even electronically

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

63

Moderation

bull Moderation is the process through which an assessment is monitored within an institution or across institutions to ensure that the assessment is reliable fair and consistent with required standards

bull The moderator takes samples of other assessorsrsquo work during the assessment process and feeds back to the assessor accurate harsh lenient inconsistent This allows for the assessments to be standardised across a team of assessors

bull Once assessments have been standardised moderated and agreed internally representative samples can be entered into a standards file This can be used for future reference to help in standardisation procedures

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

64

Using the framework ndash NAHT exemplification

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

65

bull Does the product support the schoolrsquos policy on assessment

bull To what extent will the assessment tool support delivery of that policy

bull Is the assessment approach implied by the assessment tool credible

bull Does the tool provide good value

Source The Commission on Assessment Without Levels Evaluating external systems (July 2015 v September 2015)

Are teachers equipped to use the tools

Finding the right solution

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

66

Teaching learning and assessment

Itrsquos not just about getting the right assessment tool for the job

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

Using the framework ndash NaaceFrogEducation exemplification

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

68Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

69

Using the frameworkThe curriculum is key ndash

- the Intended curriculum - the Enacted curriculum - the Assessed curriculum - the Learned curriculum

(See Tim Oates Cambridge Assessment)

bull Clearly agreed understood and articulated progress

bull Assessment needs to be robust ndash what why when how reporting results and

ldquoDonrsquot assess everything that moves just the key conceptsrdquo

(Tim Oates)

bull KPIs and Performance Standards

bull Standardisation moderation and exemplification of performance standards are essential

bull Useful and meaningful reporting

bull Challenge itFrog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

70

SupportNAHT Assessment Commission ndash February 2014

DfE Assessment Principles

NAHT Assessment Framework and exemplification

The Commission on Assessment without Levels (July 2015 ndash September 2015)

NAHT courses - lsquoNAHTs assessment framework good practice in a world without levelsrsquo see httpwwwnahtorgukwelcomenaht-eventscourses-listnahts-assessment-framework

The Chartered Institute of Educational Assessors (CIEA) ndash Excellence in Assessment (Schools) an accreditation of the procedures processes and systems that schools and academies have in place to manage and implement assessment As an accreditation process rather than an inspectionhttpcieaorguktrainingexcellence-assessment-schools excellencecieaorguk

The Cambridge Approach Principles for designing administering and evaluating assessment Tim Oates January 2009

Communities of professional practice

FrogEducation wwwfrogeducationcom Tel 01422 250 800

Ofsted Inspection Framework ndash September 2015

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

32

Ofsted expectations

Evidence for inspection Ofsted does not expect schools to provide evidence for inspection beyond that set out in the inspection

handbook

Ofsted will take a range of evidence into account when making judgements including published performance data the schoolrsquos in-year performance data and work in pupilsrsquo books and folders However unnecessary or extensive collections of marked pupilsrsquo work are not required for inspection

Ofsted does not expect performance and pupil-tracking data to be presented in a particular format Such data should be provided to inspectors in the format that the school would ordinarily use to track and monitor the progress of pupils in that school

Ofsted does not require teachers to undertake additional work or to ask pupils to undertake work specifically for the inspection

Ofsted will usually expect to see evidence of the monitoring of teaching and learning and its link to teachersrsquo performance management and the Teachersrsquo Standards but this should be the information that the school uses routinely and not additional evidence generated for inspection

Source Ofsted March 2015 No 140169 ndash re-stated in the School Inspection Handbook June 2015

Ofsted inspections ndash clarification for schools

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

Teacher Workload SurveyTeacher Survey ndash workload challenge October to November 2014 (48832 responses)

Key issues

There were two specific tasks that were reported as being burdensome for the majority of sample respondents

recording inputting monitoring and analysing data (56) excessivedepth of marking ndash detail and frequency required (53)

Drivers of workload

Respondents most commonly said that the burden of their workload was created by accountabilityperceived pressures of Ofsted (53) tasks set by seniormiddle leaders (51)

Working to policies set at localschool level (35) and policy change at national level (34) were also significant drivers for teacher workload

33Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

Three reports (DfE March 2016)

Eliminating unnecessary workload associated with data management

httpswwwgovukgovernmentpublicationsreducing-teacher-workload-data-management-review-group-report

Eliminating unnecessary workload around marking

httpswwwgovukgovernmentpublicationsreducing-teacher-workload-marking-policy-review-group-report

Eliminating unnecessary workload around planning and teaching resources

httpswwwgovukgovernmentpublicationsreducing-teacher-workload-planning-and-resources-group-report

34

Teacher Workload Survey

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

2 hellip providing written feedback on pupilsrsquo work ndash has become disproportionately valued by schools and has become unnecessarily burdensome for teachers

3 The quantity of feedback should not be confused with the quality

10 Marking has evolved into an unhelpful burden for teachers when the time it takes is not repaid in positive impact on pupilsrsquo progress This is frequently because it is serving a different purpose such as demonstrating teacher performance or to satisfy the requirements of other mainly adult audiences Too often it is the marking itself which is being monitored and commented on by leaders rather than pupil outcomes and progress as a result of quality feedback

12 Our remit was to pay particular attention to lsquodeep markingrsquo From a review of the educational literature there appears to be no broadly agreed definition for this term or any theoretical underpinning of its educational worth

8 In summary we recommend that all marking should be meaningful manageable and motivating This should be the perspective adopted by all engaged in education from classroom teachers to the Department for Education (DfE)

35

Teacher Workload Reports Eliminating unnecessary workload around Marking

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

4 Creating detailed plans can become a lsquobox-tickingrsquo exercise and create unnecessary workload for teachers taking time away from the real business of planning whilst offering lsquofalse comfortrsquo of purpose These burdensome and unhelpful practices have arisen due to the real and perceived demands made by Government and Ofsted and how school leaders and teachers have reacted to them

5 School leaders should evaluate how they view planning in their school All leaders have a key role in ensuring the availability of fully-resourced collaboratively developed schemes of work Once these are in place and individual teachers understand the lsquowhatrsquo and lsquowhyrsquo of the curriculum they can be freed to teach in a way that best suits their professional judgement and experience Access to good quality schemes of work should reduce workload rather than create it

36

Teacher Workload Reports Eliminating unnecessary workload around Planning amp Teaching Resources

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

6 This can only happen if Government and its agencies commit to sufficient lead-in times for changes for which the sector will have to undertake significant planning to implement This includes releasing relevant materials in good time

7 High quality resources including textbooks can support teaching reduce workload by teachers not having to lsquoreinvent the wheelrsquo and ensure high expectations of the content of lessons and conceptual knowledge

8 We recognised that there are cultural issues at play which should be challenged

27 If the benefits are not apparent in pupil outcomes then this amounts to unnecessary workload As John Hattie remarks lsquothere are a million resources available on the internet and creating more seems among the successful wastes of time in which teachers love to engagersquo2

29 We also feel strongly that any resource will only be truly effective when it is supported by high quality training and professional development Having a shared and secure understanding of what effective teaching and pupil understanding looks like to inform planning is essential as are collaborative planning approaches Access to effective plans and materials for new entrants to the profession will support their development and allow them to concentrate on teaching

37

Teacher Workload Reports Eliminating unnecessary workload around Planning amp Teaching Resources

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

Principles for planning

11 Five principles are set out below that we believe should be used to test practice and expectations in schools These are motivated by a desire to ensure that planning is productive and that workload for teachers is manageable

a Planning a sequence of lessons is more important than writing individual lesson plans

b Fully resourced schemes of work should be in place for all teachers to use each term

c Planning should not be done simply to please outside organisations

d Planning should take place in purposeful and well defined blocks of time

e Effective planning makes use of high quality resources

38

Teacher Workload Reports Eliminating unnecessary workload around Planning amp Teaching Resources

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

Tim Oates on Finland textbooks and workload

39

>

A culture of excessive data collection

Data has become an end in itself ndash divorced from the core purpose ndash improving outcomes for pupils

Do not assume data collection and analysis must continue because it always has

clarity of purpose needs to be clear

the process needs to be efficient

data need to be valid

40

Teacher Workload Reports Eliminating unnecessary workload associated with Data Management

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

14 The recent removal of lsquolevelsrsquo should be a positive step in terms of data management schools should not feel any pressure to create elaborate tracking systems or lsquoworking at gradersquo approaches Yet there is anecdotal evidence that schools are introducing complicated systems which mimic levels This is an attempt to overlay the old world onto the new and it creates unnecessary data burdens that should be avoided

41

Teacher Workload Reports Eliminating unnecessary workload associated with Data Management

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

Tim Oates on levels mastery compensatory and low quality assessment

42

>

14 The recent removal of lsquolevelsrsquo should be a positive step in terms of data management schools should not feel any pressure to create elaborate tracking systems or lsquoworking at gradersquo approaches Yet there is anecdotal evidence that schools are introducing complicated systems which mimic levels This is an attempt to overlay the old world onto the new and it creates unnecessary data burdens that should be avoided

16 Government should ensure that national curriculum policy does not place ill- considered demands on schools in relation to tracking progress Leaders should ensure that they have a curriculum that offers pupils a robust framework of teaching that builds in progression challenge and depth of knowledge Teachers should then make professional judgements of pupil attainment against key performance indicators ndash the big ideas that tell us whether a pupil understands and has grasped what they have been taught

18 Teachers need to know if pupils are on track to achieve end-of-year expectations whether pupils are where they should be but are best placed to make such judgements through their professional knowledge without recourse to elaborate assessment data generating and recording systems Government (including Regional Schools Commissioners) Ofsted local authorities and school leaders should support this approach

43

Teacher Workload Reports Eliminating unnecessary workload associated with Data Management

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

44

Impact of the changes and challenges ndash and the opportunity

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

45

The impacthellip

bull the curriculum content needs to be detailed and clearbull for qualifications linear courses need to carefully plannedbull standards of performance need to be challenging clearly articulated universally

understood and shared thereforebull progress needs to be understood articulated and evidencedbull transition needs more workhellip see Ofsted Key Stage 3 ndash the wasted years (10th

September 2015)

AndhellipTrust in ndash and within - the profession needs to be re-establishedbull Initial teacher training in assessment needs improvementbull professional development covering assessment should be targeted

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

46

The challengehellip

There are issues surrounding teacher assessment that have to do with potential bias application of different sometimes personal assessment criteria and differences in the available evidence base when implemented curricula and standards of judgement differ from class to class and school to school

Sandra Johnson A focus on teacher assessment reliability in GCSE and GCE Report for Ofqual 2011

However inspectors have noted worrying inconsistencies in teacher assessment at the end of Key Stage 1 In infant schools for example children are more likely to be assessed as reaching or exceeding the standards expected for their age than they are in all-through primary schools Moreover uneven moderation by local authorities of the work carried out by schools can lead to poor quality and unreliable assessment For these reasons I urge government to consider a return to external assessment at the end of Key Stage 1

HMCI Annual Report 201213

The Commission heard from the majority of those submitting evidence that there was a lack of trust in teacher assessment at the present time There is a worrying lack of trust in individual teacher-based assessment which emanates from within the profession itself

The NAHT Commission on Assessment (February 2014)

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

47

3

Red

14

92

Green

EmergingFruit

Beware mad numbers Meaning must be added - be careful when comparing two numbers that come from different contexts

Dog breeds

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

48

Beware mad numbers

But Spinal Taprsquos amplifier goes to 11hellip

Ampeg FenderMarshallhellip

Outstanding education through aw

esome technology

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

Mad Numbers - Dead Poets Society (1989)

Determining a poemrsquos greatness is a relatively simple matterhellip

lsquoIf the poems score for perfection is plotted on the horizontal of a graph and its importance is plotted on the vertical then calculating the total area of the poem yields the measure of its greatnessrsquo

Understanding Poetry Dr J Evans Pritchard PhD

ldquoExcrement

We are not laying pipeshelliprip out the pagerdquo

John Keating ndash teacher (Robin Williams)

x = Perfection

y =

Impo

rtanc

e

Byron sonnet

Shakespeare sonnet

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

50

So wherersquos the opportunity

Assessment as the pivotal point of teaching and learning

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

51Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

52

The opportunity

bull Making assessment about teaching and learning

bull Improved teacher subject knowledge

bull Quality assured assessments

bull Better skilled teachers with assessment expertise

bull Better use and development of robust research

bull Confidence

bull Trust in the professionhellip

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

53

A viable solution ndash a proposed curriculum amp assessment framework

bull that puts the curriculum to the fore

bull that provides a structured focus for assessment

bull provides a curriculum and assessment framework ndash built on sound practice and robust research

bull places assessment as integral to teaching and learning

bull addresses issues of validity and reliability and

bull most importantly places childrenrsquos learning as paramount

But it wonrsquot just happenhellip

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

Assessment Quality Assurance PlanAn Assessment Quality Assurance plan should present an organisational framework for all assessment activities within the centre There is no single way of organising or presenting such a framework but the information below outlines key areas that should be considered when designing developing or evaluating the centrersquos assessment practice

Principles of assessment

Reporting

Relationship with the stated curriculum

Common standards and expectations

Consistency

Staff training and development

Evaluation review amp accreditation

Impact on teaching and learning

Learner

Chartered Institute of Educational Assessors (CIEA)

54Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

Content of the curriculum is taken from the schoolrsquos curriculum which is matched to the New National Curriculum (NNC)

Any gaps between the school curriculum and the NNC must be filled

The curriculum content will reflect the entire yearrsquos delivery

Term one

The content here is driven by the topic or theme used to deliver the curriculum and provide assessment opportunities

Term two

Again the content is driven by the theme used to deliver the curriculum

Term three

Again the content is driven by the topic or theme At the end of the year the entire curriculum for that year will have been covered

Assessment criteria are taken from the NNC

Key Performance Indicators (KPIs) describe a group of individual criteria

Separate KPIs make up the end of year Performance Standards (PS) that is the expected performance at the end of the year and against which assessments are made at the end of the year

An individual pupilrsquos work can be kept to exemplify attainment against the KPI and PS This can be known as the exemplification of performance This work should be annotated to highlight the achievement

From individual pupilrsquos work the school can create a standards file showing achievement in all subjects at each level This will create a benchmark for assessment purposes in future years

The standards file can be used as and when necessary to take part in cross school moderation activities when the standards can be agreed or altered according to decisions at the moderation

Term one

KPIs clearly stated for each topic or theme

Term two

KPIs clearly stated for each topic or theme

Term three

KPIs clearly stated for each topic or theme

Establishing a curriculum amp assessment framework ndash NAHT assessment model

55Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

Content of the curriculum is taken from the schoolrsquos curriculum which is matched to the New National Curriculum (NNC)

Any gaps between the school curriculum and the NNC must be filled

The curriculum content will reflect the entire yearrsquos delivery

Term one

The content here is driven by the topic or theme used to deliver the curriculum and provide assessment opportunities

Term two

Again the content is driven by the theme used to deliver the curriculum

Term three

Again the content is driven by the topic or theme At the end of the year the entire curriculum for that year will have been covered

Assessment criteria are taken from the NNC

Key Performance Indicators (KPIs) describe a group of individual criteria

Separate KPIs make up the end of year Performance Standards (PS) that is the expected performance at the end of the year and against which assessments are made at the end of the year

An individual pupilrsquos work can be kept to exemplify attainment against the KPI and PS This can be known as the exemplification of performance This work should be annotated to highlight the achievement

From individual pupilrsquos work the school can create a standards file showing achievement in all subjects at each level This will create a benchmark for assessment purposes in future years

The standards file can be used as and when necessary to take part in cross school moderation activities when the standards can be agreed or altered according to decisions at the moderation

Term one

KPIs clearly stated for each topic or theme

Term two

KPIs clearly stated for each topic or theme

Term three

KPIs clearly stated for each topic or theme

Establishing a curriculum amp assessment framework ndash NAHT assessment model

56Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

57

Selecting KPIs ndash extract from the National Curriculum year 1 programme of study

Reading ndash word reading (statutory requirements) Pupils should be taught to bull apply phonic knowledge and skills as the route to decode words bull respond speedily with the correct sound to graphemes (letters or groups of letters) for all 40+ phonemes including

where applicable alternative sounds for graphemes bull read accurately by blending sounds in unfamiliar words containing GPCs that have been taught bull read common exception words noting unusual correspondences between spelling and sound and where these

occur in the word bull read words containing taught GPCs and ndashs ndashes ndashing ndashed ndasher and ndashest endings bull read other words of more than one syllable that contain taught GPCs bull read words with contractions [for example Irsquom Irsquoll wersquoll] and understand that the apostrophe represents the omitted

letter(s) bull read aloud accurately books that are consistent with their developing phonic knowledge and that do not require them

to use other strategies to work out words bull re-read these books to build up their fluency and confidence in word reading

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

58

Selecting KPIs ndash extract from the National Curriculum year 1 programme of study

Reading ndash word reading (statutory requirements) Pupils should be taught to bull apply phonic knowledge and skills as the route to decode words bull respond speedily with the correct sound to graphemes (letters or groups of letters) for all 40+ phonemes

including where applicable alternative sounds for graphemes bull read accurately by blending sounds in unfamiliar words containing GPCs that have been taught bull read common exception words noting unusual correspondences between spelling and sound and where these

occur in the word bull read words containing taught GPCs and ndashs ndashes ndashing ndashed ndasher and ndashest endings bull read other words of more than one syllable that contain taught GPCs bull read words with contractions [for example Irsquom Irsquoll wersquoll] and understand that the apostrophe represents the omitted

letter(s) bull read aloud accurately books that are consistent with their developing phonic knowledge and that do not

require them to use other strategies to work out words bull re-read these books to build up their fluency and confidence in word reading

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

59

National and school curriculum - measuring and recording progress across key stages ndash NAHT assessment model

Key performance indicators Performance standard

Responds speedily with the correct sound to graphemes (letters or groups of letters) for all 40+ phonemes including where applicable alternative sounds for graphemes Reads accurately by blending sounds in unfamiliar words Reads common exception words Reads aloud accurately books that are consistent with their developing phonic knowledge and that do not require them to use other strategies to work out words Develops pleasure in reading motivation to read vocabulary and understanding by

Listening to and discussing a wide range of poems stories and non-fiction at a level beyond that at which they can read independently

With reference to the KPIs By the end of Y1 a child should be able to read all common graphemes and be able to read unfamiliar words containing these graphemes accurately and without undue hesitation by sounding them out in books that are matched closely to the level of word reading knowledge A child should be able to read many common words containing GPCs taught so far such as shout hand stop or dream without needing to blend the sounds out loud first Reading of common exception words such as you could many or people should be secure meaning a child can read them easily and automatically A child can read words with suffixes with support to build on the root words that can be read already

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

60

Tim Oates on granular assessment

- and access to the whole curriculum

>

61

Recording performance using KPIs

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

62

Standardisation

bull Standardisation is the procedure that ensures that all assessors involved in the assessment of pupilsrsquo performances do so accurately and consistently

bull Standardisation establishes a common standard of marking linked to the standard set for the work being assessed that helps maintain quality of marking

bull Assessments need to be standardised administered fixed in their scope and level of difficulty and marked consistently

bull The procedure is carried out before anyone assesses a piece of work

bull The procedure is managed by someone who is confident in applying the standard In external summative tests this would be carried out by the senior examiner or even electronically

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

63

Moderation

bull Moderation is the process through which an assessment is monitored within an institution or across institutions to ensure that the assessment is reliable fair and consistent with required standards

bull The moderator takes samples of other assessorsrsquo work during the assessment process and feeds back to the assessor accurate harsh lenient inconsistent This allows for the assessments to be standardised across a team of assessors

bull Once assessments have been standardised moderated and agreed internally representative samples can be entered into a standards file This can be used for future reference to help in standardisation procedures

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

64

Using the framework ndash NAHT exemplification

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

65

bull Does the product support the schoolrsquos policy on assessment

bull To what extent will the assessment tool support delivery of that policy

bull Is the assessment approach implied by the assessment tool credible

bull Does the tool provide good value

Source The Commission on Assessment Without Levels Evaluating external systems (July 2015 v September 2015)

Are teachers equipped to use the tools

Finding the right solution

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

66

Teaching learning and assessment

Itrsquos not just about getting the right assessment tool for the job

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

Using the framework ndash NaaceFrogEducation exemplification

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

68Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

69

Using the frameworkThe curriculum is key ndash

- the Intended curriculum - the Enacted curriculum - the Assessed curriculum - the Learned curriculum

(See Tim Oates Cambridge Assessment)

bull Clearly agreed understood and articulated progress

bull Assessment needs to be robust ndash what why when how reporting results and

ldquoDonrsquot assess everything that moves just the key conceptsrdquo

(Tim Oates)

bull KPIs and Performance Standards

bull Standardisation moderation and exemplification of performance standards are essential

bull Useful and meaningful reporting

bull Challenge itFrog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

70

SupportNAHT Assessment Commission ndash February 2014

DfE Assessment Principles

NAHT Assessment Framework and exemplification

The Commission on Assessment without Levels (July 2015 ndash September 2015)

NAHT courses - lsquoNAHTs assessment framework good practice in a world without levelsrsquo see httpwwwnahtorgukwelcomenaht-eventscourses-listnahts-assessment-framework

The Chartered Institute of Educational Assessors (CIEA) ndash Excellence in Assessment (Schools) an accreditation of the procedures processes and systems that schools and academies have in place to manage and implement assessment As an accreditation process rather than an inspectionhttpcieaorguktrainingexcellence-assessment-schools excellencecieaorguk

The Cambridge Approach Principles for designing administering and evaluating assessment Tim Oates January 2009

Communities of professional practice

FrogEducation wwwfrogeducationcom Tel 01422 250 800

Ofsted Inspection Framework ndash September 2015

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

Teacher Workload SurveyTeacher Survey ndash workload challenge October to November 2014 (48832 responses)

Key issues

There were two specific tasks that were reported as being burdensome for the majority of sample respondents

recording inputting monitoring and analysing data (56) excessivedepth of marking ndash detail and frequency required (53)

Drivers of workload

Respondents most commonly said that the burden of their workload was created by accountabilityperceived pressures of Ofsted (53) tasks set by seniormiddle leaders (51)

Working to policies set at localschool level (35) and policy change at national level (34) were also significant drivers for teacher workload

33Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

Three reports (DfE March 2016)

Eliminating unnecessary workload associated with data management

httpswwwgovukgovernmentpublicationsreducing-teacher-workload-data-management-review-group-report

Eliminating unnecessary workload around marking

httpswwwgovukgovernmentpublicationsreducing-teacher-workload-marking-policy-review-group-report

Eliminating unnecessary workload around planning and teaching resources

httpswwwgovukgovernmentpublicationsreducing-teacher-workload-planning-and-resources-group-report

34

Teacher Workload Survey

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

2 hellip providing written feedback on pupilsrsquo work ndash has become disproportionately valued by schools and has become unnecessarily burdensome for teachers

3 The quantity of feedback should not be confused with the quality

10 Marking has evolved into an unhelpful burden for teachers when the time it takes is not repaid in positive impact on pupilsrsquo progress This is frequently because it is serving a different purpose such as demonstrating teacher performance or to satisfy the requirements of other mainly adult audiences Too often it is the marking itself which is being monitored and commented on by leaders rather than pupil outcomes and progress as a result of quality feedback

12 Our remit was to pay particular attention to lsquodeep markingrsquo From a review of the educational literature there appears to be no broadly agreed definition for this term or any theoretical underpinning of its educational worth

8 In summary we recommend that all marking should be meaningful manageable and motivating This should be the perspective adopted by all engaged in education from classroom teachers to the Department for Education (DfE)

35

Teacher Workload Reports Eliminating unnecessary workload around Marking

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

4 Creating detailed plans can become a lsquobox-tickingrsquo exercise and create unnecessary workload for teachers taking time away from the real business of planning whilst offering lsquofalse comfortrsquo of purpose These burdensome and unhelpful practices have arisen due to the real and perceived demands made by Government and Ofsted and how school leaders and teachers have reacted to them

5 School leaders should evaluate how they view planning in their school All leaders have a key role in ensuring the availability of fully-resourced collaboratively developed schemes of work Once these are in place and individual teachers understand the lsquowhatrsquo and lsquowhyrsquo of the curriculum they can be freed to teach in a way that best suits their professional judgement and experience Access to good quality schemes of work should reduce workload rather than create it

36

Teacher Workload Reports Eliminating unnecessary workload around Planning amp Teaching Resources

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

6 This can only happen if Government and its agencies commit to sufficient lead-in times for changes for which the sector will have to undertake significant planning to implement This includes releasing relevant materials in good time

7 High quality resources including textbooks can support teaching reduce workload by teachers not having to lsquoreinvent the wheelrsquo and ensure high expectations of the content of lessons and conceptual knowledge

8 We recognised that there are cultural issues at play which should be challenged

27 If the benefits are not apparent in pupil outcomes then this amounts to unnecessary workload As John Hattie remarks lsquothere are a million resources available on the internet and creating more seems among the successful wastes of time in which teachers love to engagersquo2

29 We also feel strongly that any resource will only be truly effective when it is supported by high quality training and professional development Having a shared and secure understanding of what effective teaching and pupil understanding looks like to inform planning is essential as are collaborative planning approaches Access to effective plans and materials for new entrants to the profession will support their development and allow them to concentrate on teaching

37

Teacher Workload Reports Eliminating unnecessary workload around Planning amp Teaching Resources

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

Principles for planning

11 Five principles are set out below that we believe should be used to test practice and expectations in schools These are motivated by a desire to ensure that planning is productive and that workload for teachers is manageable

a Planning a sequence of lessons is more important than writing individual lesson plans

b Fully resourced schemes of work should be in place for all teachers to use each term

c Planning should not be done simply to please outside organisations

d Planning should take place in purposeful and well defined blocks of time

e Effective planning makes use of high quality resources

38

Teacher Workload Reports Eliminating unnecessary workload around Planning amp Teaching Resources

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

Tim Oates on Finland textbooks and workload

39

>

A culture of excessive data collection

Data has become an end in itself ndash divorced from the core purpose ndash improving outcomes for pupils

Do not assume data collection and analysis must continue because it always has

clarity of purpose needs to be clear

the process needs to be efficient

data need to be valid

40

Teacher Workload Reports Eliminating unnecessary workload associated with Data Management

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

14 The recent removal of lsquolevelsrsquo should be a positive step in terms of data management schools should not feel any pressure to create elaborate tracking systems or lsquoworking at gradersquo approaches Yet there is anecdotal evidence that schools are introducing complicated systems which mimic levels This is an attempt to overlay the old world onto the new and it creates unnecessary data burdens that should be avoided

41

Teacher Workload Reports Eliminating unnecessary workload associated with Data Management

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

Tim Oates on levels mastery compensatory and low quality assessment

42

>

14 The recent removal of lsquolevelsrsquo should be a positive step in terms of data management schools should not feel any pressure to create elaborate tracking systems or lsquoworking at gradersquo approaches Yet there is anecdotal evidence that schools are introducing complicated systems which mimic levels This is an attempt to overlay the old world onto the new and it creates unnecessary data burdens that should be avoided

16 Government should ensure that national curriculum policy does not place ill- considered demands on schools in relation to tracking progress Leaders should ensure that they have a curriculum that offers pupils a robust framework of teaching that builds in progression challenge and depth of knowledge Teachers should then make professional judgements of pupil attainment against key performance indicators ndash the big ideas that tell us whether a pupil understands and has grasped what they have been taught

18 Teachers need to know if pupils are on track to achieve end-of-year expectations whether pupils are where they should be but are best placed to make such judgements through their professional knowledge without recourse to elaborate assessment data generating and recording systems Government (including Regional Schools Commissioners) Ofsted local authorities and school leaders should support this approach

43

Teacher Workload Reports Eliminating unnecessary workload associated with Data Management

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

44

Impact of the changes and challenges ndash and the opportunity

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

45

The impacthellip

bull the curriculum content needs to be detailed and clearbull for qualifications linear courses need to carefully plannedbull standards of performance need to be challenging clearly articulated universally

understood and shared thereforebull progress needs to be understood articulated and evidencedbull transition needs more workhellip see Ofsted Key Stage 3 ndash the wasted years (10th

September 2015)

AndhellipTrust in ndash and within - the profession needs to be re-establishedbull Initial teacher training in assessment needs improvementbull professional development covering assessment should be targeted

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

46

The challengehellip

There are issues surrounding teacher assessment that have to do with potential bias application of different sometimes personal assessment criteria and differences in the available evidence base when implemented curricula and standards of judgement differ from class to class and school to school

Sandra Johnson A focus on teacher assessment reliability in GCSE and GCE Report for Ofqual 2011

However inspectors have noted worrying inconsistencies in teacher assessment at the end of Key Stage 1 In infant schools for example children are more likely to be assessed as reaching or exceeding the standards expected for their age than they are in all-through primary schools Moreover uneven moderation by local authorities of the work carried out by schools can lead to poor quality and unreliable assessment For these reasons I urge government to consider a return to external assessment at the end of Key Stage 1

HMCI Annual Report 201213

The Commission heard from the majority of those submitting evidence that there was a lack of trust in teacher assessment at the present time There is a worrying lack of trust in individual teacher-based assessment which emanates from within the profession itself

The NAHT Commission on Assessment (February 2014)

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

47

3

Red

14

92

Green

EmergingFruit

Beware mad numbers Meaning must be added - be careful when comparing two numbers that come from different contexts

Dog breeds

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

48

Beware mad numbers

But Spinal Taprsquos amplifier goes to 11hellip

Ampeg FenderMarshallhellip

Outstanding education through aw

esome technology

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

Mad Numbers - Dead Poets Society (1989)

Determining a poemrsquos greatness is a relatively simple matterhellip

lsquoIf the poems score for perfection is plotted on the horizontal of a graph and its importance is plotted on the vertical then calculating the total area of the poem yields the measure of its greatnessrsquo

Understanding Poetry Dr J Evans Pritchard PhD

ldquoExcrement

We are not laying pipeshelliprip out the pagerdquo

John Keating ndash teacher (Robin Williams)

x = Perfection

y =

Impo

rtanc

e

Byron sonnet

Shakespeare sonnet

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

50

So wherersquos the opportunity

Assessment as the pivotal point of teaching and learning

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

51Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

52

The opportunity

bull Making assessment about teaching and learning

bull Improved teacher subject knowledge

bull Quality assured assessments

bull Better skilled teachers with assessment expertise

bull Better use and development of robust research

bull Confidence

bull Trust in the professionhellip

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

53

A viable solution ndash a proposed curriculum amp assessment framework

bull that puts the curriculum to the fore

bull that provides a structured focus for assessment

bull provides a curriculum and assessment framework ndash built on sound practice and robust research

bull places assessment as integral to teaching and learning

bull addresses issues of validity and reliability and

bull most importantly places childrenrsquos learning as paramount

But it wonrsquot just happenhellip

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

Assessment Quality Assurance PlanAn Assessment Quality Assurance plan should present an organisational framework for all assessment activities within the centre There is no single way of organising or presenting such a framework but the information below outlines key areas that should be considered when designing developing or evaluating the centrersquos assessment practice

Principles of assessment

Reporting

Relationship with the stated curriculum

Common standards and expectations

Consistency

Staff training and development

Evaluation review amp accreditation

Impact on teaching and learning

Learner

Chartered Institute of Educational Assessors (CIEA)

54Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

Content of the curriculum is taken from the schoolrsquos curriculum which is matched to the New National Curriculum (NNC)

Any gaps between the school curriculum and the NNC must be filled

The curriculum content will reflect the entire yearrsquos delivery

Term one

The content here is driven by the topic or theme used to deliver the curriculum and provide assessment opportunities

Term two

Again the content is driven by the theme used to deliver the curriculum

Term three

Again the content is driven by the topic or theme At the end of the year the entire curriculum for that year will have been covered

Assessment criteria are taken from the NNC

Key Performance Indicators (KPIs) describe a group of individual criteria

Separate KPIs make up the end of year Performance Standards (PS) that is the expected performance at the end of the year and against which assessments are made at the end of the year

An individual pupilrsquos work can be kept to exemplify attainment against the KPI and PS This can be known as the exemplification of performance This work should be annotated to highlight the achievement

From individual pupilrsquos work the school can create a standards file showing achievement in all subjects at each level This will create a benchmark for assessment purposes in future years

The standards file can be used as and when necessary to take part in cross school moderation activities when the standards can be agreed or altered according to decisions at the moderation

Term one

KPIs clearly stated for each topic or theme

Term two

KPIs clearly stated for each topic or theme

Term three

KPIs clearly stated for each topic or theme

Establishing a curriculum amp assessment framework ndash NAHT assessment model

55Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

Content of the curriculum is taken from the schoolrsquos curriculum which is matched to the New National Curriculum (NNC)

Any gaps between the school curriculum and the NNC must be filled

The curriculum content will reflect the entire yearrsquos delivery

Term one

The content here is driven by the topic or theme used to deliver the curriculum and provide assessment opportunities

Term two

Again the content is driven by the theme used to deliver the curriculum

Term three

Again the content is driven by the topic or theme At the end of the year the entire curriculum for that year will have been covered

Assessment criteria are taken from the NNC

Key Performance Indicators (KPIs) describe a group of individual criteria

Separate KPIs make up the end of year Performance Standards (PS) that is the expected performance at the end of the year and against which assessments are made at the end of the year

An individual pupilrsquos work can be kept to exemplify attainment against the KPI and PS This can be known as the exemplification of performance This work should be annotated to highlight the achievement

From individual pupilrsquos work the school can create a standards file showing achievement in all subjects at each level This will create a benchmark for assessment purposes in future years

The standards file can be used as and when necessary to take part in cross school moderation activities when the standards can be agreed or altered according to decisions at the moderation

Term one

KPIs clearly stated for each topic or theme

Term two

KPIs clearly stated for each topic or theme

Term three

KPIs clearly stated for each topic or theme

Establishing a curriculum amp assessment framework ndash NAHT assessment model

56Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

57

Selecting KPIs ndash extract from the National Curriculum year 1 programme of study

Reading ndash word reading (statutory requirements) Pupils should be taught to bull apply phonic knowledge and skills as the route to decode words bull respond speedily with the correct sound to graphemes (letters or groups of letters) for all 40+ phonemes including

where applicable alternative sounds for graphemes bull read accurately by blending sounds in unfamiliar words containing GPCs that have been taught bull read common exception words noting unusual correspondences between spelling and sound and where these

occur in the word bull read words containing taught GPCs and ndashs ndashes ndashing ndashed ndasher and ndashest endings bull read other words of more than one syllable that contain taught GPCs bull read words with contractions [for example Irsquom Irsquoll wersquoll] and understand that the apostrophe represents the omitted

letter(s) bull read aloud accurately books that are consistent with their developing phonic knowledge and that do not require them

to use other strategies to work out words bull re-read these books to build up their fluency and confidence in word reading

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

58

Selecting KPIs ndash extract from the National Curriculum year 1 programme of study

Reading ndash word reading (statutory requirements) Pupils should be taught to bull apply phonic knowledge and skills as the route to decode words bull respond speedily with the correct sound to graphemes (letters or groups of letters) for all 40+ phonemes

including where applicable alternative sounds for graphemes bull read accurately by blending sounds in unfamiliar words containing GPCs that have been taught bull read common exception words noting unusual correspondences between spelling and sound and where these

occur in the word bull read words containing taught GPCs and ndashs ndashes ndashing ndashed ndasher and ndashest endings bull read other words of more than one syllable that contain taught GPCs bull read words with contractions [for example Irsquom Irsquoll wersquoll] and understand that the apostrophe represents the omitted

letter(s) bull read aloud accurately books that are consistent with their developing phonic knowledge and that do not

require them to use other strategies to work out words bull re-read these books to build up their fluency and confidence in word reading

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

59

National and school curriculum - measuring and recording progress across key stages ndash NAHT assessment model

Key performance indicators Performance standard

Responds speedily with the correct sound to graphemes (letters or groups of letters) for all 40+ phonemes including where applicable alternative sounds for graphemes Reads accurately by blending sounds in unfamiliar words Reads common exception words Reads aloud accurately books that are consistent with their developing phonic knowledge and that do not require them to use other strategies to work out words Develops pleasure in reading motivation to read vocabulary and understanding by

Listening to and discussing a wide range of poems stories and non-fiction at a level beyond that at which they can read independently

With reference to the KPIs By the end of Y1 a child should be able to read all common graphemes and be able to read unfamiliar words containing these graphemes accurately and without undue hesitation by sounding them out in books that are matched closely to the level of word reading knowledge A child should be able to read many common words containing GPCs taught so far such as shout hand stop or dream without needing to blend the sounds out loud first Reading of common exception words such as you could many or people should be secure meaning a child can read them easily and automatically A child can read words with suffixes with support to build on the root words that can be read already

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

60

Tim Oates on granular assessment

- and access to the whole curriculum

>

61

Recording performance using KPIs

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

62

Standardisation

bull Standardisation is the procedure that ensures that all assessors involved in the assessment of pupilsrsquo performances do so accurately and consistently

bull Standardisation establishes a common standard of marking linked to the standard set for the work being assessed that helps maintain quality of marking

bull Assessments need to be standardised administered fixed in their scope and level of difficulty and marked consistently

bull The procedure is carried out before anyone assesses a piece of work

bull The procedure is managed by someone who is confident in applying the standard In external summative tests this would be carried out by the senior examiner or even electronically

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

63

Moderation

bull Moderation is the process through which an assessment is monitored within an institution or across institutions to ensure that the assessment is reliable fair and consistent with required standards

bull The moderator takes samples of other assessorsrsquo work during the assessment process and feeds back to the assessor accurate harsh lenient inconsistent This allows for the assessments to be standardised across a team of assessors

bull Once assessments have been standardised moderated and agreed internally representative samples can be entered into a standards file This can be used for future reference to help in standardisation procedures

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

64

Using the framework ndash NAHT exemplification

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

65

bull Does the product support the schoolrsquos policy on assessment

bull To what extent will the assessment tool support delivery of that policy

bull Is the assessment approach implied by the assessment tool credible

bull Does the tool provide good value

Source The Commission on Assessment Without Levels Evaluating external systems (July 2015 v September 2015)

Are teachers equipped to use the tools

Finding the right solution

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

66

Teaching learning and assessment

Itrsquos not just about getting the right assessment tool for the job

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

Using the framework ndash NaaceFrogEducation exemplification

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

68Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

69

Using the frameworkThe curriculum is key ndash

- the Intended curriculum - the Enacted curriculum - the Assessed curriculum - the Learned curriculum

(See Tim Oates Cambridge Assessment)

bull Clearly agreed understood and articulated progress

bull Assessment needs to be robust ndash what why when how reporting results and

ldquoDonrsquot assess everything that moves just the key conceptsrdquo

(Tim Oates)

bull KPIs and Performance Standards

bull Standardisation moderation and exemplification of performance standards are essential

bull Useful and meaningful reporting

bull Challenge itFrog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

70

SupportNAHT Assessment Commission ndash February 2014

DfE Assessment Principles

NAHT Assessment Framework and exemplification

The Commission on Assessment without Levels (July 2015 ndash September 2015)

NAHT courses - lsquoNAHTs assessment framework good practice in a world without levelsrsquo see httpwwwnahtorgukwelcomenaht-eventscourses-listnahts-assessment-framework

The Chartered Institute of Educational Assessors (CIEA) ndash Excellence in Assessment (Schools) an accreditation of the procedures processes and systems that schools and academies have in place to manage and implement assessment As an accreditation process rather than an inspectionhttpcieaorguktrainingexcellence-assessment-schools excellencecieaorguk

The Cambridge Approach Principles for designing administering and evaluating assessment Tim Oates January 2009

Communities of professional practice

FrogEducation wwwfrogeducationcom Tel 01422 250 800

Ofsted Inspection Framework ndash September 2015

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

Three reports (DfE March 2016)

Eliminating unnecessary workload associated with data management

httpswwwgovukgovernmentpublicationsreducing-teacher-workload-data-management-review-group-report

Eliminating unnecessary workload around marking

httpswwwgovukgovernmentpublicationsreducing-teacher-workload-marking-policy-review-group-report

Eliminating unnecessary workload around planning and teaching resources

httpswwwgovukgovernmentpublicationsreducing-teacher-workload-planning-and-resources-group-report

34

Teacher Workload Survey

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

2 hellip providing written feedback on pupilsrsquo work ndash has become disproportionately valued by schools and has become unnecessarily burdensome for teachers

3 The quantity of feedback should not be confused with the quality

10 Marking has evolved into an unhelpful burden for teachers when the time it takes is not repaid in positive impact on pupilsrsquo progress This is frequently because it is serving a different purpose such as demonstrating teacher performance or to satisfy the requirements of other mainly adult audiences Too often it is the marking itself which is being monitored and commented on by leaders rather than pupil outcomes and progress as a result of quality feedback

12 Our remit was to pay particular attention to lsquodeep markingrsquo From a review of the educational literature there appears to be no broadly agreed definition for this term or any theoretical underpinning of its educational worth

8 In summary we recommend that all marking should be meaningful manageable and motivating This should be the perspective adopted by all engaged in education from classroom teachers to the Department for Education (DfE)

35

Teacher Workload Reports Eliminating unnecessary workload around Marking

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

4 Creating detailed plans can become a lsquobox-tickingrsquo exercise and create unnecessary workload for teachers taking time away from the real business of planning whilst offering lsquofalse comfortrsquo of purpose These burdensome and unhelpful practices have arisen due to the real and perceived demands made by Government and Ofsted and how school leaders and teachers have reacted to them

5 School leaders should evaluate how they view planning in their school All leaders have a key role in ensuring the availability of fully-resourced collaboratively developed schemes of work Once these are in place and individual teachers understand the lsquowhatrsquo and lsquowhyrsquo of the curriculum they can be freed to teach in a way that best suits their professional judgement and experience Access to good quality schemes of work should reduce workload rather than create it

36

Teacher Workload Reports Eliminating unnecessary workload around Planning amp Teaching Resources

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

6 This can only happen if Government and its agencies commit to sufficient lead-in times for changes for which the sector will have to undertake significant planning to implement This includes releasing relevant materials in good time

7 High quality resources including textbooks can support teaching reduce workload by teachers not having to lsquoreinvent the wheelrsquo and ensure high expectations of the content of lessons and conceptual knowledge

8 We recognised that there are cultural issues at play which should be challenged

27 If the benefits are not apparent in pupil outcomes then this amounts to unnecessary workload As John Hattie remarks lsquothere are a million resources available on the internet and creating more seems among the successful wastes of time in which teachers love to engagersquo2

29 We also feel strongly that any resource will only be truly effective when it is supported by high quality training and professional development Having a shared and secure understanding of what effective teaching and pupil understanding looks like to inform planning is essential as are collaborative planning approaches Access to effective plans and materials for new entrants to the profession will support their development and allow them to concentrate on teaching

37

Teacher Workload Reports Eliminating unnecessary workload around Planning amp Teaching Resources

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

Principles for planning

11 Five principles are set out below that we believe should be used to test practice and expectations in schools These are motivated by a desire to ensure that planning is productive and that workload for teachers is manageable

a Planning a sequence of lessons is more important than writing individual lesson plans

b Fully resourced schemes of work should be in place for all teachers to use each term

c Planning should not be done simply to please outside organisations

d Planning should take place in purposeful and well defined blocks of time

e Effective planning makes use of high quality resources

38

Teacher Workload Reports Eliminating unnecessary workload around Planning amp Teaching Resources

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

Tim Oates on Finland textbooks and workload

39

>

A culture of excessive data collection

Data has become an end in itself ndash divorced from the core purpose ndash improving outcomes for pupils

Do not assume data collection and analysis must continue because it always has

clarity of purpose needs to be clear

the process needs to be efficient

data need to be valid

40

Teacher Workload Reports Eliminating unnecessary workload associated with Data Management

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

14 The recent removal of lsquolevelsrsquo should be a positive step in terms of data management schools should not feel any pressure to create elaborate tracking systems or lsquoworking at gradersquo approaches Yet there is anecdotal evidence that schools are introducing complicated systems which mimic levels This is an attempt to overlay the old world onto the new and it creates unnecessary data burdens that should be avoided

41

Teacher Workload Reports Eliminating unnecessary workload associated with Data Management

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

Tim Oates on levels mastery compensatory and low quality assessment

42

>

14 The recent removal of lsquolevelsrsquo should be a positive step in terms of data management schools should not feel any pressure to create elaborate tracking systems or lsquoworking at gradersquo approaches Yet there is anecdotal evidence that schools are introducing complicated systems which mimic levels This is an attempt to overlay the old world onto the new and it creates unnecessary data burdens that should be avoided

16 Government should ensure that national curriculum policy does not place ill- considered demands on schools in relation to tracking progress Leaders should ensure that they have a curriculum that offers pupils a robust framework of teaching that builds in progression challenge and depth of knowledge Teachers should then make professional judgements of pupil attainment against key performance indicators ndash the big ideas that tell us whether a pupil understands and has grasped what they have been taught

18 Teachers need to know if pupils are on track to achieve end-of-year expectations whether pupils are where they should be but are best placed to make such judgements through their professional knowledge without recourse to elaborate assessment data generating and recording systems Government (including Regional Schools Commissioners) Ofsted local authorities and school leaders should support this approach

43

Teacher Workload Reports Eliminating unnecessary workload associated with Data Management

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

44

Impact of the changes and challenges ndash and the opportunity

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

45

The impacthellip

bull the curriculum content needs to be detailed and clearbull for qualifications linear courses need to carefully plannedbull standards of performance need to be challenging clearly articulated universally

understood and shared thereforebull progress needs to be understood articulated and evidencedbull transition needs more workhellip see Ofsted Key Stage 3 ndash the wasted years (10th

September 2015)

AndhellipTrust in ndash and within - the profession needs to be re-establishedbull Initial teacher training in assessment needs improvementbull professional development covering assessment should be targeted

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

46

The challengehellip

There are issues surrounding teacher assessment that have to do with potential bias application of different sometimes personal assessment criteria and differences in the available evidence base when implemented curricula and standards of judgement differ from class to class and school to school

Sandra Johnson A focus on teacher assessment reliability in GCSE and GCE Report for Ofqual 2011

However inspectors have noted worrying inconsistencies in teacher assessment at the end of Key Stage 1 In infant schools for example children are more likely to be assessed as reaching or exceeding the standards expected for their age than they are in all-through primary schools Moreover uneven moderation by local authorities of the work carried out by schools can lead to poor quality and unreliable assessment For these reasons I urge government to consider a return to external assessment at the end of Key Stage 1

HMCI Annual Report 201213

The Commission heard from the majority of those submitting evidence that there was a lack of trust in teacher assessment at the present time There is a worrying lack of trust in individual teacher-based assessment which emanates from within the profession itself

The NAHT Commission on Assessment (February 2014)

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

47

3

Red

14

92

Green

EmergingFruit

Beware mad numbers Meaning must be added - be careful when comparing two numbers that come from different contexts

Dog breeds

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

48

Beware mad numbers

But Spinal Taprsquos amplifier goes to 11hellip

Ampeg FenderMarshallhellip

Outstanding education through aw

esome technology

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

Mad Numbers - Dead Poets Society (1989)

Determining a poemrsquos greatness is a relatively simple matterhellip

lsquoIf the poems score for perfection is plotted on the horizontal of a graph and its importance is plotted on the vertical then calculating the total area of the poem yields the measure of its greatnessrsquo

Understanding Poetry Dr J Evans Pritchard PhD

ldquoExcrement

We are not laying pipeshelliprip out the pagerdquo

John Keating ndash teacher (Robin Williams)

x = Perfection

y =

Impo

rtanc

e

Byron sonnet

Shakespeare sonnet

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

50

So wherersquos the opportunity

Assessment as the pivotal point of teaching and learning

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

51Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

52

The opportunity

bull Making assessment about teaching and learning

bull Improved teacher subject knowledge

bull Quality assured assessments

bull Better skilled teachers with assessment expertise

bull Better use and development of robust research

bull Confidence

bull Trust in the professionhellip

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

53

A viable solution ndash a proposed curriculum amp assessment framework

bull that puts the curriculum to the fore

bull that provides a structured focus for assessment

bull provides a curriculum and assessment framework ndash built on sound practice and robust research

bull places assessment as integral to teaching and learning

bull addresses issues of validity and reliability and

bull most importantly places childrenrsquos learning as paramount

But it wonrsquot just happenhellip

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

Assessment Quality Assurance PlanAn Assessment Quality Assurance plan should present an organisational framework for all assessment activities within the centre There is no single way of organising or presenting such a framework but the information below outlines key areas that should be considered when designing developing or evaluating the centrersquos assessment practice

Principles of assessment

Reporting

Relationship with the stated curriculum

Common standards and expectations

Consistency

Staff training and development

Evaluation review amp accreditation

Impact on teaching and learning

Learner

Chartered Institute of Educational Assessors (CIEA)

54Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

Content of the curriculum is taken from the schoolrsquos curriculum which is matched to the New National Curriculum (NNC)

Any gaps between the school curriculum and the NNC must be filled

The curriculum content will reflect the entire yearrsquos delivery

Term one

The content here is driven by the topic or theme used to deliver the curriculum and provide assessment opportunities

Term two

Again the content is driven by the theme used to deliver the curriculum

Term three

Again the content is driven by the topic or theme At the end of the year the entire curriculum for that year will have been covered

Assessment criteria are taken from the NNC

Key Performance Indicators (KPIs) describe a group of individual criteria

Separate KPIs make up the end of year Performance Standards (PS) that is the expected performance at the end of the year and against which assessments are made at the end of the year

An individual pupilrsquos work can be kept to exemplify attainment against the KPI and PS This can be known as the exemplification of performance This work should be annotated to highlight the achievement

From individual pupilrsquos work the school can create a standards file showing achievement in all subjects at each level This will create a benchmark for assessment purposes in future years

The standards file can be used as and when necessary to take part in cross school moderation activities when the standards can be agreed or altered according to decisions at the moderation

Term one

KPIs clearly stated for each topic or theme

Term two

KPIs clearly stated for each topic or theme

Term three

KPIs clearly stated for each topic or theme

Establishing a curriculum amp assessment framework ndash NAHT assessment model

55Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

Content of the curriculum is taken from the schoolrsquos curriculum which is matched to the New National Curriculum (NNC)

Any gaps between the school curriculum and the NNC must be filled

The curriculum content will reflect the entire yearrsquos delivery

Term one

The content here is driven by the topic or theme used to deliver the curriculum and provide assessment opportunities

Term two

Again the content is driven by the theme used to deliver the curriculum

Term three

Again the content is driven by the topic or theme At the end of the year the entire curriculum for that year will have been covered

Assessment criteria are taken from the NNC

Key Performance Indicators (KPIs) describe a group of individual criteria

Separate KPIs make up the end of year Performance Standards (PS) that is the expected performance at the end of the year and against which assessments are made at the end of the year

An individual pupilrsquos work can be kept to exemplify attainment against the KPI and PS This can be known as the exemplification of performance This work should be annotated to highlight the achievement

From individual pupilrsquos work the school can create a standards file showing achievement in all subjects at each level This will create a benchmark for assessment purposes in future years

The standards file can be used as and when necessary to take part in cross school moderation activities when the standards can be agreed or altered according to decisions at the moderation

Term one

KPIs clearly stated for each topic or theme

Term two

KPIs clearly stated for each topic or theme

Term three

KPIs clearly stated for each topic or theme

Establishing a curriculum amp assessment framework ndash NAHT assessment model

56Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

57

Selecting KPIs ndash extract from the National Curriculum year 1 programme of study

Reading ndash word reading (statutory requirements) Pupils should be taught to bull apply phonic knowledge and skills as the route to decode words bull respond speedily with the correct sound to graphemes (letters or groups of letters) for all 40+ phonemes including

where applicable alternative sounds for graphemes bull read accurately by blending sounds in unfamiliar words containing GPCs that have been taught bull read common exception words noting unusual correspondences between spelling and sound and where these

occur in the word bull read words containing taught GPCs and ndashs ndashes ndashing ndashed ndasher and ndashest endings bull read other words of more than one syllable that contain taught GPCs bull read words with contractions [for example Irsquom Irsquoll wersquoll] and understand that the apostrophe represents the omitted

letter(s) bull read aloud accurately books that are consistent with their developing phonic knowledge and that do not require them

to use other strategies to work out words bull re-read these books to build up their fluency and confidence in word reading

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

58

Selecting KPIs ndash extract from the National Curriculum year 1 programme of study

Reading ndash word reading (statutory requirements) Pupils should be taught to bull apply phonic knowledge and skills as the route to decode words bull respond speedily with the correct sound to graphemes (letters or groups of letters) for all 40+ phonemes

including where applicable alternative sounds for graphemes bull read accurately by blending sounds in unfamiliar words containing GPCs that have been taught bull read common exception words noting unusual correspondences between spelling and sound and where these

occur in the word bull read words containing taught GPCs and ndashs ndashes ndashing ndashed ndasher and ndashest endings bull read other words of more than one syllable that contain taught GPCs bull read words with contractions [for example Irsquom Irsquoll wersquoll] and understand that the apostrophe represents the omitted

letter(s) bull read aloud accurately books that are consistent with their developing phonic knowledge and that do not

require them to use other strategies to work out words bull re-read these books to build up their fluency and confidence in word reading

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

59

National and school curriculum - measuring and recording progress across key stages ndash NAHT assessment model

Key performance indicators Performance standard

Responds speedily with the correct sound to graphemes (letters or groups of letters) for all 40+ phonemes including where applicable alternative sounds for graphemes Reads accurately by blending sounds in unfamiliar words Reads common exception words Reads aloud accurately books that are consistent with their developing phonic knowledge and that do not require them to use other strategies to work out words Develops pleasure in reading motivation to read vocabulary and understanding by

Listening to and discussing a wide range of poems stories and non-fiction at a level beyond that at which they can read independently

With reference to the KPIs By the end of Y1 a child should be able to read all common graphemes and be able to read unfamiliar words containing these graphemes accurately and without undue hesitation by sounding them out in books that are matched closely to the level of word reading knowledge A child should be able to read many common words containing GPCs taught so far such as shout hand stop or dream without needing to blend the sounds out loud first Reading of common exception words such as you could many or people should be secure meaning a child can read them easily and automatically A child can read words with suffixes with support to build on the root words that can be read already

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

60

Tim Oates on granular assessment

- and access to the whole curriculum

>

61

Recording performance using KPIs

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

62

Standardisation

bull Standardisation is the procedure that ensures that all assessors involved in the assessment of pupilsrsquo performances do so accurately and consistently

bull Standardisation establishes a common standard of marking linked to the standard set for the work being assessed that helps maintain quality of marking

bull Assessments need to be standardised administered fixed in their scope and level of difficulty and marked consistently

bull The procedure is carried out before anyone assesses a piece of work

bull The procedure is managed by someone who is confident in applying the standard In external summative tests this would be carried out by the senior examiner or even electronically

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

63

Moderation

bull Moderation is the process through which an assessment is monitored within an institution or across institutions to ensure that the assessment is reliable fair and consistent with required standards

bull The moderator takes samples of other assessorsrsquo work during the assessment process and feeds back to the assessor accurate harsh lenient inconsistent This allows for the assessments to be standardised across a team of assessors

bull Once assessments have been standardised moderated and agreed internally representative samples can be entered into a standards file This can be used for future reference to help in standardisation procedures

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

64

Using the framework ndash NAHT exemplification

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

65

bull Does the product support the schoolrsquos policy on assessment

bull To what extent will the assessment tool support delivery of that policy

bull Is the assessment approach implied by the assessment tool credible

bull Does the tool provide good value

Source The Commission on Assessment Without Levels Evaluating external systems (July 2015 v September 2015)

Are teachers equipped to use the tools

Finding the right solution

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

66

Teaching learning and assessment

Itrsquos not just about getting the right assessment tool for the job

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

Using the framework ndash NaaceFrogEducation exemplification

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

68Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

69

Using the frameworkThe curriculum is key ndash

- the Intended curriculum - the Enacted curriculum - the Assessed curriculum - the Learned curriculum

(See Tim Oates Cambridge Assessment)

bull Clearly agreed understood and articulated progress

bull Assessment needs to be robust ndash what why when how reporting results and

ldquoDonrsquot assess everything that moves just the key conceptsrdquo

(Tim Oates)

bull KPIs and Performance Standards

bull Standardisation moderation and exemplification of performance standards are essential

bull Useful and meaningful reporting

bull Challenge itFrog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

70

SupportNAHT Assessment Commission ndash February 2014

DfE Assessment Principles

NAHT Assessment Framework and exemplification

The Commission on Assessment without Levels (July 2015 ndash September 2015)

NAHT courses - lsquoNAHTs assessment framework good practice in a world without levelsrsquo see httpwwwnahtorgukwelcomenaht-eventscourses-listnahts-assessment-framework

The Chartered Institute of Educational Assessors (CIEA) ndash Excellence in Assessment (Schools) an accreditation of the procedures processes and systems that schools and academies have in place to manage and implement assessment As an accreditation process rather than an inspectionhttpcieaorguktrainingexcellence-assessment-schools excellencecieaorguk

The Cambridge Approach Principles for designing administering and evaluating assessment Tim Oates January 2009

Communities of professional practice

FrogEducation wwwfrogeducationcom Tel 01422 250 800

Ofsted Inspection Framework ndash September 2015

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

2 hellip providing written feedback on pupilsrsquo work ndash has become disproportionately valued by schools and has become unnecessarily burdensome for teachers

3 The quantity of feedback should not be confused with the quality

10 Marking has evolved into an unhelpful burden for teachers when the time it takes is not repaid in positive impact on pupilsrsquo progress This is frequently because it is serving a different purpose such as demonstrating teacher performance or to satisfy the requirements of other mainly adult audiences Too often it is the marking itself which is being monitored and commented on by leaders rather than pupil outcomes and progress as a result of quality feedback

12 Our remit was to pay particular attention to lsquodeep markingrsquo From a review of the educational literature there appears to be no broadly agreed definition for this term or any theoretical underpinning of its educational worth

8 In summary we recommend that all marking should be meaningful manageable and motivating This should be the perspective adopted by all engaged in education from classroom teachers to the Department for Education (DfE)

35

Teacher Workload Reports Eliminating unnecessary workload around Marking

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

4 Creating detailed plans can become a lsquobox-tickingrsquo exercise and create unnecessary workload for teachers taking time away from the real business of planning whilst offering lsquofalse comfortrsquo of purpose These burdensome and unhelpful practices have arisen due to the real and perceived demands made by Government and Ofsted and how school leaders and teachers have reacted to them

5 School leaders should evaluate how they view planning in their school All leaders have a key role in ensuring the availability of fully-resourced collaboratively developed schemes of work Once these are in place and individual teachers understand the lsquowhatrsquo and lsquowhyrsquo of the curriculum they can be freed to teach in a way that best suits their professional judgement and experience Access to good quality schemes of work should reduce workload rather than create it

36

Teacher Workload Reports Eliminating unnecessary workload around Planning amp Teaching Resources

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

6 This can only happen if Government and its agencies commit to sufficient lead-in times for changes for which the sector will have to undertake significant planning to implement This includes releasing relevant materials in good time

7 High quality resources including textbooks can support teaching reduce workload by teachers not having to lsquoreinvent the wheelrsquo and ensure high expectations of the content of lessons and conceptual knowledge

8 We recognised that there are cultural issues at play which should be challenged

27 If the benefits are not apparent in pupil outcomes then this amounts to unnecessary workload As John Hattie remarks lsquothere are a million resources available on the internet and creating more seems among the successful wastes of time in which teachers love to engagersquo2

29 We also feel strongly that any resource will only be truly effective when it is supported by high quality training and professional development Having a shared and secure understanding of what effective teaching and pupil understanding looks like to inform planning is essential as are collaborative planning approaches Access to effective plans and materials for new entrants to the profession will support their development and allow them to concentrate on teaching

37

Teacher Workload Reports Eliminating unnecessary workload around Planning amp Teaching Resources

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

Principles for planning

11 Five principles are set out below that we believe should be used to test practice and expectations in schools These are motivated by a desire to ensure that planning is productive and that workload for teachers is manageable

a Planning a sequence of lessons is more important than writing individual lesson plans

b Fully resourced schemes of work should be in place for all teachers to use each term

c Planning should not be done simply to please outside organisations

d Planning should take place in purposeful and well defined blocks of time

e Effective planning makes use of high quality resources

38

Teacher Workload Reports Eliminating unnecessary workload around Planning amp Teaching Resources

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

Tim Oates on Finland textbooks and workload

39

>

A culture of excessive data collection

Data has become an end in itself ndash divorced from the core purpose ndash improving outcomes for pupils

Do not assume data collection and analysis must continue because it always has

clarity of purpose needs to be clear

the process needs to be efficient

data need to be valid

40

Teacher Workload Reports Eliminating unnecessary workload associated with Data Management

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

14 The recent removal of lsquolevelsrsquo should be a positive step in terms of data management schools should not feel any pressure to create elaborate tracking systems or lsquoworking at gradersquo approaches Yet there is anecdotal evidence that schools are introducing complicated systems which mimic levels This is an attempt to overlay the old world onto the new and it creates unnecessary data burdens that should be avoided

41

Teacher Workload Reports Eliminating unnecessary workload associated with Data Management

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

Tim Oates on levels mastery compensatory and low quality assessment

42

>

14 The recent removal of lsquolevelsrsquo should be a positive step in terms of data management schools should not feel any pressure to create elaborate tracking systems or lsquoworking at gradersquo approaches Yet there is anecdotal evidence that schools are introducing complicated systems which mimic levels This is an attempt to overlay the old world onto the new and it creates unnecessary data burdens that should be avoided

16 Government should ensure that national curriculum policy does not place ill- considered demands on schools in relation to tracking progress Leaders should ensure that they have a curriculum that offers pupils a robust framework of teaching that builds in progression challenge and depth of knowledge Teachers should then make professional judgements of pupil attainment against key performance indicators ndash the big ideas that tell us whether a pupil understands and has grasped what they have been taught

18 Teachers need to know if pupils are on track to achieve end-of-year expectations whether pupils are where they should be but are best placed to make such judgements through their professional knowledge without recourse to elaborate assessment data generating and recording systems Government (including Regional Schools Commissioners) Ofsted local authorities and school leaders should support this approach

43

Teacher Workload Reports Eliminating unnecessary workload associated with Data Management

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

44

Impact of the changes and challenges ndash and the opportunity

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

45

The impacthellip

bull the curriculum content needs to be detailed and clearbull for qualifications linear courses need to carefully plannedbull standards of performance need to be challenging clearly articulated universally

understood and shared thereforebull progress needs to be understood articulated and evidencedbull transition needs more workhellip see Ofsted Key Stage 3 ndash the wasted years (10th

September 2015)

AndhellipTrust in ndash and within - the profession needs to be re-establishedbull Initial teacher training in assessment needs improvementbull professional development covering assessment should be targeted

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

46

The challengehellip

There are issues surrounding teacher assessment that have to do with potential bias application of different sometimes personal assessment criteria and differences in the available evidence base when implemented curricula and standards of judgement differ from class to class and school to school

Sandra Johnson A focus on teacher assessment reliability in GCSE and GCE Report for Ofqual 2011

However inspectors have noted worrying inconsistencies in teacher assessment at the end of Key Stage 1 In infant schools for example children are more likely to be assessed as reaching or exceeding the standards expected for their age than they are in all-through primary schools Moreover uneven moderation by local authorities of the work carried out by schools can lead to poor quality and unreliable assessment For these reasons I urge government to consider a return to external assessment at the end of Key Stage 1

HMCI Annual Report 201213

The Commission heard from the majority of those submitting evidence that there was a lack of trust in teacher assessment at the present time There is a worrying lack of trust in individual teacher-based assessment which emanates from within the profession itself

The NAHT Commission on Assessment (February 2014)

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

47

3

Red

14

92

Green

EmergingFruit

Beware mad numbers Meaning must be added - be careful when comparing two numbers that come from different contexts

Dog breeds

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

48

Beware mad numbers

But Spinal Taprsquos amplifier goes to 11hellip

Ampeg FenderMarshallhellip

Outstanding education through aw

esome technology

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

Mad Numbers - Dead Poets Society (1989)

Determining a poemrsquos greatness is a relatively simple matterhellip

lsquoIf the poems score for perfection is plotted on the horizontal of a graph and its importance is plotted on the vertical then calculating the total area of the poem yields the measure of its greatnessrsquo

Understanding Poetry Dr J Evans Pritchard PhD

ldquoExcrement

We are not laying pipeshelliprip out the pagerdquo

John Keating ndash teacher (Robin Williams)

x = Perfection

y =

Impo

rtanc

e

Byron sonnet

Shakespeare sonnet

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

50

So wherersquos the opportunity

Assessment as the pivotal point of teaching and learning

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

51Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

52

The opportunity

bull Making assessment about teaching and learning

bull Improved teacher subject knowledge

bull Quality assured assessments

bull Better skilled teachers with assessment expertise

bull Better use and development of robust research

bull Confidence

bull Trust in the professionhellip

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

53

A viable solution ndash a proposed curriculum amp assessment framework

bull that puts the curriculum to the fore

bull that provides a structured focus for assessment

bull provides a curriculum and assessment framework ndash built on sound practice and robust research

bull places assessment as integral to teaching and learning

bull addresses issues of validity and reliability and

bull most importantly places childrenrsquos learning as paramount

But it wonrsquot just happenhellip

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

Assessment Quality Assurance PlanAn Assessment Quality Assurance plan should present an organisational framework for all assessment activities within the centre There is no single way of organising or presenting such a framework but the information below outlines key areas that should be considered when designing developing or evaluating the centrersquos assessment practice

Principles of assessment

Reporting

Relationship with the stated curriculum

Common standards and expectations

Consistency

Staff training and development

Evaluation review amp accreditation

Impact on teaching and learning

Learner

Chartered Institute of Educational Assessors (CIEA)

54Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

Content of the curriculum is taken from the schoolrsquos curriculum which is matched to the New National Curriculum (NNC)

Any gaps between the school curriculum and the NNC must be filled

The curriculum content will reflect the entire yearrsquos delivery

Term one

The content here is driven by the topic or theme used to deliver the curriculum and provide assessment opportunities

Term two

Again the content is driven by the theme used to deliver the curriculum

Term three

Again the content is driven by the topic or theme At the end of the year the entire curriculum for that year will have been covered

Assessment criteria are taken from the NNC

Key Performance Indicators (KPIs) describe a group of individual criteria

Separate KPIs make up the end of year Performance Standards (PS) that is the expected performance at the end of the year and against which assessments are made at the end of the year

An individual pupilrsquos work can be kept to exemplify attainment against the KPI and PS This can be known as the exemplification of performance This work should be annotated to highlight the achievement

From individual pupilrsquos work the school can create a standards file showing achievement in all subjects at each level This will create a benchmark for assessment purposes in future years

The standards file can be used as and when necessary to take part in cross school moderation activities when the standards can be agreed or altered according to decisions at the moderation

Term one

KPIs clearly stated for each topic or theme

Term two

KPIs clearly stated for each topic or theme

Term three

KPIs clearly stated for each topic or theme

Establishing a curriculum amp assessment framework ndash NAHT assessment model

55Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

Content of the curriculum is taken from the schoolrsquos curriculum which is matched to the New National Curriculum (NNC)

Any gaps between the school curriculum and the NNC must be filled

The curriculum content will reflect the entire yearrsquos delivery

Term one

The content here is driven by the topic or theme used to deliver the curriculum and provide assessment opportunities

Term two

Again the content is driven by the theme used to deliver the curriculum

Term three

Again the content is driven by the topic or theme At the end of the year the entire curriculum for that year will have been covered

Assessment criteria are taken from the NNC

Key Performance Indicators (KPIs) describe a group of individual criteria

Separate KPIs make up the end of year Performance Standards (PS) that is the expected performance at the end of the year and against which assessments are made at the end of the year

An individual pupilrsquos work can be kept to exemplify attainment against the KPI and PS This can be known as the exemplification of performance This work should be annotated to highlight the achievement

From individual pupilrsquos work the school can create a standards file showing achievement in all subjects at each level This will create a benchmark for assessment purposes in future years

The standards file can be used as and when necessary to take part in cross school moderation activities when the standards can be agreed or altered according to decisions at the moderation

Term one

KPIs clearly stated for each topic or theme

Term two

KPIs clearly stated for each topic or theme

Term three

KPIs clearly stated for each topic or theme

Establishing a curriculum amp assessment framework ndash NAHT assessment model

56Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

57

Selecting KPIs ndash extract from the National Curriculum year 1 programme of study

Reading ndash word reading (statutory requirements) Pupils should be taught to bull apply phonic knowledge and skills as the route to decode words bull respond speedily with the correct sound to graphemes (letters or groups of letters) for all 40+ phonemes including

where applicable alternative sounds for graphemes bull read accurately by blending sounds in unfamiliar words containing GPCs that have been taught bull read common exception words noting unusual correspondences between spelling and sound and where these

occur in the word bull read words containing taught GPCs and ndashs ndashes ndashing ndashed ndasher and ndashest endings bull read other words of more than one syllable that contain taught GPCs bull read words with contractions [for example Irsquom Irsquoll wersquoll] and understand that the apostrophe represents the omitted

letter(s) bull read aloud accurately books that are consistent with their developing phonic knowledge and that do not require them

to use other strategies to work out words bull re-read these books to build up their fluency and confidence in word reading

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

58

Selecting KPIs ndash extract from the National Curriculum year 1 programme of study

Reading ndash word reading (statutory requirements) Pupils should be taught to bull apply phonic knowledge and skills as the route to decode words bull respond speedily with the correct sound to graphemes (letters or groups of letters) for all 40+ phonemes

including where applicable alternative sounds for graphemes bull read accurately by blending sounds in unfamiliar words containing GPCs that have been taught bull read common exception words noting unusual correspondences between spelling and sound and where these

occur in the word bull read words containing taught GPCs and ndashs ndashes ndashing ndashed ndasher and ndashest endings bull read other words of more than one syllable that contain taught GPCs bull read words with contractions [for example Irsquom Irsquoll wersquoll] and understand that the apostrophe represents the omitted

letter(s) bull read aloud accurately books that are consistent with their developing phonic knowledge and that do not

require them to use other strategies to work out words bull re-read these books to build up their fluency and confidence in word reading

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

59

National and school curriculum - measuring and recording progress across key stages ndash NAHT assessment model

Key performance indicators Performance standard

Responds speedily with the correct sound to graphemes (letters or groups of letters) for all 40+ phonemes including where applicable alternative sounds for graphemes Reads accurately by blending sounds in unfamiliar words Reads common exception words Reads aloud accurately books that are consistent with their developing phonic knowledge and that do not require them to use other strategies to work out words Develops pleasure in reading motivation to read vocabulary and understanding by

Listening to and discussing a wide range of poems stories and non-fiction at a level beyond that at which they can read independently

With reference to the KPIs By the end of Y1 a child should be able to read all common graphemes and be able to read unfamiliar words containing these graphemes accurately and without undue hesitation by sounding them out in books that are matched closely to the level of word reading knowledge A child should be able to read many common words containing GPCs taught so far such as shout hand stop or dream without needing to blend the sounds out loud first Reading of common exception words such as you could many or people should be secure meaning a child can read them easily and automatically A child can read words with suffixes with support to build on the root words that can be read already

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

60

Tim Oates on granular assessment

- and access to the whole curriculum

>

61

Recording performance using KPIs

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

62

Standardisation

bull Standardisation is the procedure that ensures that all assessors involved in the assessment of pupilsrsquo performances do so accurately and consistently

bull Standardisation establishes a common standard of marking linked to the standard set for the work being assessed that helps maintain quality of marking

bull Assessments need to be standardised administered fixed in their scope and level of difficulty and marked consistently

bull The procedure is carried out before anyone assesses a piece of work

bull The procedure is managed by someone who is confident in applying the standard In external summative tests this would be carried out by the senior examiner or even electronically

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

63

Moderation

bull Moderation is the process through which an assessment is monitored within an institution or across institutions to ensure that the assessment is reliable fair and consistent with required standards

bull The moderator takes samples of other assessorsrsquo work during the assessment process and feeds back to the assessor accurate harsh lenient inconsistent This allows for the assessments to be standardised across a team of assessors

bull Once assessments have been standardised moderated and agreed internally representative samples can be entered into a standards file This can be used for future reference to help in standardisation procedures

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

64

Using the framework ndash NAHT exemplification

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

65

bull Does the product support the schoolrsquos policy on assessment

bull To what extent will the assessment tool support delivery of that policy

bull Is the assessment approach implied by the assessment tool credible

bull Does the tool provide good value

Source The Commission on Assessment Without Levels Evaluating external systems (July 2015 v September 2015)

Are teachers equipped to use the tools

Finding the right solution

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

66

Teaching learning and assessment

Itrsquos not just about getting the right assessment tool for the job

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

Using the framework ndash NaaceFrogEducation exemplification

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

68Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

69

Using the frameworkThe curriculum is key ndash

- the Intended curriculum - the Enacted curriculum - the Assessed curriculum - the Learned curriculum

(See Tim Oates Cambridge Assessment)

bull Clearly agreed understood and articulated progress

bull Assessment needs to be robust ndash what why when how reporting results and

ldquoDonrsquot assess everything that moves just the key conceptsrdquo

(Tim Oates)

bull KPIs and Performance Standards

bull Standardisation moderation and exemplification of performance standards are essential

bull Useful and meaningful reporting

bull Challenge itFrog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

70

SupportNAHT Assessment Commission ndash February 2014

DfE Assessment Principles

NAHT Assessment Framework and exemplification

The Commission on Assessment without Levels (July 2015 ndash September 2015)

NAHT courses - lsquoNAHTs assessment framework good practice in a world without levelsrsquo see httpwwwnahtorgukwelcomenaht-eventscourses-listnahts-assessment-framework

The Chartered Institute of Educational Assessors (CIEA) ndash Excellence in Assessment (Schools) an accreditation of the procedures processes and systems that schools and academies have in place to manage and implement assessment As an accreditation process rather than an inspectionhttpcieaorguktrainingexcellence-assessment-schools excellencecieaorguk

The Cambridge Approach Principles for designing administering and evaluating assessment Tim Oates January 2009

Communities of professional practice

FrogEducation wwwfrogeducationcom Tel 01422 250 800

Ofsted Inspection Framework ndash September 2015

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

4 Creating detailed plans can become a lsquobox-tickingrsquo exercise and create unnecessary workload for teachers taking time away from the real business of planning whilst offering lsquofalse comfortrsquo of purpose These burdensome and unhelpful practices have arisen due to the real and perceived demands made by Government and Ofsted and how school leaders and teachers have reacted to them

5 School leaders should evaluate how they view planning in their school All leaders have a key role in ensuring the availability of fully-resourced collaboratively developed schemes of work Once these are in place and individual teachers understand the lsquowhatrsquo and lsquowhyrsquo of the curriculum they can be freed to teach in a way that best suits their professional judgement and experience Access to good quality schemes of work should reduce workload rather than create it

36

Teacher Workload Reports Eliminating unnecessary workload around Planning amp Teaching Resources

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

6 This can only happen if Government and its agencies commit to sufficient lead-in times for changes for which the sector will have to undertake significant planning to implement This includes releasing relevant materials in good time

7 High quality resources including textbooks can support teaching reduce workload by teachers not having to lsquoreinvent the wheelrsquo and ensure high expectations of the content of lessons and conceptual knowledge

8 We recognised that there are cultural issues at play which should be challenged

27 If the benefits are not apparent in pupil outcomes then this amounts to unnecessary workload As John Hattie remarks lsquothere are a million resources available on the internet and creating more seems among the successful wastes of time in which teachers love to engagersquo2

29 We also feel strongly that any resource will only be truly effective when it is supported by high quality training and professional development Having a shared and secure understanding of what effective teaching and pupil understanding looks like to inform planning is essential as are collaborative planning approaches Access to effective plans and materials for new entrants to the profession will support their development and allow them to concentrate on teaching

37

Teacher Workload Reports Eliminating unnecessary workload around Planning amp Teaching Resources

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

Principles for planning

11 Five principles are set out below that we believe should be used to test practice and expectations in schools These are motivated by a desire to ensure that planning is productive and that workload for teachers is manageable

a Planning a sequence of lessons is more important than writing individual lesson plans

b Fully resourced schemes of work should be in place for all teachers to use each term

c Planning should not be done simply to please outside organisations

d Planning should take place in purposeful and well defined blocks of time

e Effective planning makes use of high quality resources

38

Teacher Workload Reports Eliminating unnecessary workload around Planning amp Teaching Resources

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

Tim Oates on Finland textbooks and workload

39

>

A culture of excessive data collection

Data has become an end in itself ndash divorced from the core purpose ndash improving outcomes for pupils

Do not assume data collection and analysis must continue because it always has

clarity of purpose needs to be clear

the process needs to be efficient

data need to be valid

40

Teacher Workload Reports Eliminating unnecessary workload associated with Data Management

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

14 The recent removal of lsquolevelsrsquo should be a positive step in terms of data management schools should not feel any pressure to create elaborate tracking systems or lsquoworking at gradersquo approaches Yet there is anecdotal evidence that schools are introducing complicated systems which mimic levels This is an attempt to overlay the old world onto the new and it creates unnecessary data burdens that should be avoided

41

Teacher Workload Reports Eliminating unnecessary workload associated with Data Management

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

Tim Oates on levels mastery compensatory and low quality assessment

42

>

14 The recent removal of lsquolevelsrsquo should be a positive step in terms of data management schools should not feel any pressure to create elaborate tracking systems or lsquoworking at gradersquo approaches Yet there is anecdotal evidence that schools are introducing complicated systems which mimic levels This is an attempt to overlay the old world onto the new and it creates unnecessary data burdens that should be avoided

16 Government should ensure that national curriculum policy does not place ill- considered demands on schools in relation to tracking progress Leaders should ensure that they have a curriculum that offers pupils a robust framework of teaching that builds in progression challenge and depth of knowledge Teachers should then make professional judgements of pupil attainment against key performance indicators ndash the big ideas that tell us whether a pupil understands and has grasped what they have been taught

18 Teachers need to know if pupils are on track to achieve end-of-year expectations whether pupils are where they should be but are best placed to make such judgements through their professional knowledge without recourse to elaborate assessment data generating and recording systems Government (including Regional Schools Commissioners) Ofsted local authorities and school leaders should support this approach

43

Teacher Workload Reports Eliminating unnecessary workload associated with Data Management

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

44

Impact of the changes and challenges ndash and the opportunity

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

45

The impacthellip

bull the curriculum content needs to be detailed and clearbull for qualifications linear courses need to carefully plannedbull standards of performance need to be challenging clearly articulated universally

understood and shared thereforebull progress needs to be understood articulated and evidencedbull transition needs more workhellip see Ofsted Key Stage 3 ndash the wasted years (10th

September 2015)

AndhellipTrust in ndash and within - the profession needs to be re-establishedbull Initial teacher training in assessment needs improvementbull professional development covering assessment should be targeted

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

46

The challengehellip

There are issues surrounding teacher assessment that have to do with potential bias application of different sometimes personal assessment criteria and differences in the available evidence base when implemented curricula and standards of judgement differ from class to class and school to school

Sandra Johnson A focus on teacher assessment reliability in GCSE and GCE Report for Ofqual 2011

However inspectors have noted worrying inconsistencies in teacher assessment at the end of Key Stage 1 In infant schools for example children are more likely to be assessed as reaching or exceeding the standards expected for their age than they are in all-through primary schools Moreover uneven moderation by local authorities of the work carried out by schools can lead to poor quality and unreliable assessment For these reasons I urge government to consider a return to external assessment at the end of Key Stage 1

HMCI Annual Report 201213

The Commission heard from the majority of those submitting evidence that there was a lack of trust in teacher assessment at the present time There is a worrying lack of trust in individual teacher-based assessment which emanates from within the profession itself

The NAHT Commission on Assessment (February 2014)

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

47

3

Red

14

92

Green

EmergingFruit

Beware mad numbers Meaning must be added - be careful when comparing two numbers that come from different contexts

Dog breeds

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

48

Beware mad numbers

But Spinal Taprsquos amplifier goes to 11hellip

Ampeg FenderMarshallhellip

Outstanding education through aw

esome technology

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

Mad Numbers - Dead Poets Society (1989)

Determining a poemrsquos greatness is a relatively simple matterhellip

lsquoIf the poems score for perfection is plotted on the horizontal of a graph and its importance is plotted on the vertical then calculating the total area of the poem yields the measure of its greatnessrsquo

Understanding Poetry Dr J Evans Pritchard PhD

ldquoExcrement

We are not laying pipeshelliprip out the pagerdquo

John Keating ndash teacher (Robin Williams)

x = Perfection

y =

Impo

rtanc

e

Byron sonnet

Shakespeare sonnet

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

50

So wherersquos the opportunity

Assessment as the pivotal point of teaching and learning

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

51Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

52

The opportunity

bull Making assessment about teaching and learning

bull Improved teacher subject knowledge

bull Quality assured assessments

bull Better skilled teachers with assessment expertise

bull Better use and development of robust research

bull Confidence

bull Trust in the professionhellip

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

53

A viable solution ndash a proposed curriculum amp assessment framework

bull that puts the curriculum to the fore

bull that provides a structured focus for assessment

bull provides a curriculum and assessment framework ndash built on sound practice and robust research

bull places assessment as integral to teaching and learning

bull addresses issues of validity and reliability and

bull most importantly places childrenrsquos learning as paramount

But it wonrsquot just happenhellip

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

Assessment Quality Assurance PlanAn Assessment Quality Assurance plan should present an organisational framework for all assessment activities within the centre There is no single way of organising or presenting such a framework but the information below outlines key areas that should be considered when designing developing or evaluating the centrersquos assessment practice

Principles of assessment

Reporting

Relationship with the stated curriculum

Common standards and expectations

Consistency

Staff training and development

Evaluation review amp accreditation

Impact on teaching and learning

Learner

Chartered Institute of Educational Assessors (CIEA)

54Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

Content of the curriculum is taken from the schoolrsquos curriculum which is matched to the New National Curriculum (NNC)

Any gaps between the school curriculum and the NNC must be filled

The curriculum content will reflect the entire yearrsquos delivery

Term one

The content here is driven by the topic or theme used to deliver the curriculum and provide assessment opportunities

Term two

Again the content is driven by the theme used to deliver the curriculum

Term three

Again the content is driven by the topic or theme At the end of the year the entire curriculum for that year will have been covered

Assessment criteria are taken from the NNC

Key Performance Indicators (KPIs) describe a group of individual criteria

Separate KPIs make up the end of year Performance Standards (PS) that is the expected performance at the end of the year and against which assessments are made at the end of the year

An individual pupilrsquos work can be kept to exemplify attainment against the KPI and PS This can be known as the exemplification of performance This work should be annotated to highlight the achievement

From individual pupilrsquos work the school can create a standards file showing achievement in all subjects at each level This will create a benchmark for assessment purposes in future years

The standards file can be used as and when necessary to take part in cross school moderation activities when the standards can be agreed or altered according to decisions at the moderation

Term one

KPIs clearly stated for each topic or theme

Term two

KPIs clearly stated for each topic or theme

Term three

KPIs clearly stated for each topic or theme

Establishing a curriculum amp assessment framework ndash NAHT assessment model

55Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

Content of the curriculum is taken from the schoolrsquos curriculum which is matched to the New National Curriculum (NNC)

Any gaps between the school curriculum and the NNC must be filled

The curriculum content will reflect the entire yearrsquos delivery

Term one

The content here is driven by the topic or theme used to deliver the curriculum and provide assessment opportunities

Term two

Again the content is driven by the theme used to deliver the curriculum

Term three

Again the content is driven by the topic or theme At the end of the year the entire curriculum for that year will have been covered

Assessment criteria are taken from the NNC

Key Performance Indicators (KPIs) describe a group of individual criteria

Separate KPIs make up the end of year Performance Standards (PS) that is the expected performance at the end of the year and against which assessments are made at the end of the year

An individual pupilrsquos work can be kept to exemplify attainment against the KPI and PS This can be known as the exemplification of performance This work should be annotated to highlight the achievement

From individual pupilrsquos work the school can create a standards file showing achievement in all subjects at each level This will create a benchmark for assessment purposes in future years

The standards file can be used as and when necessary to take part in cross school moderation activities when the standards can be agreed or altered according to decisions at the moderation

Term one

KPIs clearly stated for each topic or theme

Term two

KPIs clearly stated for each topic or theme

Term three

KPIs clearly stated for each topic or theme

Establishing a curriculum amp assessment framework ndash NAHT assessment model

56Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

57

Selecting KPIs ndash extract from the National Curriculum year 1 programme of study

Reading ndash word reading (statutory requirements) Pupils should be taught to bull apply phonic knowledge and skills as the route to decode words bull respond speedily with the correct sound to graphemes (letters or groups of letters) for all 40+ phonemes including

where applicable alternative sounds for graphemes bull read accurately by blending sounds in unfamiliar words containing GPCs that have been taught bull read common exception words noting unusual correspondences between spelling and sound and where these

occur in the word bull read words containing taught GPCs and ndashs ndashes ndashing ndashed ndasher and ndashest endings bull read other words of more than one syllable that contain taught GPCs bull read words with contractions [for example Irsquom Irsquoll wersquoll] and understand that the apostrophe represents the omitted

letter(s) bull read aloud accurately books that are consistent with their developing phonic knowledge and that do not require them

to use other strategies to work out words bull re-read these books to build up their fluency and confidence in word reading

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

58

Selecting KPIs ndash extract from the National Curriculum year 1 programme of study

Reading ndash word reading (statutory requirements) Pupils should be taught to bull apply phonic knowledge and skills as the route to decode words bull respond speedily with the correct sound to graphemes (letters or groups of letters) for all 40+ phonemes

including where applicable alternative sounds for graphemes bull read accurately by blending sounds in unfamiliar words containing GPCs that have been taught bull read common exception words noting unusual correspondences between spelling and sound and where these

occur in the word bull read words containing taught GPCs and ndashs ndashes ndashing ndashed ndasher and ndashest endings bull read other words of more than one syllable that contain taught GPCs bull read words with contractions [for example Irsquom Irsquoll wersquoll] and understand that the apostrophe represents the omitted

letter(s) bull read aloud accurately books that are consistent with their developing phonic knowledge and that do not

require them to use other strategies to work out words bull re-read these books to build up their fluency and confidence in word reading

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

59

National and school curriculum - measuring and recording progress across key stages ndash NAHT assessment model

Key performance indicators Performance standard

Responds speedily with the correct sound to graphemes (letters or groups of letters) for all 40+ phonemes including where applicable alternative sounds for graphemes Reads accurately by blending sounds in unfamiliar words Reads common exception words Reads aloud accurately books that are consistent with their developing phonic knowledge and that do not require them to use other strategies to work out words Develops pleasure in reading motivation to read vocabulary and understanding by

Listening to and discussing a wide range of poems stories and non-fiction at a level beyond that at which they can read independently

With reference to the KPIs By the end of Y1 a child should be able to read all common graphemes and be able to read unfamiliar words containing these graphemes accurately and without undue hesitation by sounding them out in books that are matched closely to the level of word reading knowledge A child should be able to read many common words containing GPCs taught so far such as shout hand stop or dream without needing to blend the sounds out loud first Reading of common exception words such as you could many or people should be secure meaning a child can read them easily and automatically A child can read words with suffixes with support to build on the root words that can be read already

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

60

Tim Oates on granular assessment

- and access to the whole curriculum

>

61

Recording performance using KPIs

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

62

Standardisation

bull Standardisation is the procedure that ensures that all assessors involved in the assessment of pupilsrsquo performances do so accurately and consistently

bull Standardisation establishes a common standard of marking linked to the standard set for the work being assessed that helps maintain quality of marking

bull Assessments need to be standardised administered fixed in their scope and level of difficulty and marked consistently

bull The procedure is carried out before anyone assesses a piece of work

bull The procedure is managed by someone who is confident in applying the standard In external summative tests this would be carried out by the senior examiner or even electronically

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

63

Moderation

bull Moderation is the process through which an assessment is monitored within an institution or across institutions to ensure that the assessment is reliable fair and consistent with required standards

bull The moderator takes samples of other assessorsrsquo work during the assessment process and feeds back to the assessor accurate harsh lenient inconsistent This allows for the assessments to be standardised across a team of assessors

bull Once assessments have been standardised moderated and agreed internally representative samples can be entered into a standards file This can be used for future reference to help in standardisation procedures

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

64

Using the framework ndash NAHT exemplification

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

65

bull Does the product support the schoolrsquos policy on assessment

bull To what extent will the assessment tool support delivery of that policy

bull Is the assessment approach implied by the assessment tool credible

bull Does the tool provide good value

Source The Commission on Assessment Without Levels Evaluating external systems (July 2015 v September 2015)

Are teachers equipped to use the tools

Finding the right solution

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

66

Teaching learning and assessment

Itrsquos not just about getting the right assessment tool for the job

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

Using the framework ndash NaaceFrogEducation exemplification

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

68Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

69

Using the frameworkThe curriculum is key ndash

- the Intended curriculum - the Enacted curriculum - the Assessed curriculum - the Learned curriculum

(See Tim Oates Cambridge Assessment)

bull Clearly agreed understood and articulated progress

bull Assessment needs to be robust ndash what why when how reporting results and

ldquoDonrsquot assess everything that moves just the key conceptsrdquo

(Tim Oates)

bull KPIs and Performance Standards

bull Standardisation moderation and exemplification of performance standards are essential

bull Useful and meaningful reporting

bull Challenge itFrog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

70

SupportNAHT Assessment Commission ndash February 2014

DfE Assessment Principles

NAHT Assessment Framework and exemplification

The Commission on Assessment without Levels (July 2015 ndash September 2015)

NAHT courses - lsquoNAHTs assessment framework good practice in a world without levelsrsquo see httpwwwnahtorgukwelcomenaht-eventscourses-listnahts-assessment-framework

The Chartered Institute of Educational Assessors (CIEA) ndash Excellence in Assessment (Schools) an accreditation of the procedures processes and systems that schools and academies have in place to manage and implement assessment As an accreditation process rather than an inspectionhttpcieaorguktrainingexcellence-assessment-schools excellencecieaorguk

The Cambridge Approach Principles for designing administering and evaluating assessment Tim Oates January 2009

Communities of professional practice

FrogEducation wwwfrogeducationcom Tel 01422 250 800

Ofsted Inspection Framework ndash September 2015

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

6 This can only happen if Government and its agencies commit to sufficient lead-in times for changes for which the sector will have to undertake significant planning to implement This includes releasing relevant materials in good time

7 High quality resources including textbooks can support teaching reduce workload by teachers not having to lsquoreinvent the wheelrsquo and ensure high expectations of the content of lessons and conceptual knowledge

8 We recognised that there are cultural issues at play which should be challenged

27 If the benefits are not apparent in pupil outcomes then this amounts to unnecessary workload As John Hattie remarks lsquothere are a million resources available on the internet and creating more seems among the successful wastes of time in which teachers love to engagersquo2

29 We also feel strongly that any resource will only be truly effective when it is supported by high quality training and professional development Having a shared and secure understanding of what effective teaching and pupil understanding looks like to inform planning is essential as are collaborative planning approaches Access to effective plans and materials for new entrants to the profession will support their development and allow them to concentrate on teaching

37

Teacher Workload Reports Eliminating unnecessary workload around Planning amp Teaching Resources

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

Principles for planning

11 Five principles are set out below that we believe should be used to test practice and expectations in schools These are motivated by a desire to ensure that planning is productive and that workload for teachers is manageable

a Planning a sequence of lessons is more important than writing individual lesson plans

b Fully resourced schemes of work should be in place for all teachers to use each term

c Planning should not be done simply to please outside organisations

d Planning should take place in purposeful and well defined blocks of time

e Effective planning makes use of high quality resources

38

Teacher Workload Reports Eliminating unnecessary workload around Planning amp Teaching Resources

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

Tim Oates on Finland textbooks and workload

39

>

A culture of excessive data collection

Data has become an end in itself ndash divorced from the core purpose ndash improving outcomes for pupils

Do not assume data collection and analysis must continue because it always has

clarity of purpose needs to be clear

the process needs to be efficient

data need to be valid

40

Teacher Workload Reports Eliminating unnecessary workload associated with Data Management

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

14 The recent removal of lsquolevelsrsquo should be a positive step in terms of data management schools should not feel any pressure to create elaborate tracking systems or lsquoworking at gradersquo approaches Yet there is anecdotal evidence that schools are introducing complicated systems which mimic levels This is an attempt to overlay the old world onto the new and it creates unnecessary data burdens that should be avoided

41

Teacher Workload Reports Eliminating unnecessary workload associated with Data Management

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

Tim Oates on levels mastery compensatory and low quality assessment

42

>

14 The recent removal of lsquolevelsrsquo should be a positive step in terms of data management schools should not feel any pressure to create elaborate tracking systems or lsquoworking at gradersquo approaches Yet there is anecdotal evidence that schools are introducing complicated systems which mimic levels This is an attempt to overlay the old world onto the new and it creates unnecessary data burdens that should be avoided

16 Government should ensure that national curriculum policy does not place ill- considered demands on schools in relation to tracking progress Leaders should ensure that they have a curriculum that offers pupils a robust framework of teaching that builds in progression challenge and depth of knowledge Teachers should then make professional judgements of pupil attainment against key performance indicators ndash the big ideas that tell us whether a pupil understands and has grasped what they have been taught

18 Teachers need to know if pupils are on track to achieve end-of-year expectations whether pupils are where they should be but are best placed to make such judgements through their professional knowledge without recourse to elaborate assessment data generating and recording systems Government (including Regional Schools Commissioners) Ofsted local authorities and school leaders should support this approach

43

Teacher Workload Reports Eliminating unnecessary workload associated with Data Management

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

44

Impact of the changes and challenges ndash and the opportunity

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

45

The impacthellip

bull the curriculum content needs to be detailed and clearbull for qualifications linear courses need to carefully plannedbull standards of performance need to be challenging clearly articulated universally

understood and shared thereforebull progress needs to be understood articulated and evidencedbull transition needs more workhellip see Ofsted Key Stage 3 ndash the wasted years (10th

September 2015)

AndhellipTrust in ndash and within - the profession needs to be re-establishedbull Initial teacher training in assessment needs improvementbull professional development covering assessment should be targeted

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

46

The challengehellip

There are issues surrounding teacher assessment that have to do with potential bias application of different sometimes personal assessment criteria and differences in the available evidence base when implemented curricula and standards of judgement differ from class to class and school to school

Sandra Johnson A focus on teacher assessment reliability in GCSE and GCE Report for Ofqual 2011

However inspectors have noted worrying inconsistencies in teacher assessment at the end of Key Stage 1 In infant schools for example children are more likely to be assessed as reaching or exceeding the standards expected for their age than they are in all-through primary schools Moreover uneven moderation by local authorities of the work carried out by schools can lead to poor quality and unreliable assessment For these reasons I urge government to consider a return to external assessment at the end of Key Stage 1

HMCI Annual Report 201213

The Commission heard from the majority of those submitting evidence that there was a lack of trust in teacher assessment at the present time There is a worrying lack of trust in individual teacher-based assessment which emanates from within the profession itself

The NAHT Commission on Assessment (February 2014)

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

47

3

Red

14

92

Green

EmergingFruit

Beware mad numbers Meaning must be added - be careful when comparing two numbers that come from different contexts

Dog breeds

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

48

Beware mad numbers

But Spinal Taprsquos amplifier goes to 11hellip

Ampeg FenderMarshallhellip

Outstanding education through aw

esome technology

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

Mad Numbers - Dead Poets Society (1989)

Determining a poemrsquos greatness is a relatively simple matterhellip

lsquoIf the poems score for perfection is plotted on the horizontal of a graph and its importance is plotted on the vertical then calculating the total area of the poem yields the measure of its greatnessrsquo

Understanding Poetry Dr J Evans Pritchard PhD

ldquoExcrement

We are not laying pipeshelliprip out the pagerdquo

John Keating ndash teacher (Robin Williams)

x = Perfection

y =

Impo

rtanc

e

Byron sonnet

Shakespeare sonnet

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

50

So wherersquos the opportunity

Assessment as the pivotal point of teaching and learning

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

51Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

52

The opportunity

bull Making assessment about teaching and learning

bull Improved teacher subject knowledge

bull Quality assured assessments

bull Better skilled teachers with assessment expertise

bull Better use and development of robust research

bull Confidence

bull Trust in the professionhellip

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

53

A viable solution ndash a proposed curriculum amp assessment framework

bull that puts the curriculum to the fore

bull that provides a structured focus for assessment

bull provides a curriculum and assessment framework ndash built on sound practice and robust research

bull places assessment as integral to teaching and learning

bull addresses issues of validity and reliability and

bull most importantly places childrenrsquos learning as paramount

But it wonrsquot just happenhellip

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

Assessment Quality Assurance PlanAn Assessment Quality Assurance plan should present an organisational framework for all assessment activities within the centre There is no single way of organising or presenting such a framework but the information below outlines key areas that should be considered when designing developing or evaluating the centrersquos assessment practice

Principles of assessment

Reporting

Relationship with the stated curriculum

Common standards and expectations

Consistency

Staff training and development

Evaluation review amp accreditation

Impact on teaching and learning

Learner

Chartered Institute of Educational Assessors (CIEA)

54Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

Content of the curriculum is taken from the schoolrsquos curriculum which is matched to the New National Curriculum (NNC)

Any gaps between the school curriculum and the NNC must be filled

The curriculum content will reflect the entire yearrsquos delivery

Term one

The content here is driven by the topic or theme used to deliver the curriculum and provide assessment opportunities

Term two

Again the content is driven by the theme used to deliver the curriculum

Term three

Again the content is driven by the topic or theme At the end of the year the entire curriculum for that year will have been covered

Assessment criteria are taken from the NNC

Key Performance Indicators (KPIs) describe a group of individual criteria

Separate KPIs make up the end of year Performance Standards (PS) that is the expected performance at the end of the year and against which assessments are made at the end of the year

An individual pupilrsquos work can be kept to exemplify attainment against the KPI and PS This can be known as the exemplification of performance This work should be annotated to highlight the achievement

From individual pupilrsquos work the school can create a standards file showing achievement in all subjects at each level This will create a benchmark for assessment purposes in future years

The standards file can be used as and when necessary to take part in cross school moderation activities when the standards can be agreed or altered according to decisions at the moderation

Term one

KPIs clearly stated for each topic or theme

Term two

KPIs clearly stated for each topic or theme

Term three

KPIs clearly stated for each topic or theme

Establishing a curriculum amp assessment framework ndash NAHT assessment model

55Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

Content of the curriculum is taken from the schoolrsquos curriculum which is matched to the New National Curriculum (NNC)

Any gaps between the school curriculum and the NNC must be filled

The curriculum content will reflect the entire yearrsquos delivery

Term one

The content here is driven by the topic or theme used to deliver the curriculum and provide assessment opportunities

Term two

Again the content is driven by the theme used to deliver the curriculum

Term three

Again the content is driven by the topic or theme At the end of the year the entire curriculum for that year will have been covered

Assessment criteria are taken from the NNC

Key Performance Indicators (KPIs) describe a group of individual criteria

Separate KPIs make up the end of year Performance Standards (PS) that is the expected performance at the end of the year and against which assessments are made at the end of the year

An individual pupilrsquos work can be kept to exemplify attainment against the KPI and PS This can be known as the exemplification of performance This work should be annotated to highlight the achievement

From individual pupilrsquos work the school can create a standards file showing achievement in all subjects at each level This will create a benchmark for assessment purposes in future years

The standards file can be used as and when necessary to take part in cross school moderation activities when the standards can be agreed or altered according to decisions at the moderation

Term one

KPIs clearly stated for each topic or theme

Term two

KPIs clearly stated for each topic or theme

Term three

KPIs clearly stated for each topic or theme

Establishing a curriculum amp assessment framework ndash NAHT assessment model

56Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

57

Selecting KPIs ndash extract from the National Curriculum year 1 programme of study

Reading ndash word reading (statutory requirements) Pupils should be taught to bull apply phonic knowledge and skills as the route to decode words bull respond speedily with the correct sound to graphemes (letters or groups of letters) for all 40+ phonemes including

where applicable alternative sounds for graphemes bull read accurately by blending sounds in unfamiliar words containing GPCs that have been taught bull read common exception words noting unusual correspondences between spelling and sound and where these

occur in the word bull read words containing taught GPCs and ndashs ndashes ndashing ndashed ndasher and ndashest endings bull read other words of more than one syllable that contain taught GPCs bull read words with contractions [for example Irsquom Irsquoll wersquoll] and understand that the apostrophe represents the omitted

letter(s) bull read aloud accurately books that are consistent with their developing phonic knowledge and that do not require them

to use other strategies to work out words bull re-read these books to build up their fluency and confidence in word reading

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

58

Selecting KPIs ndash extract from the National Curriculum year 1 programme of study

Reading ndash word reading (statutory requirements) Pupils should be taught to bull apply phonic knowledge and skills as the route to decode words bull respond speedily with the correct sound to graphemes (letters or groups of letters) for all 40+ phonemes

including where applicable alternative sounds for graphemes bull read accurately by blending sounds in unfamiliar words containing GPCs that have been taught bull read common exception words noting unusual correspondences between spelling and sound and where these

occur in the word bull read words containing taught GPCs and ndashs ndashes ndashing ndashed ndasher and ndashest endings bull read other words of more than one syllable that contain taught GPCs bull read words with contractions [for example Irsquom Irsquoll wersquoll] and understand that the apostrophe represents the omitted

letter(s) bull read aloud accurately books that are consistent with their developing phonic knowledge and that do not

require them to use other strategies to work out words bull re-read these books to build up their fluency and confidence in word reading

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

59

National and school curriculum - measuring and recording progress across key stages ndash NAHT assessment model

Key performance indicators Performance standard

Responds speedily with the correct sound to graphemes (letters or groups of letters) for all 40+ phonemes including where applicable alternative sounds for graphemes Reads accurately by blending sounds in unfamiliar words Reads common exception words Reads aloud accurately books that are consistent with their developing phonic knowledge and that do not require them to use other strategies to work out words Develops pleasure in reading motivation to read vocabulary and understanding by

Listening to and discussing a wide range of poems stories and non-fiction at a level beyond that at which they can read independently

With reference to the KPIs By the end of Y1 a child should be able to read all common graphemes and be able to read unfamiliar words containing these graphemes accurately and without undue hesitation by sounding them out in books that are matched closely to the level of word reading knowledge A child should be able to read many common words containing GPCs taught so far such as shout hand stop or dream without needing to blend the sounds out loud first Reading of common exception words such as you could many or people should be secure meaning a child can read them easily and automatically A child can read words with suffixes with support to build on the root words that can be read already

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

60

Tim Oates on granular assessment

- and access to the whole curriculum

>

61

Recording performance using KPIs

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

62

Standardisation

bull Standardisation is the procedure that ensures that all assessors involved in the assessment of pupilsrsquo performances do so accurately and consistently

bull Standardisation establishes a common standard of marking linked to the standard set for the work being assessed that helps maintain quality of marking

bull Assessments need to be standardised administered fixed in their scope and level of difficulty and marked consistently

bull The procedure is carried out before anyone assesses a piece of work

bull The procedure is managed by someone who is confident in applying the standard In external summative tests this would be carried out by the senior examiner or even electronically

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

63

Moderation

bull Moderation is the process through which an assessment is monitored within an institution or across institutions to ensure that the assessment is reliable fair and consistent with required standards

bull The moderator takes samples of other assessorsrsquo work during the assessment process and feeds back to the assessor accurate harsh lenient inconsistent This allows for the assessments to be standardised across a team of assessors

bull Once assessments have been standardised moderated and agreed internally representative samples can be entered into a standards file This can be used for future reference to help in standardisation procedures

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

64

Using the framework ndash NAHT exemplification

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

65

bull Does the product support the schoolrsquos policy on assessment

bull To what extent will the assessment tool support delivery of that policy

bull Is the assessment approach implied by the assessment tool credible

bull Does the tool provide good value

Source The Commission on Assessment Without Levels Evaluating external systems (July 2015 v September 2015)

Are teachers equipped to use the tools

Finding the right solution

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

66

Teaching learning and assessment

Itrsquos not just about getting the right assessment tool for the job

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

Using the framework ndash NaaceFrogEducation exemplification

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

68Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

69

Using the frameworkThe curriculum is key ndash

- the Intended curriculum - the Enacted curriculum - the Assessed curriculum - the Learned curriculum

(See Tim Oates Cambridge Assessment)

bull Clearly agreed understood and articulated progress

bull Assessment needs to be robust ndash what why when how reporting results and

ldquoDonrsquot assess everything that moves just the key conceptsrdquo

(Tim Oates)

bull KPIs and Performance Standards

bull Standardisation moderation and exemplification of performance standards are essential

bull Useful and meaningful reporting

bull Challenge itFrog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

70

SupportNAHT Assessment Commission ndash February 2014

DfE Assessment Principles

NAHT Assessment Framework and exemplification

The Commission on Assessment without Levels (July 2015 ndash September 2015)

NAHT courses - lsquoNAHTs assessment framework good practice in a world without levelsrsquo see httpwwwnahtorgukwelcomenaht-eventscourses-listnahts-assessment-framework

The Chartered Institute of Educational Assessors (CIEA) ndash Excellence in Assessment (Schools) an accreditation of the procedures processes and systems that schools and academies have in place to manage and implement assessment As an accreditation process rather than an inspectionhttpcieaorguktrainingexcellence-assessment-schools excellencecieaorguk

The Cambridge Approach Principles for designing administering and evaluating assessment Tim Oates January 2009

Communities of professional practice

FrogEducation wwwfrogeducationcom Tel 01422 250 800

Ofsted Inspection Framework ndash September 2015

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

Principles for planning

11 Five principles are set out below that we believe should be used to test practice and expectations in schools These are motivated by a desire to ensure that planning is productive and that workload for teachers is manageable

a Planning a sequence of lessons is more important than writing individual lesson plans

b Fully resourced schemes of work should be in place for all teachers to use each term

c Planning should not be done simply to please outside organisations

d Planning should take place in purposeful and well defined blocks of time

e Effective planning makes use of high quality resources

38

Teacher Workload Reports Eliminating unnecessary workload around Planning amp Teaching Resources

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

Tim Oates on Finland textbooks and workload

39

>

A culture of excessive data collection

Data has become an end in itself ndash divorced from the core purpose ndash improving outcomes for pupils

Do not assume data collection and analysis must continue because it always has

clarity of purpose needs to be clear

the process needs to be efficient

data need to be valid

40

Teacher Workload Reports Eliminating unnecessary workload associated with Data Management

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

14 The recent removal of lsquolevelsrsquo should be a positive step in terms of data management schools should not feel any pressure to create elaborate tracking systems or lsquoworking at gradersquo approaches Yet there is anecdotal evidence that schools are introducing complicated systems which mimic levels This is an attempt to overlay the old world onto the new and it creates unnecessary data burdens that should be avoided

41

Teacher Workload Reports Eliminating unnecessary workload associated with Data Management

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

Tim Oates on levels mastery compensatory and low quality assessment

42

>

14 The recent removal of lsquolevelsrsquo should be a positive step in terms of data management schools should not feel any pressure to create elaborate tracking systems or lsquoworking at gradersquo approaches Yet there is anecdotal evidence that schools are introducing complicated systems which mimic levels This is an attempt to overlay the old world onto the new and it creates unnecessary data burdens that should be avoided

16 Government should ensure that national curriculum policy does not place ill- considered demands on schools in relation to tracking progress Leaders should ensure that they have a curriculum that offers pupils a robust framework of teaching that builds in progression challenge and depth of knowledge Teachers should then make professional judgements of pupil attainment against key performance indicators ndash the big ideas that tell us whether a pupil understands and has grasped what they have been taught

18 Teachers need to know if pupils are on track to achieve end-of-year expectations whether pupils are where they should be but are best placed to make such judgements through their professional knowledge without recourse to elaborate assessment data generating and recording systems Government (including Regional Schools Commissioners) Ofsted local authorities and school leaders should support this approach

43

Teacher Workload Reports Eliminating unnecessary workload associated with Data Management

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

44

Impact of the changes and challenges ndash and the opportunity

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

45

The impacthellip

bull the curriculum content needs to be detailed and clearbull for qualifications linear courses need to carefully plannedbull standards of performance need to be challenging clearly articulated universally

understood and shared thereforebull progress needs to be understood articulated and evidencedbull transition needs more workhellip see Ofsted Key Stage 3 ndash the wasted years (10th

September 2015)

AndhellipTrust in ndash and within - the profession needs to be re-establishedbull Initial teacher training in assessment needs improvementbull professional development covering assessment should be targeted

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

46

The challengehellip

There are issues surrounding teacher assessment that have to do with potential bias application of different sometimes personal assessment criteria and differences in the available evidence base when implemented curricula and standards of judgement differ from class to class and school to school

Sandra Johnson A focus on teacher assessment reliability in GCSE and GCE Report for Ofqual 2011

However inspectors have noted worrying inconsistencies in teacher assessment at the end of Key Stage 1 In infant schools for example children are more likely to be assessed as reaching or exceeding the standards expected for their age than they are in all-through primary schools Moreover uneven moderation by local authorities of the work carried out by schools can lead to poor quality and unreliable assessment For these reasons I urge government to consider a return to external assessment at the end of Key Stage 1

HMCI Annual Report 201213

The Commission heard from the majority of those submitting evidence that there was a lack of trust in teacher assessment at the present time There is a worrying lack of trust in individual teacher-based assessment which emanates from within the profession itself

The NAHT Commission on Assessment (February 2014)

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

47

3

Red

14

92

Green

EmergingFruit

Beware mad numbers Meaning must be added - be careful when comparing two numbers that come from different contexts

Dog breeds

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

48

Beware mad numbers

But Spinal Taprsquos amplifier goes to 11hellip

Ampeg FenderMarshallhellip

Outstanding education through aw

esome technology

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

Mad Numbers - Dead Poets Society (1989)

Determining a poemrsquos greatness is a relatively simple matterhellip

lsquoIf the poems score for perfection is plotted on the horizontal of a graph and its importance is plotted on the vertical then calculating the total area of the poem yields the measure of its greatnessrsquo

Understanding Poetry Dr J Evans Pritchard PhD

ldquoExcrement

We are not laying pipeshelliprip out the pagerdquo

John Keating ndash teacher (Robin Williams)

x = Perfection

y =

Impo

rtanc

e

Byron sonnet

Shakespeare sonnet

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

50

So wherersquos the opportunity

Assessment as the pivotal point of teaching and learning

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

51Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

52

The opportunity

bull Making assessment about teaching and learning

bull Improved teacher subject knowledge

bull Quality assured assessments

bull Better skilled teachers with assessment expertise

bull Better use and development of robust research

bull Confidence

bull Trust in the professionhellip

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

53

A viable solution ndash a proposed curriculum amp assessment framework

bull that puts the curriculum to the fore

bull that provides a structured focus for assessment

bull provides a curriculum and assessment framework ndash built on sound practice and robust research

bull places assessment as integral to teaching and learning

bull addresses issues of validity and reliability and

bull most importantly places childrenrsquos learning as paramount

But it wonrsquot just happenhellip

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

Assessment Quality Assurance PlanAn Assessment Quality Assurance plan should present an organisational framework for all assessment activities within the centre There is no single way of organising or presenting such a framework but the information below outlines key areas that should be considered when designing developing or evaluating the centrersquos assessment practice

Principles of assessment

Reporting

Relationship with the stated curriculum

Common standards and expectations

Consistency

Staff training and development

Evaluation review amp accreditation

Impact on teaching and learning

Learner

Chartered Institute of Educational Assessors (CIEA)

54Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

Content of the curriculum is taken from the schoolrsquos curriculum which is matched to the New National Curriculum (NNC)

Any gaps between the school curriculum and the NNC must be filled

The curriculum content will reflect the entire yearrsquos delivery

Term one

The content here is driven by the topic or theme used to deliver the curriculum and provide assessment opportunities

Term two

Again the content is driven by the theme used to deliver the curriculum

Term three

Again the content is driven by the topic or theme At the end of the year the entire curriculum for that year will have been covered

Assessment criteria are taken from the NNC

Key Performance Indicators (KPIs) describe a group of individual criteria

Separate KPIs make up the end of year Performance Standards (PS) that is the expected performance at the end of the year and against which assessments are made at the end of the year

An individual pupilrsquos work can be kept to exemplify attainment against the KPI and PS This can be known as the exemplification of performance This work should be annotated to highlight the achievement

From individual pupilrsquos work the school can create a standards file showing achievement in all subjects at each level This will create a benchmark for assessment purposes in future years

The standards file can be used as and when necessary to take part in cross school moderation activities when the standards can be agreed or altered according to decisions at the moderation

Term one

KPIs clearly stated for each topic or theme

Term two

KPIs clearly stated for each topic or theme

Term three

KPIs clearly stated for each topic or theme

Establishing a curriculum amp assessment framework ndash NAHT assessment model

55Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

Content of the curriculum is taken from the schoolrsquos curriculum which is matched to the New National Curriculum (NNC)

Any gaps between the school curriculum and the NNC must be filled

The curriculum content will reflect the entire yearrsquos delivery

Term one

The content here is driven by the topic or theme used to deliver the curriculum and provide assessment opportunities

Term two

Again the content is driven by the theme used to deliver the curriculum

Term three

Again the content is driven by the topic or theme At the end of the year the entire curriculum for that year will have been covered

Assessment criteria are taken from the NNC

Key Performance Indicators (KPIs) describe a group of individual criteria

Separate KPIs make up the end of year Performance Standards (PS) that is the expected performance at the end of the year and against which assessments are made at the end of the year

An individual pupilrsquos work can be kept to exemplify attainment against the KPI and PS This can be known as the exemplification of performance This work should be annotated to highlight the achievement

From individual pupilrsquos work the school can create a standards file showing achievement in all subjects at each level This will create a benchmark for assessment purposes in future years

The standards file can be used as and when necessary to take part in cross school moderation activities when the standards can be agreed or altered according to decisions at the moderation

Term one

KPIs clearly stated for each topic or theme

Term two

KPIs clearly stated for each topic or theme

Term three

KPIs clearly stated for each topic or theme

Establishing a curriculum amp assessment framework ndash NAHT assessment model

56Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

57

Selecting KPIs ndash extract from the National Curriculum year 1 programme of study

Reading ndash word reading (statutory requirements) Pupils should be taught to bull apply phonic knowledge and skills as the route to decode words bull respond speedily with the correct sound to graphemes (letters or groups of letters) for all 40+ phonemes including

where applicable alternative sounds for graphemes bull read accurately by blending sounds in unfamiliar words containing GPCs that have been taught bull read common exception words noting unusual correspondences between spelling and sound and where these

occur in the word bull read words containing taught GPCs and ndashs ndashes ndashing ndashed ndasher and ndashest endings bull read other words of more than one syllable that contain taught GPCs bull read words with contractions [for example Irsquom Irsquoll wersquoll] and understand that the apostrophe represents the omitted

letter(s) bull read aloud accurately books that are consistent with their developing phonic knowledge and that do not require them

to use other strategies to work out words bull re-read these books to build up their fluency and confidence in word reading

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

58

Selecting KPIs ndash extract from the National Curriculum year 1 programme of study

Reading ndash word reading (statutory requirements) Pupils should be taught to bull apply phonic knowledge and skills as the route to decode words bull respond speedily with the correct sound to graphemes (letters or groups of letters) for all 40+ phonemes

including where applicable alternative sounds for graphemes bull read accurately by blending sounds in unfamiliar words containing GPCs that have been taught bull read common exception words noting unusual correspondences between spelling and sound and where these

occur in the word bull read words containing taught GPCs and ndashs ndashes ndashing ndashed ndasher and ndashest endings bull read other words of more than one syllable that contain taught GPCs bull read words with contractions [for example Irsquom Irsquoll wersquoll] and understand that the apostrophe represents the omitted

letter(s) bull read aloud accurately books that are consistent with their developing phonic knowledge and that do not

require them to use other strategies to work out words bull re-read these books to build up their fluency and confidence in word reading

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

59

National and school curriculum - measuring and recording progress across key stages ndash NAHT assessment model

Key performance indicators Performance standard

Responds speedily with the correct sound to graphemes (letters or groups of letters) for all 40+ phonemes including where applicable alternative sounds for graphemes Reads accurately by blending sounds in unfamiliar words Reads common exception words Reads aloud accurately books that are consistent with their developing phonic knowledge and that do not require them to use other strategies to work out words Develops pleasure in reading motivation to read vocabulary and understanding by

Listening to and discussing a wide range of poems stories and non-fiction at a level beyond that at which they can read independently

With reference to the KPIs By the end of Y1 a child should be able to read all common graphemes and be able to read unfamiliar words containing these graphemes accurately and without undue hesitation by sounding them out in books that are matched closely to the level of word reading knowledge A child should be able to read many common words containing GPCs taught so far such as shout hand stop or dream without needing to blend the sounds out loud first Reading of common exception words such as you could many or people should be secure meaning a child can read them easily and automatically A child can read words with suffixes with support to build on the root words that can be read already

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

60

Tim Oates on granular assessment

- and access to the whole curriculum

>

61

Recording performance using KPIs

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

62

Standardisation

bull Standardisation is the procedure that ensures that all assessors involved in the assessment of pupilsrsquo performances do so accurately and consistently

bull Standardisation establishes a common standard of marking linked to the standard set for the work being assessed that helps maintain quality of marking

bull Assessments need to be standardised administered fixed in their scope and level of difficulty and marked consistently

bull The procedure is carried out before anyone assesses a piece of work

bull The procedure is managed by someone who is confident in applying the standard In external summative tests this would be carried out by the senior examiner or even electronically

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

63

Moderation

bull Moderation is the process through which an assessment is monitored within an institution or across institutions to ensure that the assessment is reliable fair and consistent with required standards

bull The moderator takes samples of other assessorsrsquo work during the assessment process and feeds back to the assessor accurate harsh lenient inconsistent This allows for the assessments to be standardised across a team of assessors

bull Once assessments have been standardised moderated and agreed internally representative samples can be entered into a standards file This can be used for future reference to help in standardisation procedures

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

64

Using the framework ndash NAHT exemplification

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

65

bull Does the product support the schoolrsquos policy on assessment

bull To what extent will the assessment tool support delivery of that policy

bull Is the assessment approach implied by the assessment tool credible

bull Does the tool provide good value

Source The Commission on Assessment Without Levels Evaluating external systems (July 2015 v September 2015)

Are teachers equipped to use the tools

Finding the right solution

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

66

Teaching learning and assessment

Itrsquos not just about getting the right assessment tool for the job

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

Using the framework ndash NaaceFrogEducation exemplification

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

68Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

69

Using the frameworkThe curriculum is key ndash

- the Intended curriculum - the Enacted curriculum - the Assessed curriculum - the Learned curriculum

(See Tim Oates Cambridge Assessment)

bull Clearly agreed understood and articulated progress

bull Assessment needs to be robust ndash what why when how reporting results and

ldquoDonrsquot assess everything that moves just the key conceptsrdquo

(Tim Oates)

bull KPIs and Performance Standards

bull Standardisation moderation and exemplification of performance standards are essential

bull Useful and meaningful reporting

bull Challenge itFrog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

70

SupportNAHT Assessment Commission ndash February 2014

DfE Assessment Principles

NAHT Assessment Framework and exemplification

The Commission on Assessment without Levels (July 2015 ndash September 2015)

NAHT courses - lsquoNAHTs assessment framework good practice in a world without levelsrsquo see httpwwwnahtorgukwelcomenaht-eventscourses-listnahts-assessment-framework

The Chartered Institute of Educational Assessors (CIEA) ndash Excellence in Assessment (Schools) an accreditation of the procedures processes and systems that schools and academies have in place to manage and implement assessment As an accreditation process rather than an inspectionhttpcieaorguktrainingexcellence-assessment-schools excellencecieaorguk

The Cambridge Approach Principles for designing administering and evaluating assessment Tim Oates January 2009

Communities of professional practice

FrogEducation wwwfrogeducationcom Tel 01422 250 800

Ofsted Inspection Framework ndash September 2015

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

Tim Oates on Finland textbooks and workload

39

>

A culture of excessive data collection

Data has become an end in itself ndash divorced from the core purpose ndash improving outcomes for pupils

Do not assume data collection and analysis must continue because it always has

clarity of purpose needs to be clear

the process needs to be efficient

data need to be valid

40

Teacher Workload Reports Eliminating unnecessary workload associated with Data Management

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

14 The recent removal of lsquolevelsrsquo should be a positive step in terms of data management schools should not feel any pressure to create elaborate tracking systems or lsquoworking at gradersquo approaches Yet there is anecdotal evidence that schools are introducing complicated systems which mimic levels This is an attempt to overlay the old world onto the new and it creates unnecessary data burdens that should be avoided

41

Teacher Workload Reports Eliminating unnecessary workload associated with Data Management

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

Tim Oates on levels mastery compensatory and low quality assessment

42

>

14 The recent removal of lsquolevelsrsquo should be a positive step in terms of data management schools should not feel any pressure to create elaborate tracking systems or lsquoworking at gradersquo approaches Yet there is anecdotal evidence that schools are introducing complicated systems which mimic levels This is an attempt to overlay the old world onto the new and it creates unnecessary data burdens that should be avoided

16 Government should ensure that national curriculum policy does not place ill- considered demands on schools in relation to tracking progress Leaders should ensure that they have a curriculum that offers pupils a robust framework of teaching that builds in progression challenge and depth of knowledge Teachers should then make professional judgements of pupil attainment against key performance indicators ndash the big ideas that tell us whether a pupil understands and has grasped what they have been taught

18 Teachers need to know if pupils are on track to achieve end-of-year expectations whether pupils are where they should be but are best placed to make such judgements through their professional knowledge without recourse to elaborate assessment data generating and recording systems Government (including Regional Schools Commissioners) Ofsted local authorities and school leaders should support this approach

43

Teacher Workload Reports Eliminating unnecessary workload associated with Data Management

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

44

Impact of the changes and challenges ndash and the opportunity

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

45

The impacthellip

bull the curriculum content needs to be detailed and clearbull for qualifications linear courses need to carefully plannedbull standards of performance need to be challenging clearly articulated universally

understood and shared thereforebull progress needs to be understood articulated and evidencedbull transition needs more workhellip see Ofsted Key Stage 3 ndash the wasted years (10th

September 2015)

AndhellipTrust in ndash and within - the profession needs to be re-establishedbull Initial teacher training in assessment needs improvementbull professional development covering assessment should be targeted

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

46

The challengehellip

There are issues surrounding teacher assessment that have to do with potential bias application of different sometimes personal assessment criteria and differences in the available evidence base when implemented curricula and standards of judgement differ from class to class and school to school

Sandra Johnson A focus on teacher assessment reliability in GCSE and GCE Report for Ofqual 2011

However inspectors have noted worrying inconsistencies in teacher assessment at the end of Key Stage 1 In infant schools for example children are more likely to be assessed as reaching or exceeding the standards expected for their age than they are in all-through primary schools Moreover uneven moderation by local authorities of the work carried out by schools can lead to poor quality and unreliable assessment For these reasons I urge government to consider a return to external assessment at the end of Key Stage 1

HMCI Annual Report 201213

The Commission heard from the majority of those submitting evidence that there was a lack of trust in teacher assessment at the present time There is a worrying lack of trust in individual teacher-based assessment which emanates from within the profession itself

The NAHT Commission on Assessment (February 2014)

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

47

3

Red

14

92

Green

EmergingFruit

Beware mad numbers Meaning must be added - be careful when comparing two numbers that come from different contexts

Dog breeds

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

48

Beware mad numbers

But Spinal Taprsquos amplifier goes to 11hellip

Ampeg FenderMarshallhellip

Outstanding education through aw

esome technology

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

Mad Numbers - Dead Poets Society (1989)

Determining a poemrsquos greatness is a relatively simple matterhellip

lsquoIf the poems score for perfection is plotted on the horizontal of a graph and its importance is plotted on the vertical then calculating the total area of the poem yields the measure of its greatnessrsquo

Understanding Poetry Dr J Evans Pritchard PhD

ldquoExcrement

We are not laying pipeshelliprip out the pagerdquo

John Keating ndash teacher (Robin Williams)

x = Perfection

y =

Impo

rtanc

e

Byron sonnet

Shakespeare sonnet

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

50

So wherersquos the opportunity

Assessment as the pivotal point of teaching and learning

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

51Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

52

The opportunity

bull Making assessment about teaching and learning

bull Improved teacher subject knowledge

bull Quality assured assessments

bull Better skilled teachers with assessment expertise

bull Better use and development of robust research

bull Confidence

bull Trust in the professionhellip

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

53

A viable solution ndash a proposed curriculum amp assessment framework

bull that puts the curriculum to the fore

bull that provides a structured focus for assessment

bull provides a curriculum and assessment framework ndash built on sound practice and robust research

bull places assessment as integral to teaching and learning

bull addresses issues of validity and reliability and

bull most importantly places childrenrsquos learning as paramount

But it wonrsquot just happenhellip

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

Assessment Quality Assurance PlanAn Assessment Quality Assurance plan should present an organisational framework for all assessment activities within the centre There is no single way of organising or presenting such a framework but the information below outlines key areas that should be considered when designing developing or evaluating the centrersquos assessment practice

Principles of assessment

Reporting

Relationship with the stated curriculum

Common standards and expectations

Consistency

Staff training and development

Evaluation review amp accreditation

Impact on teaching and learning

Learner

Chartered Institute of Educational Assessors (CIEA)

54Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

Content of the curriculum is taken from the schoolrsquos curriculum which is matched to the New National Curriculum (NNC)

Any gaps between the school curriculum and the NNC must be filled

The curriculum content will reflect the entire yearrsquos delivery

Term one

The content here is driven by the topic or theme used to deliver the curriculum and provide assessment opportunities

Term two

Again the content is driven by the theme used to deliver the curriculum

Term three

Again the content is driven by the topic or theme At the end of the year the entire curriculum for that year will have been covered

Assessment criteria are taken from the NNC

Key Performance Indicators (KPIs) describe a group of individual criteria

Separate KPIs make up the end of year Performance Standards (PS) that is the expected performance at the end of the year and against which assessments are made at the end of the year

An individual pupilrsquos work can be kept to exemplify attainment against the KPI and PS This can be known as the exemplification of performance This work should be annotated to highlight the achievement

From individual pupilrsquos work the school can create a standards file showing achievement in all subjects at each level This will create a benchmark for assessment purposes in future years

The standards file can be used as and when necessary to take part in cross school moderation activities when the standards can be agreed or altered according to decisions at the moderation

Term one

KPIs clearly stated for each topic or theme

Term two

KPIs clearly stated for each topic or theme

Term three

KPIs clearly stated for each topic or theme

Establishing a curriculum amp assessment framework ndash NAHT assessment model

55Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

Content of the curriculum is taken from the schoolrsquos curriculum which is matched to the New National Curriculum (NNC)

Any gaps between the school curriculum and the NNC must be filled

The curriculum content will reflect the entire yearrsquos delivery

Term one

The content here is driven by the topic or theme used to deliver the curriculum and provide assessment opportunities

Term two

Again the content is driven by the theme used to deliver the curriculum

Term three

Again the content is driven by the topic or theme At the end of the year the entire curriculum for that year will have been covered

Assessment criteria are taken from the NNC

Key Performance Indicators (KPIs) describe a group of individual criteria

Separate KPIs make up the end of year Performance Standards (PS) that is the expected performance at the end of the year and against which assessments are made at the end of the year

An individual pupilrsquos work can be kept to exemplify attainment against the KPI and PS This can be known as the exemplification of performance This work should be annotated to highlight the achievement

From individual pupilrsquos work the school can create a standards file showing achievement in all subjects at each level This will create a benchmark for assessment purposes in future years

The standards file can be used as and when necessary to take part in cross school moderation activities when the standards can be agreed or altered according to decisions at the moderation

Term one

KPIs clearly stated for each topic or theme

Term two

KPIs clearly stated for each topic or theme

Term three

KPIs clearly stated for each topic or theme

Establishing a curriculum amp assessment framework ndash NAHT assessment model

56Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

57

Selecting KPIs ndash extract from the National Curriculum year 1 programme of study

Reading ndash word reading (statutory requirements) Pupils should be taught to bull apply phonic knowledge and skills as the route to decode words bull respond speedily with the correct sound to graphemes (letters or groups of letters) for all 40+ phonemes including

where applicable alternative sounds for graphemes bull read accurately by blending sounds in unfamiliar words containing GPCs that have been taught bull read common exception words noting unusual correspondences between spelling and sound and where these

occur in the word bull read words containing taught GPCs and ndashs ndashes ndashing ndashed ndasher and ndashest endings bull read other words of more than one syllable that contain taught GPCs bull read words with contractions [for example Irsquom Irsquoll wersquoll] and understand that the apostrophe represents the omitted

letter(s) bull read aloud accurately books that are consistent with their developing phonic knowledge and that do not require them

to use other strategies to work out words bull re-read these books to build up their fluency and confidence in word reading

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

58

Selecting KPIs ndash extract from the National Curriculum year 1 programme of study

Reading ndash word reading (statutory requirements) Pupils should be taught to bull apply phonic knowledge and skills as the route to decode words bull respond speedily with the correct sound to graphemes (letters or groups of letters) for all 40+ phonemes

including where applicable alternative sounds for graphemes bull read accurately by blending sounds in unfamiliar words containing GPCs that have been taught bull read common exception words noting unusual correspondences between spelling and sound and where these

occur in the word bull read words containing taught GPCs and ndashs ndashes ndashing ndashed ndasher and ndashest endings bull read other words of more than one syllable that contain taught GPCs bull read words with contractions [for example Irsquom Irsquoll wersquoll] and understand that the apostrophe represents the omitted

letter(s) bull read aloud accurately books that are consistent with their developing phonic knowledge and that do not

require them to use other strategies to work out words bull re-read these books to build up their fluency and confidence in word reading

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

59

National and school curriculum - measuring and recording progress across key stages ndash NAHT assessment model

Key performance indicators Performance standard

Responds speedily with the correct sound to graphemes (letters or groups of letters) for all 40+ phonemes including where applicable alternative sounds for graphemes Reads accurately by blending sounds in unfamiliar words Reads common exception words Reads aloud accurately books that are consistent with their developing phonic knowledge and that do not require them to use other strategies to work out words Develops pleasure in reading motivation to read vocabulary and understanding by

Listening to and discussing a wide range of poems stories and non-fiction at a level beyond that at which they can read independently

With reference to the KPIs By the end of Y1 a child should be able to read all common graphemes and be able to read unfamiliar words containing these graphemes accurately and without undue hesitation by sounding them out in books that are matched closely to the level of word reading knowledge A child should be able to read many common words containing GPCs taught so far such as shout hand stop or dream without needing to blend the sounds out loud first Reading of common exception words such as you could many or people should be secure meaning a child can read them easily and automatically A child can read words with suffixes with support to build on the root words that can be read already

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

60

Tim Oates on granular assessment

- and access to the whole curriculum

>

61

Recording performance using KPIs

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

62

Standardisation

bull Standardisation is the procedure that ensures that all assessors involved in the assessment of pupilsrsquo performances do so accurately and consistently

bull Standardisation establishes a common standard of marking linked to the standard set for the work being assessed that helps maintain quality of marking

bull Assessments need to be standardised administered fixed in their scope and level of difficulty and marked consistently

bull The procedure is carried out before anyone assesses a piece of work

bull The procedure is managed by someone who is confident in applying the standard In external summative tests this would be carried out by the senior examiner or even electronically

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

63

Moderation

bull Moderation is the process through which an assessment is monitored within an institution or across institutions to ensure that the assessment is reliable fair and consistent with required standards

bull The moderator takes samples of other assessorsrsquo work during the assessment process and feeds back to the assessor accurate harsh lenient inconsistent This allows for the assessments to be standardised across a team of assessors

bull Once assessments have been standardised moderated and agreed internally representative samples can be entered into a standards file This can be used for future reference to help in standardisation procedures

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

64

Using the framework ndash NAHT exemplification

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

65

bull Does the product support the schoolrsquos policy on assessment

bull To what extent will the assessment tool support delivery of that policy

bull Is the assessment approach implied by the assessment tool credible

bull Does the tool provide good value

Source The Commission on Assessment Without Levels Evaluating external systems (July 2015 v September 2015)

Are teachers equipped to use the tools

Finding the right solution

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

66

Teaching learning and assessment

Itrsquos not just about getting the right assessment tool for the job

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

Using the framework ndash NaaceFrogEducation exemplification

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

68Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

69

Using the frameworkThe curriculum is key ndash

- the Intended curriculum - the Enacted curriculum - the Assessed curriculum - the Learned curriculum

(See Tim Oates Cambridge Assessment)

bull Clearly agreed understood and articulated progress

bull Assessment needs to be robust ndash what why when how reporting results and

ldquoDonrsquot assess everything that moves just the key conceptsrdquo

(Tim Oates)

bull KPIs and Performance Standards

bull Standardisation moderation and exemplification of performance standards are essential

bull Useful and meaningful reporting

bull Challenge itFrog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

70

SupportNAHT Assessment Commission ndash February 2014

DfE Assessment Principles

NAHT Assessment Framework and exemplification

The Commission on Assessment without Levels (July 2015 ndash September 2015)

NAHT courses - lsquoNAHTs assessment framework good practice in a world without levelsrsquo see httpwwwnahtorgukwelcomenaht-eventscourses-listnahts-assessment-framework

The Chartered Institute of Educational Assessors (CIEA) ndash Excellence in Assessment (Schools) an accreditation of the procedures processes and systems that schools and academies have in place to manage and implement assessment As an accreditation process rather than an inspectionhttpcieaorguktrainingexcellence-assessment-schools excellencecieaorguk

The Cambridge Approach Principles for designing administering and evaluating assessment Tim Oates January 2009

Communities of professional practice

FrogEducation wwwfrogeducationcom Tel 01422 250 800

Ofsted Inspection Framework ndash September 2015

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

A culture of excessive data collection

Data has become an end in itself ndash divorced from the core purpose ndash improving outcomes for pupils

Do not assume data collection and analysis must continue because it always has

clarity of purpose needs to be clear

the process needs to be efficient

data need to be valid

40

Teacher Workload Reports Eliminating unnecessary workload associated with Data Management

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

14 The recent removal of lsquolevelsrsquo should be a positive step in terms of data management schools should not feel any pressure to create elaborate tracking systems or lsquoworking at gradersquo approaches Yet there is anecdotal evidence that schools are introducing complicated systems which mimic levels This is an attempt to overlay the old world onto the new and it creates unnecessary data burdens that should be avoided

41

Teacher Workload Reports Eliminating unnecessary workload associated with Data Management

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

Tim Oates on levels mastery compensatory and low quality assessment

42

>

14 The recent removal of lsquolevelsrsquo should be a positive step in terms of data management schools should not feel any pressure to create elaborate tracking systems or lsquoworking at gradersquo approaches Yet there is anecdotal evidence that schools are introducing complicated systems which mimic levels This is an attempt to overlay the old world onto the new and it creates unnecessary data burdens that should be avoided

16 Government should ensure that national curriculum policy does not place ill- considered demands on schools in relation to tracking progress Leaders should ensure that they have a curriculum that offers pupils a robust framework of teaching that builds in progression challenge and depth of knowledge Teachers should then make professional judgements of pupil attainment against key performance indicators ndash the big ideas that tell us whether a pupil understands and has grasped what they have been taught

18 Teachers need to know if pupils are on track to achieve end-of-year expectations whether pupils are where they should be but are best placed to make such judgements through their professional knowledge without recourse to elaborate assessment data generating and recording systems Government (including Regional Schools Commissioners) Ofsted local authorities and school leaders should support this approach

43

Teacher Workload Reports Eliminating unnecessary workload associated with Data Management

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

44

Impact of the changes and challenges ndash and the opportunity

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

45

The impacthellip

bull the curriculum content needs to be detailed and clearbull for qualifications linear courses need to carefully plannedbull standards of performance need to be challenging clearly articulated universally

understood and shared thereforebull progress needs to be understood articulated and evidencedbull transition needs more workhellip see Ofsted Key Stage 3 ndash the wasted years (10th

September 2015)

AndhellipTrust in ndash and within - the profession needs to be re-establishedbull Initial teacher training in assessment needs improvementbull professional development covering assessment should be targeted

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

46

The challengehellip

There are issues surrounding teacher assessment that have to do with potential bias application of different sometimes personal assessment criteria and differences in the available evidence base when implemented curricula and standards of judgement differ from class to class and school to school

Sandra Johnson A focus on teacher assessment reliability in GCSE and GCE Report for Ofqual 2011

However inspectors have noted worrying inconsistencies in teacher assessment at the end of Key Stage 1 In infant schools for example children are more likely to be assessed as reaching or exceeding the standards expected for their age than they are in all-through primary schools Moreover uneven moderation by local authorities of the work carried out by schools can lead to poor quality and unreliable assessment For these reasons I urge government to consider a return to external assessment at the end of Key Stage 1

HMCI Annual Report 201213

The Commission heard from the majority of those submitting evidence that there was a lack of trust in teacher assessment at the present time There is a worrying lack of trust in individual teacher-based assessment which emanates from within the profession itself

The NAHT Commission on Assessment (February 2014)

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

47

3

Red

14

92

Green

EmergingFruit

Beware mad numbers Meaning must be added - be careful when comparing two numbers that come from different contexts

Dog breeds

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

48

Beware mad numbers

But Spinal Taprsquos amplifier goes to 11hellip

Ampeg FenderMarshallhellip

Outstanding education through aw

esome technology

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

Mad Numbers - Dead Poets Society (1989)

Determining a poemrsquos greatness is a relatively simple matterhellip

lsquoIf the poems score for perfection is plotted on the horizontal of a graph and its importance is plotted on the vertical then calculating the total area of the poem yields the measure of its greatnessrsquo

Understanding Poetry Dr J Evans Pritchard PhD

ldquoExcrement

We are not laying pipeshelliprip out the pagerdquo

John Keating ndash teacher (Robin Williams)

x = Perfection

y =

Impo

rtanc

e

Byron sonnet

Shakespeare sonnet

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

50

So wherersquos the opportunity

Assessment as the pivotal point of teaching and learning

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

51Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

52

The opportunity

bull Making assessment about teaching and learning

bull Improved teacher subject knowledge

bull Quality assured assessments

bull Better skilled teachers with assessment expertise

bull Better use and development of robust research

bull Confidence

bull Trust in the professionhellip

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

53

A viable solution ndash a proposed curriculum amp assessment framework

bull that puts the curriculum to the fore

bull that provides a structured focus for assessment

bull provides a curriculum and assessment framework ndash built on sound practice and robust research

bull places assessment as integral to teaching and learning

bull addresses issues of validity and reliability and

bull most importantly places childrenrsquos learning as paramount

But it wonrsquot just happenhellip

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

Assessment Quality Assurance PlanAn Assessment Quality Assurance plan should present an organisational framework for all assessment activities within the centre There is no single way of organising or presenting such a framework but the information below outlines key areas that should be considered when designing developing or evaluating the centrersquos assessment practice

Principles of assessment

Reporting

Relationship with the stated curriculum

Common standards and expectations

Consistency

Staff training and development

Evaluation review amp accreditation

Impact on teaching and learning

Learner

Chartered Institute of Educational Assessors (CIEA)

54Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

Content of the curriculum is taken from the schoolrsquos curriculum which is matched to the New National Curriculum (NNC)

Any gaps between the school curriculum and the NNC must be filled

The curriculum content will reflect the entire yearrsquos delivery

Term one

The content here is driven by the topic or theme used to deliver the curriculum and provide assessment opportunities

Term two

Again the content is driven by the theme used to deliver the curriculum

Term three

Again the content is driven by the topic or theme At the end of the year the entire curriculum for that year will have been covered

Assessment criteria are taken from the NNC

Key Performance Indicators (KPIs) describe a group of individual criteria

Separate KPIs make up the end of year Performance Standards (PS) that is the expected performance at the end of the year and against which assessments are made at the end of the year

An individual pupilrsquos work can be kept to exemplify attainment against the KPI and PS This can be known as the exemplification of performance This work should be annotated to highlight the achievement

From individual pupilrsquos work the school can create a standards file showing achievement in all subjects at each level This will create a benchmark for assessment purposes in future years

The standards file can be used as and when necessary to take part in cross school moderation activities when the standards can be agreed or altered according to decisions at the moderation

Term one

KPIs clearly stated for each topic or theme

Term two

KPIs clearly stated for each topic or theme

Term three

KPIs clearly stated for each topic or theme

Establishing a curriculum amp assessment framework ndash NAHT assessment model

55Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

Content of the curriculum is taken from the schoolrsquos curriculum which is matched to the New National Curriculum (NNC)

Any gaps between the school curriculum and the NNC must be filled

The curriculum content will reflect the entire yearrsquos delivery

Term one

The content here is driven by the topic or theme used to deliver the curriculum and provide assessment opportunities

Term two

Again the content is driven by the theme used to deliver the curriculum

Term three

Again the content is driven by the topic or theme At the end of the year the entire curriculum for that year will have been covered

Assessment criteria are taken from the NNC

Key Performance Indicators (KPIs) describe a group of individual criteria

Separate KPIs make up the end of year Performance Standards (PS) that is the expected performance at the end of the year and against which assessments are made at the end of the year

An individual pupilrsquos work can be kept to exemplify attainment against the KPI and PS This can be known as the exemplification of performance This work should be annotated to highlight the achievement

From individual pupilrsquos work the school can create a standards file showing achievement in all subjects at each level This will create a benchmark for assessment purposes in future years

The standards file can be used as and when necessary to take part in cross school moderation activities when the standards can be agreed or altered according to decisions at the moderation

Term one

KPIs clearly stated for each topic or theme

Term two

KPIs clearly stated for each topic or theme

Term three

KPIs clearly stated for each topic or theme

Establishing a curriculum amp assessment framework ndash NAHT assessment model

56Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

57

Selecting KPIs ndash extract from the National Curriculum year 1 programme of study

Reading ndash word reading (statutory requirements) Pupils should be taught to bull apply phonic knowledge and skills as the route to decode words bull respond speedily with the correct sound to graphemes (letters or groups of letters) for all 40+ phonemes including

where applicable alternative sounds for graphemes bull read accurately by blending sounds in unfamiliar words containing GPCs that have been taught bull read common exception words noting unusual correspondences between spelling and sound and where these

occur in the word bull read words containing taught GPCs and ndashs ndashes ndashing ndashed ndasher and ndashest endings bull read other words of more than one syllable that contain taught GPCs bull read words with contractions [for example Irsquom Irsquoll wersquoll] and understand that the apostrophe represents the omitted

letter(s) bull read aloud accurately books that are consistent with their developing phonic knowledge and that do not require them

to use other strategies to work out words bull re-read these books to build up their fluency and confidence in word reading

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

58

Selecting KPIs ndash extract from the National Curriculum year 1 programme of study

Reading ndash word reading (statutory requirements) Pupils should be taught to bull apply phonic knowledge and skills as the route to decode words bull respond speedily with the correct sound to graphemes (letters or groups of letters) for all 40+ phonemes

including where applicable alternative sounds for graphemes bull read accurately by blending sounds in unfamiliar words containing GPCs that have been taught bull read common exception words noting unusual correspondences between spelling and sound and where these

occur in the word bull read words containing taught GPCs and ndashs ndashes ndashing ndashed ndasher and ndashest endings bull read other words of more than one syllable that contain taught GPCs bull read words with contractions [for example Irsquom Irsquoll wersquoll] and understand that the apostrophe represents the omitted

letter(s) bull read aloud accurately books that are consistent with their developing phonic knowledge and that do not

require them to use other strategies to work out words bull re-read these books to build up their fluency and confidence in word reading

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

59

National and school curriculum - measuring and recording progress across key stages ndash NAHT assessment model

Key performance indicators Performance standard

Responds speedily with the correct sound to graphemes (letters or groups of letters) for all 40+ phonemes including where applicable alternative sounds for graphemes Reads accurately by blending sounds in unfamiliar words Reads common exception words Reads aloud accurately books that are consistent with their developing phonic knowledge and that do not require them to use other strategies to work out words Develops pleasure in reading motivation to read vocabulary and understanding by

Listening to and discussing a wide range of poems stories and non-fiction at a level beyond that at which they can read independently

With reference to the KPIs By the end of Y1 a child should be able to read all common graphemes and be able to read unfamiliar words containing these graphemes accurately and without undue hesitation by sounding them out in books that are matched closely to the level of word reading knowledge A child should be able to read many common words containing GPCs taught so far such as shout hand stop or dream without needing to blend the sounds out loud first Reading of common exception words such as you could many or people should be secure meaning a child can read them easily and automatically A child can read words with suffixes with support to build on the root words that can be read already

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

60

Tim Oates on granular assessment

- and access to the whole curriculum

>

61

Recording performance using KPIs

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

62

Standardisation

bull Standardisation is the procedure that ensures that all assessors involved in the assessment of pupilsrsquo performances do so accurately and consistently

bull Standardisation establishes a common standard of marking linked to the standard set for the work being assessed that helps maintain quality of marking

bull Assessments need to be standardised administered fixed in their scope and level of difficulty and marked consistently

bull The procedure is carried out before anyone assesses a piece of work

bull The procedure is managed by someone who is confident in applying the standard In external summative tests this would be carried out by the senior examiner or even electronically

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

63

Moderation

bull Moderation is the process through which an assessment is monitored within an institution or across institutions to ensure that the assessment is reliable fair and consistent with required standards

bull The moderator takes samples of other assessorsrsquo work during the assessment process and feeds back to the assessor accurate harsh lenient inconsistent This allows for the assessments to be standardised across a team of assessors

bull Once assessments have been standardised moderated and agreed internally representative samples can be entered into a standards file This can be used for future reference to help in standardisation procedures

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

64

Using the framework ndash NAHT exemplification

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

65

bull Does the product support the schoolrsquos policy on assessment

bull To what extent will the assessment tool support delivery of that policy

bull Is the assessment approach implied by the assessment tool credible

bull Does the tool provide good value

Source The Commission on Assessment Without Levels Evaluating external systems (July 2015 v September 2015)

Are teachers equipped to use the tools

Finding the right solution

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

66

Teaching learning and assessment

Itrsquos not just about getting the right assessment tool for the job

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

Using the framework ndash NaaceFrogEducation exemplification

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

68Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

69

Using the frameworkThe curriculum is key ndash

- the Intended curriculum - the Enacted curriculum - the Assessed curriculum - the Learned curriculum

(See Tim Oates Cambridge Assessment)

bull Clearly agreed understood and articulated progress

bull Assessment needs to be robust ndash what why when how reporting results and

ldquoDonrsquot assess everything that moves just the key conceptsrdquo

(Tim Oates)

bull KPIs and Performance Standards

bull Standardisation moderation and exemplification of performance standards are essential

bull Useful and meaningful reporting

bull Challenge itFrog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

70

SupportNAHT Assessment Commission ndash February 2014

DfE Assessment Principles

NAHT Assessment Framework and exemplification

The Commission on Assessment without Levels (July 2015 ndash September 2015)

NAHT courses - lsquoNAHTs assessment framework good practice in a world without levelsrsquo see httpwwwnahtorgukwelcomenaht-eventscourses-listnahts-assessment-framework

The Chartered Institute of Educational Assessors (CIEA) ndash Excellence in Assessment (Schools) an accreditation of the procedures processes and systems that schools and academies have in place to manage and implement assessment As an accreditation process rather than an inspectionhttpcieaorguktrainingexcellence-assessment-schools excellencecieaorguk

The Cambridge Approach Principles for designing administering and evaluating assessment Tim Oates January 2009

Communities of professional practice

FrogEducation wwwfrogeducationcom Tel 01422 250 800

Ofsted Inspection Framework ndash September 2015

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

14 The recent removal of lsquolevelsrsquo should be a positive step in terms of data management schools should not feel any pressure to create elaborate tracking systems or lsquoworking at gradersquo approaches Yet there is anecdotal evidence that schools are introducing complicated systems which mimic levels This is an attempt to overlay the old world onto the new and it creates unnecessary data burdens that should be avoided

41

Teacher Workload Reports Eliminating unnecessary workload associated with Data Management

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

Tim Oates on levels mastery compensatory and low quality assessment

42

>

14 The recent removal of lsquolevelsrsquo should be a positive step in terms of data management schools should not feel any pressure to create elaborate tracking systems or lsquoworking at gradersquo approaches Yet there is anecdotal evidence that schools are introducing complicated systems which mimic levels This is an attempt to overlay the old world onto the new and it creates unnecessary data burdens that should be avoided

16 Government should ensure that national curriculum policy does not place ill- considered demands on schools in relation to tracking progress Leaders should ensure that they have a curriculum that offers pupils a robust framework of teaching that builds in progression challenge and depth of knowledge Teachers should then make professional judgements of pupil attainment against key performance indicators ndash the big ideas that tell us whether a pupil understands and has grasped what they have been taught

18 Teachers need to know if pupils are on track to achieve end-of-year expectations whether pupils are where they should be but are best placed to make such judgements through their professional knowledge without recourse to elaborate assessment data generating and recording systems Government (including Regional Schools Commissioners) Ofsted local authorities and school leaders should support this approach

43

Teacher Workload Reports Eliminating unnecessary workload associated with Data Management

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

44

Impact of the changes and challenges ndash and the opportunity

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

45

The impacthellip

bull the curriculum content needs to be detailed and clearbull for qualifications linear courses need to carefully plannedbull standards of performance need to be challenging clearly articulated universally

understood and shared thereforebull progress needs to be understood articulated and evidencedbull transition needs more workhellip see Ofsted Key Stage 3 ndash the wasted years (10th

September 2015)

AndhellipTrust in ndash and within - the profession needs to be re-establishedbull Initial teacher training in assessment needs improvementbull professional development covering assessment should be targeted

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

46

The challengehellip

There are issues surrounding teacher assessment that have to do with potential bias application of different sometimes personal assessment criteria and differences in the available evidence base when implemented curricula and standards of judgement differ from class to class and school to school

Sandra Johnson A focus on teacher assessment reliability in GCSE and GCE Report for Ofqual 2011

However inspectors have noted worrying inconsistencies in teacher assessment at the end of Key Stage 1 In infant schools for example children are more likely to be assessed as reaching or exceeding the standards expected for their age than they are in all-through primary schools Moreover uneven moderation by local authorities of the work carried out by schools can lead to poor quality and unreliable assessment For these reasons I urge government to consider a return to external assessment at the end of Key Stage 1

HMCI Annual Report 201213

The Commission heard from the majority of those submitting evidence that there was a lack of trust in teacher assessment at the present time There is a worrying lack of trust in individual teacher-based assessment which emanates from within the profession itself

The NAHT Commission on Assessment (February 2014)

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

47

3

Red

14

92

Green

EmergingFruit

Beware mad numbers Meaning must be added - be careful when comparing two numbers that come from different contexts

Dog breeds

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

48

Beware mad numbers

But Spinal Taprsquos amplifier goes to 11hellip

Ampeg FenderMarshallhellip

Outstanding education through aw

esome technology

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

Mad Numbers - Dead Poets Society (1989)

Determining a poemrsquos greatness is a relatively simple matterhellip

lsquoIf the poems score for perfection is plotted on the horizontal of a graph and its importance is plotted on the vertical then calculating the total area of the poem yields the measure of its greatnessrsquo

Understanding Poetry Dr J Evans Pritchard PhD

ldquoExcrement

We are not laying pipeshelliprip out the pagerdquo

John Keating ndash teacher (Robin Williams)

x = Perfection

y =

Impo

rtanc

e

Byron sonnet

Shakespeare sonnet

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

50

So wherersquos the opportunity

Assessment as the pivotal point of teaching and learning

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

51Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

52

The opportunity

bull Making assessment about teaching and learning

bull Improved teacher subject knowledge

bull Quality assured assessments

bull Better skilled teachers with assessment expertise

bull Better use and development of robust research

bull Confidence

bull Trust in the professionhellip

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

53

A viable solution ndash a proposed curriculum amp assessment framework

bull that puts the curriculum to the fore

bull that provides a structured focus for assessment

bull provides a curriculum and assessment framework ndash built on sound practice and robust research

bull places assessment as integral to teaching and learning

bull addresses issues of validity and reliability and

bull most importantly places childrenrsquos learning as paramount

But it wonrsquot just happenhellip

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

Assessment Quality Assurance PlanAn Assessment Quality Assurance plan should present an organisational framework for all assessment activities within the centre There is no single way of organising or presenting such a framework but the information below outlines key areas that should be considered when designing developing or evaluating the centrersquos assessment practice

Principles of assessment

Reporting

Relationship with the stated curriculum

Common standards and expectations

Consistency

Staff training and development

Evaluation review amp accreditation

Impact on teaching and learning

Learner

Chartered Institute of Educational Assessors (CIEA)

54Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

Content of the curriculum is taken from the schoolrsquos curriculum which is matched to the New National Curriculum (NNC)

Any gaps between the school curriculum and the NNC must be filled

The curriculum content will reflect the entire yearrsquos delivery

Term one

The content here is driven by the topic or theme used to deliver the curriculum and provide assessment opportunities

Term two

Again the content is driven by the theme used to deliver the curriculum

Term three

Again the content is driven by the topic or theme At the end of the year the entire curriculum for that year will have been covered

Assessment criteria are taken from the NNC

Key Performance Indicators (KPIs) describe a group of individual criteria

Separate KPIs make up the end of year Performance Standards (PS) that is the expected performance at the end of the year and against which assessments are made at the end of the year

An individual pupilrsquos work can be kept to exemplify attainment against the KPI and PS This can be known as the exemplification of performance This work should be annotated to highlight the achievement

From individual pupilrsquos work the school can create a standards file showing achievement in all subjects at each level This will create a benchmark for assessment purposes in future years

The standards file can be used as and when necessary to take part in cross school moderation activities when the standards can be agreed or altered according to decisions at the moderation

Term one

KPIs clearly stated for each topic or theme

Term two

KPIs clearly stated for each topic or theme

Term three

KPIs clearly stated for each topic or theme

Establishing a curriculum amp assessment framework ndash NAHT assessment model

55Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

Content of the curriculum is taken from the schoolrsquos curriculum which is matched to the New National Curriculum (NNC)

Any gaps between the school curriculum and the NNC must be filled

The curriculum content will reflect the entire yearrsquos delivery

Term one

The content here is driven by the topic or theme used to deliver the curriculum and provide assessment opportunities

Term two

Again the content is driven by the theme used to deliver the curriculum

Term three

Again the content is driven by the topic or theme At the end of the year the entire curriculum for that year will have been covered

Assessment criteria are taken from the NNC

Key Performance Indicators (KPIs) describe a group of individual criteria

Separate KPIs make up the end of year Performance Standards (PS) that is the expected performance at the end of the year and against which assessments are made at the end of the year

An individual pupilrsquos work can be kept to exemplify attainment against the KPI and PS This can be known as the exemplification of performance This work should be annotated to highlight the achievement

From individual pupilrsquos work the school can create a standards file showing achievement in all subjects at each level This will create a benchmark for assessment purposes in future years

The standards file can be used as and when necessary to take part in cross school moderation activities when the standards can be agreed or altered according to decisions at the moderation

Term one

KPIs clearly stated for each topic or theme

Term two

KPIs clearly stated for each topic or theme

Term three

KPIs clearly stated for each topic or theme

Establishing a curriculum amp assessment framework ndash NAHT assessment model

56Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

57

Selecting KPIs ndash extract from the National Curriculum year 1 programme of study

Reading ndash word reading (statutory requirements) Pupils should be taught to bull apply phonic knowledge and skills as the route to decode words bull respond speedily with the correct sound to graphemes (letters or groups of letters) for all 40+ phonemes including

where applicable alternative sounds for graphemes bull read accurately by blending sounds in unfamiliar words containing GPCs that have been taught bull read common exception words noting unusual correspondences between spelling and sound and where these

occur in the word bull read words containing taught GPCs and ndashs ndashes ndashing ndashed ndasher and ndashest endings bull read other words of more than one syllable that contain taught GPCs bull read words with contractions [for example Irsquom Irsquoll wersquoll] and understand that the apostrophe represents the omitted

letter(s) bull read aloud accurately books that are consistent with their developing phonic knowledge and that do not require them

to use other strategies to work out words bull re-read these books to build up their fluency and confidence in word reading

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

58

Selecting KPIs ndash extract from the National Curriculum year 1 programme of study

Reading ndash word reading (statutory requirements) Pupils should be taught to bull apply phonic knowledge and skills as the route to decode words bull respond speedily with the correct sound to graphemes (letters or groups of letters) for all 40+ phonemes

including where applicable alternative sounds for graphemes bull read accurately by blending sounds in unfamiliar words containing GPCs that have been taught bull read common exception words noting unusual correspondences between spelling and sound and where these

occur in the word bull read words containing taught GPCs and ndashs ndashes ndashing ndashed ndasher and ndashest endings bull read other words of more than one syllable that contain taught GPCs bull read words with contractions [for example Irsquom Irsquoll wersquoll] and understand that the apostrophe represents the omitted

letter(s) bull read aloud accurately books that are consistent with their developing phonic knowledge and that do not

require them to use other strategies to work out words bull re-read these books to build up their fluency and confidence in word reading

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

59

National and school curriculum - measuring and recording progress across key stages ndash NAHT assessment model

Key performance indicators Performance standard

Responds speedily with the correct sound to graphemes (letters or groups of letters) for all 40+ phonemes including where applicable alternative sounds for graphemes Reads accurately by blending sounds in unfamiliar words Reads common exception words Reads aloud accurately books that are consistent with their developing phonic knowledge and that do not require them to use other strategies to work out words Develops pleasure in reading motivation to read vocabulary and understanding by

Listening to and discussing a wide range of poems stories and non-fiction at a level beyond that at which they can read independently

With reference to the KPIs By the end of Y1 a child should be able to read all common graphemes and be able to read unfamiliar words containing these graphemes accurately and without undue hesitation by sounding them out in books that are matched closely to the level of word reading knowledge A child should be able to read many common words containing GPCs taught so far such as shout hand stop or dream without needing to blend the sounds out loud first Reading of common exception words such as you could many or people should be secure meaning a child can read them easily and automatically A child can read words with suffixes with support to build on the root words that can be read already

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

60

Tim Oates on granular assessment

- and access to the whole curriculum

>

61

Recording performance using KPIs

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

62

Standardisation

bull Standardisation is the procedure that ensures that all assessors involved in the assessment of pupilsrsquo performances do so accurately and consistently

bull Standardisation establishes a common standard of marking linked to the standard set for the work being assessed that helps maintain quality of marking

bull Assessments need to be standardised administered fixed in their scope and level of difficulty and marked consistently

bull The procedure is carried out before anyone assesses a piece of work

bull The procedure is managed by someone who is confident in applying the standard In external summative tests this would be carried out by the senior examiner or even electronically

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

63

Moderation

bull Moderation is the process through which an assessment is monitored within an institution or across institutions to ensure that the assessment is reliable fair and consistent with required standards

bull The moderator takes samples of other assessorsrsquo work during the assessment process and feeds back to the assessor accurate harsh lenient inconsistent This allows for the assessments to be standardised across a team of assessors

bull Once assessments have been standardised moderated and agreed internally representative samples can be entered into a standards file This can be used for future reference to help in standardisation procedures

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

64

Using the framework ndash NAHT exemplification

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

65

bull Does the product support the schoolrsquos policy on assessment

bull To what extent will the assessment tool support delivery of that policy

bull Is the assessment approach implied by the assessment tool credible

bull Does the tool provide good value

Source The Commission on Assessment Without Levels Evaluating external systems (July 2015 v September 2015)

Are teachers equipped to use the tools

Finding the right solution

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

66

Teaching learning and assessment

Itrsquos not just about getting the right assessment tool for the job

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

Using the framework ndash NaaceFrogEducation exemplification

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

68Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

69

Using the frameworkThe curriculum is key ndash

- the Intended curriculum - the Enacted curriculum - the Assessed curriculum - the Learned curriculum

(See Tim Oates Cambridge Assessment)

bull Clearly agreed understood and articulated progress

bull Assessment needs to be robust ndash what why when how reporting results and

ldquoDonrsquot assess everything that moves just the key conceptsrdquo

(Tim Oates)

bull KPIs and Performance Standards

bull Standardisation moderation and exemplification of performance standards are essential

bull Useful and meaningful reporting

bull Challenge itFrog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

70

SupportNAHT Assessment Commission ndash February 2014

DfE Assessment Principles

NAHT Assessment Framework and exemplification

The Commission on Assessment without Levels (July 2015 ndash September 2015)

NAHT courses - lsquoNAHTs assessment framework good practice in a world without levelsrsquo see httpwwwnahtorgukwelcomenaht-eventscourses-listnahts-assessment-framework

The Chartered Institute of Educational Assessors (CIEA) ndash Excellence in Assessment (Schools) an accreditation of the procedures processes and systems that schools and academies have in place to manage and implement assessment As an accreditation process rather than an inspectionhttpcieaorguktrainingexcellence-assessment-schools excellencecieaorguk

The Cambridge Approach Principles for designing administering and evaluating assessment Tim Oates January 2009

Communities of professional practice

FrogEducation wwwfrogeducationcom Tel 01422 250 800

Ofsted Inspection Framework ndash September 2015

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

Tim Oates on levels mastery compensatory and low quality assessment

42

>

14 The recent removal of lsquolevelsrsquo should be a positive step in terms of data management schools should not feel any pressure to create elaborate tracking systems or lsquoworking at gradersquo approaches Yet there is anecdotal evidence that schools are introducing complicated systems which mimic levels This is an attempt to overlay the old world onto the new and it creates unnecessary data burdens that should be avoided

16 Government should ensure that national curriculum policy does not place ill- considered demands on schools in relation to tracking progress Leaders should ensure that they have a curriculum that offers pupils a robust framework of teaching that builds in progression challenge and depth of knowledge Teachers should then make professional judgements of pupil attainment against key performance indicators ndash the big ideas that tell us whether a pupil understands and has grasped what they have been taught

18 Teachers need to know if pupils are on track to achieve end-of-year expectations whether pupils are where they should be but are best placed to make such judgements through their professional knowledge without recourse to elaborate assessment data generating and recording systems Government (including Regional Schools Commissioners) Ofsted local authorities and school leaders should support this approach

43

Teacher Workload Reports Eliminating unnecessary workload associated with Data Management

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

44

Impact of the changes and challenges ndash and the opportunity

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

45

The impacthellip

bull the curriculum content needs to be detailed and clearbull for qualifications linear courses need to carefully plannedbull standards of performance need to be challenging clearly articulated universally

understood and shared thereforebull progress needs to be understood articulated and evidencedbull transition needs more workhellip see Ofsted Key Stage 3 ndash the wasted years (10th

September 2015)

AndhellipTrust in ndash and within - the profession needs to be re-establishedbull Initial teacher training in assessment needs improvementbull professional development covering assessment should be targeted

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

46

The challengehellip

There are issues surrounding teacher assessment that have to do with potential bias application of different sometimes personal assessment criteria and differences in the available evidence base when implemented curricula and standards of judgement differ from class to class and school to school

Sandra Johnson A focus on teacher assessment reliability in GCSE and GCE Report for Ofqual 2011

However inspectors have noted worrying inconsistencies in teacher assessment at the end of Key Stage 1 In infant schools for example children are more likely to be assessed as reaching or exceeding the standards expected for their age than they are in all-through primary schools Moreover uneven moderation by local authorities of the work carried out by schools can lead to poor quality and unreliable assessment For these reasons I urge government to consider a return to external assessment at the end of Key Stage 1

HMCI Annual Report 201213

The Commission heard from the majority of those submitting evidence that there was a lack of trust in teacher assessment at the present time There is a worrying lack of trust in individual teacher-based assessment which emanates from within the profession itself

The NAHT Commission on Assessment (February 2014)

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

47

3

Red

14

92

Green

EmergingFruit

Beware mad numbers Meaning must be added - be careful when comparing two numbers that come from different contexts

Dog breeds

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

48

Beware mad numbers

But Spinal Taprsquos amplifier goes to 11hellip

Ampeg FenderMarshallhellip

Outstanding education through aw

esome technology

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

Mad Numbers - Dead Poets Society (1989)

Determining a poemrsquos greatness is a relatively simple matterhellip

lsquoIf the poems score for perfection is plotted on the horizontal of a graph and its importance is plotted on the vertical then calculating the total area of the poem yields the measure of its greatnessrsquo

Understanding Poetry Dr J Evans Pritchard PhD

ldquoExcrement

We are not laying pipeshelliprip out the pagerdquo

John Keating ndash teacher (Robin Williams)

x = Perfection

y =

Impo

rtanc

e

Byron sonnet

Shakespeare sonnet

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

50

So wherersquos the opportunity

Assessment as the pivotal point of teaching and learning

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

51Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

52

The opportunity

bull Making assessment about teaching and learning

bull Improved teacher subject knowledge

bull Quality assured assessments

bull Better skilled teachers with assessment expertise

bull Better use and development of robust research

bull Confidence

bull Trust in the professionhellip

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

53

A viable solution ndash a proposed curriculum amp assessment framework

bull that puts the curriculum to the fore

bull that provides a structured focus for assessment

bull provides a curriculum and assessment framework ndash built on sound practice and robust research

bull places assessment as integral to teaching and learning

bull addresses issues of validity and reliability and

bull most importantly places childrenrsquos learning as paramount

But it wonrsquot just happenhellip

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

Assessment Quality Assurance PlanAn Assessment Quality Assurance plan should present an organisational framework for all assessment activities within the centre There is no single way of organising or presenting such a framework but the information below outlines key areas that should be considered when designing developing or evaluating the centrersquos assessment practice

Principles of assessment

Reporting

Relationship with the stated curriculum

Common standards and expectations

Consistency

Staff training and development

Evaluation review amp accreditation

Impact on teaching and learning

Learner

Chartered Institute of Educational Assessors (CIEA)

54Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

Content of the curriculum is taken from the schoolrsquos curriculum which is matched to the New National Curriculum (NNC)

Any gaps between the school curriculum and the NNC must be filled

The curriculum content will reflect the entire yearrsquos delivery

Term one

The content here is driven by the topic or theme used to deliver the curriculum and provide assessment opportunities

Term two

Again the content is driven by the theme used to deliver the curriculum

Term three

Again the content is driven by the topic or theme At the end of the year the entire curriculum for that year will have been covered

Assessment criteria are taken from the NNC

Key Performance Indicators (KPIs) describe a group of individual criteria

Separate KPIs make up the end of year Performance Standards (PS) that is the expected performance at the end of the year and against which assessments are made at the end of the year

An individual pupilrsquos work can be kept to exemplify attainment against the KPI and PS This can be known as the exemplification of performance This work should be annotated to highlight the achievement

From individual pupilrsquos work the school can create a standards file showing achievement in all subjects at each level This will create a benchmark for assessment purposes in future years

The standards file can be used as and when necessary to take part in cross school moderation activities when the standards can be agreed or altered according to decisions at the moderation

Term one

KPIs clearly stated for each topic or theme

Term two

KPIs clearly stated for each topic or theme

Term three

KPIs clearly stated for each topic or theme

Establishing a curriculum amp assessment framework ndash NAHT assessment model

55Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

Content of the curriculum is taken from the schoolrsquos curriculum which is matched to the New National Curriculum (NNC)

Any gaps between the school curriculum and the NNC must be filled

The curriculum content will reflect the entire yearrsquos delivery

Term one

The content here is driven by the topic or theme used to deliver the curriculum and provide assessment opportunities

Term two

Again the content is driven by the theme used to deliver the curriculum

Term three

Again the content is driven by the topic or theme At the end of the year the entire curriculum for that year will have been covered

Assessment criteria are taken from the NNC

Key Performance Indicators (KPIs) describe a group of individual criteria

Separate KPIs make up the end of year Performance Standards (PS) that is the expected performance at the end of the year and against which assessments are made at the end of the year

An individual pupilrsquos work can be kept to exemplify attainment against the KPI and PS This can be known as the exemplification of performance This work should be annotated to highlight the achievement

From individual pupilrsquos work the school can create a standards file showing achievement in all subjects at each level This will create a benchmark for assessment purposes in future years

The standards file can be used as and when necessary to take part in cross school moderation activities when the standards can be agreed or altered according to decisions at the moderation

Term one

KPIs clearly stated for each topic or theme

Term two

KPIs clearly stated for each topic or theme

Term three

KPIs clearly stated for each topic or theme

Establishing a curriculum amp assessment framework ndash NAHT assessment model

56Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

57

Selecting KPIs ndash extract from the National Curriculum year 1 programme of study

Reading ndash word reading (statutory requirements) Pupils should be taught to bull apply phonic knowledge and skills as the route to decode words bull respond speedily with the correct sound to graphemes (letters or groups of letters) for all 40+ phonemes including

where applicable alternative sounds for graphemes bull read accurately by blending sounds in unfamiliar words containing GPCs that have been taught bull read common exception words noting unusual correspondences between spelling and sound and where these

occur in the word bull read words containing taught GPCs and ndashs ndashes ndashing ndashed ndasher and ndashest endings bull read other words of more than one syllable that contain taught GPCs bull read words with contractions [for example Irsquom Irsquoll wersquoll] and understand that the apostrophe represents the omitted

letter(s) bull read aloud accurately books that are consistent with their developing phonic knowledge and that do not require them

to use other strategies to work out words bull re-read these books to build up their fluency and confidence in word reading

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

58

Selecting KPIs ndash extract from the National Curriculum year 1 programme of study

Reading ndash word reading (statutory requirements) Pupils should be taught to bull apply phonic knowledge and skills as the route to decode words bull respond speedily with the correct sound to graphemes (letters or groups of letters) for all 40+ phonemes

including where applicable alternative sounds for graphemes bull read accurately by blending sounds in unfamiliar words containing GPCs that have been taught bull read common exception words noting unusual correspondences between spelling and sound and where these

occur in the word bull read words containing taught GPCs and ndashs ndashes ndashing ndashed ndasher and ndashest endings bull read other words of more than one syllable that contain taught GPCs bull read words with contractions [for example Irsquom Irsquoll wersquoll] and understand that the apostrophe represents the omitted

letter(s) bull read aloud accurately books that are consistent with their developing phonic knowledge and that do not

require them to use other strategies to work out words bull re-read these books to build up their fluency and confidence in word reading

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

59

National and school curriculum - measuring and recording progress across key stages ndash NAHT assessment model

Key performance indicators Performance standard

Responds speedily with the correct sound to graphemes (letters or groups of letters) for all 40+ phonemes including where applicable alternative sounds for graphemes Reads accurately by blending sounds in unfamiliar words Reads common exception words Reads aloud accurately books that are consistent with their developing phonic knowledge and that do not require them to use other strategies to work out words Develops pleasure in reading motivation to read vocabulary and understanding by

Listening to and discussing a wide range of poems stories and non-fiction at a level beyond that at which they can read independently

With reference to the KPIs By the end of Y1 a child should be able to read all common graphemes and be able to read unfamiliar words containing these graphemes accurately and without undue hesitation by sounding them out in books that are matched closely to the level of word reading knowledge A child should be able to read many common words containing GPCs taught so far such as shout hand stop or dream without needing to blend the sounds out loud first Reading of common exception words such as you could many or people should be secure meaning a child can read them easily and automatically A child can read words with suffixes with support to build on the root words that can be read already

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

60

Tim Oates on granular assessment

- and access to the whole curriculum

>

61

Recording performance using KPIs

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

62

Standardisation

bull Standardisation is the procedure that ensures that all assessors involved in the assessment of pupilsrsquo performances do so accurately and consistently

bull Standardisation establishes a common standard of marking linked to the standard set for the work being assessed that helps maintain quality of marking

bull Assessments need to be standardised administered fixed in their scope and level of difficulty and marked consistently

bull The procedure is carried out before anyone assesses a piece of work

bull The procedure is managed by someone who is confident in applying the standard In external summative tests this would be carried out by the senior examiner or even electronically

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

63

Moderation

bull Moderation is the process through which an assessment is monitored within an institution or across institutions to ensure that the assessment is reliable fair and consistent with required standards

bull The moderator takes samples of other assessorsrsquo work during the assessment process and feeds back to the assessor accurate harsh lenient inconsistent This allows for the assessments to be standardised across a team of assessors

bull Once assessments have been standardised moderated and agreed internally representative samples can be entered into a standards file This can be used for future reference to help in standardisation procedures

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

64

Using the framework ndash NAHT exemplification

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

65

bull Does the product support the schoolrsquos policy on assessment

bull To what extent will the assessment tool support delivery of that policy

bull Is the assessment approach implied by the assessment tool credible

bull Does the tool provide good value

Source The Commission on Assessment Without Levels Evaluating external systems (July 2015 v September 2015)

Are teachers equipped to use the tools

Finding the right solution

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

66

Teaching learning and assessment

Itrsquos not just about getting the right assessment tool for the job

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

Using the framework ndash NaaceFrogEducation exemplification

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

68Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

69

Using the frameworkThe curriculum is key ndash

- the Intended curriculum - the Enacted curriculum - the Assessed curriculum - the Learned curriculum

(See Tim Oates Cambridge Assessment)

bull Clearly agreed understood and articulated progress

bull Assessment needs to be robust ndash what why when how reporting results and

ldquoDonrsquot assess everything that moves just the key conceptsrdquo

(Tim Oates)

bull KPIs and Performance Standards

bull Standardisation moderation and exemplification of performance standards are essential

bull Useful and meaningful reporting

bull Challenge itFrog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

70

SupportNAHT Assessment Commission ndash February 2014

DfE Assessment Principles

NAHT Assessment Framework and exemplification

The Commission on Assessment without Levels (July 2015 ndash September 2015)

NAHT courses - lsquoNAHTs assessment framework good practice in a world without levelsrsquo see httpwwwnahtorgukwelcomenaht-eventscourses-listnahts-assessment-framework

The Chartered Institute of Educational Assessors (CIEA) ndash Excellence in Assessment (Schools) an accreditation of the procedures processes and systems that schools and academies have in place to manage and implement assessment As an accreditation process rather than an inspectionhttpcieaorguktrainingexcellence-assessment-schools excellencecieaorguk

The Cambridge Approach Principles for designing administering and evaluating assessment Tim Oates January 2009

Communities of professional practice

FrogEducation wwwfrogeducationcom Tel 01422 250 800

Ofsted Inspection Framework ndash September 2015

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

14 The recent removal of lsquolevelsrsquo should be a positive step in terms of data management schools should not feel any pressure to create elaborate tracking systems or lsquoworking at gradersquo approaches Yet there is anecdotal evidence that schools are introducing complicated systems which mimic levels This is an attempt to overlay the old world onto the new and it creates unnecessary data burdens that should be avoided

16 Government should ensure that national curriculum policy does not place ill- considered demands on schools in relation to tracking progress Leaders should ensure that they have a curriculum that offers pupils a robust framework of teaching that builds in progression challenge and depth of knowledge Teachers should then make professional judgements of pupil attainment against key performance indicators ndash the big ideas that tell us whether a pupil understands and has grasped what they have been taught

18 Teachers need to know if pupils are on track to achieve end-of-year expectations whether pupils are where they should be but are best placed to make such judgements through their professional knowledge without recourse to elaborate assessment data generating and recording systems Government (including Regional Schools Commissioners) Ofsted local authorities and school leaders should support this approach

43

Teacher Workload Reports Eliminating unnecessary workload associated with Data Management

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

44

Impact of the changes and challenges ndash and the opportunity

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

45

The impacthellip

bull the curriculum content needs to be detailed and clearbull for qualifications linear courses need to carefully plannedbull standards of performance need to be challenging clearly articulated universally

understood and shared thereforebull progress needs to be understood articulated and evidencedbull transition needs more workhellip see Ofsted Key Stage 3 ndash the wasted years (10th

September 2015)

AndhellipTrust in ndash and within - the profession needs to be re-establishedbull Initial teacher training in assessment needs improvementbull professional development covering assessment should be targeted

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

46

The challengehellip

There are issues surrounding teacher assessment that have to do with potential bias application of different sometimes personal assessment criteria and differences in the available evidence base when implemented curricula and standards of judgement differ from class to class and school to school

Sandra Johnson A focus on teacher assessment reliability in GCSE and GCE Report for Ofqual 2011

However inspectors have noted worrying inconsistencies in teacher assessment at the end of Key Stage 1 In infant schools for example children are more likely to be assessed as reaching or exceeding the standards expected for their age than they are in all-through primary schools Moreover uneven moderation by local authorities of the work carried out by schools can lead to poor quality and unreliable assessment For these reasons I urge government to consider a return to external assessment at the end of Key Stage 1

HMCI Annual Report 201213

The Commission heard from the majority of those submitting evidence that there was a lack of trust in teacher assessment at the present time There is a worrying lack of trust in individual teacher-based assessment which emanates from within the profession itself

The NAHT Commission on Assessment (February 2014)

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

47

3

Red

14

92

Green

EmergingFruit

Beware mad numbers Meaning must be added - be careful when comparing two numbers that come from different contexts

Dog breeds

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

48

Beware mad numbers

But Spinal Taprsquos amplifier goes to 11hellip

Ampeg FenderMarshallhellip

Outstanding education through aw

esome technology

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

Mad Numbers - Dead Poets Society (1989)

Determining a poemrsquos greatness is a relatively simple matterhellip

lsquoIf the poems score for perfection is plotted on the horizontal of a graph and its importance is plotted on the vertical then calculating the total area of the poem yields the measure of its greatnessrsquo

Understanding Poetry Dr J Evans Pritchard PhD

ldquoExcrement

We are not laying pipeshelliprip out the pagerdquo

John Keating ndash teacher (Robin Williams)

x = Perfection

y =

Impo

rtanc

e

Byron sonnet

Shakespeare sonnet

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

50

So wherersquos the opportunity

Assessment as the pivotal point of teaching and learning

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

51Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

52

The opportunity

bull Making assessment about teaching and learning

bull Improved teacher subject knowledge

bull Quality assured assessments

bull Better skilled teachers with assessment expertise

bull Better use and development of robust research

bull Confidence

bull Trust in the professionhellip

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

53

A viable solution ndash a proposed curriculum amp assessment framework

bull that puts the curriculum to the fore

bull that provides a structured focus for assessment

bull provides a curriculum and assessment framework ndash built on sound practice and robust research

bull places assessment as integral to teaching and learning

bull addresses issues of validity and reliability and

bull most importantly places childrenrsquos learning as paramount

But it wonrsquot just happenhellip

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

Assessment Quality Assurance PlanAn Assessment Quality Assurance plan should present an organisational framework for all assessment activities within the centre There is no single way of organising or presenting such a framework but the information below outlines key areas that should be considered when designing developing or evaluating the centrersquos assessment practice

Principles of assessment

Reporting

Relationship with the stated curriculum

Common standards and expectations

Consistency

Staff training and development

Evaluation review amp accreditation

Impact on teaching and learning

Learner

Chartered Institute of Educational Assessors (CIEA)

54Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

Content of the curriculum is taken from the schoolrsquos curriculum which is matched to the New National Curriculum (NNC)

Any gaps between the school curriculum and the NNC must be filled

The curriculum content will reflect the entire yearrsquos delivery

Term one

The content here is driven by the topic or theme used to deliver the curriculum and provide assessment opportunities

Term two

Again the content is driven by the theme used to deliver the curriculum

Term three

Again the content is driven by the topic or theme At the end of the year the entire curriculum for that year will have been covered

Assessment criteria are taken from the NNC

Key Performance Indicators (KPIs) describe a group of individual criteria

Separate KPIs make up the end of year Performance Standards (PS) that is the expected performance at the end of the year and against which assessments are made at the end of the year

An individual pupilrsquos work can be kept to exemplify attainment against the KPI and PS This can be known as the exemplification of performance This work should be annotated to highlight the achievement

From individual pupilrsquos work the school can create a standards file showing achievement in all subjects at each level This will create a benchmark for assessment purposes in future years

The standards file can be used as and when necessary to take part in cross school moderation activities when the standards can be agreed or altered according to decisions at the moderation

Term one

KPIs clearly stated for each topic or theme

Term two

KPIs clearly stated for each topic or theme

Term three

KPIs clearly stated for each topic or theme

Establishing a curriculum amp assessment framework ndash NAHT assessment model

55Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

Content of the curriculum is taken from the schoolrsquos curriculum which is matched to the New National Curriculum (NNC)

Any gaps between the school curriculum and the NNC must be filled

The curriculum content will reflect the entire yearrsquos delivery

Term one

The content here is driven by the topic or theme used to deliver the curriculum and provide assessment opportunities

Term two

Again the content is driven by the theme used to deliver the curriculum

Term three

Again the content is driven by the topic or theme At the end of the year the entire curriculum for that year will have been covered

Assessment criteria are taken from the NNC

Key Performance Indicators (KPIs) describe a group of individual criteria

Separate KPIs make up the end of year Performance Standards (PS) that is the expected performance at the end of the year and against which assessments are made at the end of the year

An individual pupilrsquos work can be kept to exemplify attainment against the KPI and PS This can be known as the exemplification of performance This work should be annotated to highlight the achievement

From individual pupilrsquos work the school can create a standards file showing achievement in all subjects at each level This will create a benchmark for assessment purposes in future years

The standards file can be used as and when necessary to take part in cross school moderation activities when the standards can be agreed or altered according to decisions at the moderation

Term one

KPIs clearly stated for each topic or theme

Term two

KPIs clearly stated for each topic or theme

Term three

KPIs clearly stated for each topic or theme

Establishing a curriculum amp assessment framework ndash NAHT assessment model

56Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

57

Selecting KPIs ndash extract from the National Curriculum year 1 programme of study

Reading ndash word reading (statutory requirements) Pupils should be taught to bull apply phonic knowledge and skills as the route to decode words bull respond speedily with the correct sound to graphemes (letters or groups of letters) for all 40+ phonemes including

where applicable alternative sounds for graphemes bull read accurately by blending sounds in unfamiliar words containing GPCs that have been taught bull read common exception words noting unusual correspondences between spelling and sound and where these

occur in the word bull read words containing taught GPCs and ndashs ndashes ndashing ndashed ndasher and ndashest endings bull read other words of more than one syllable that contain taught GPCs bull read words with contractions [for example Irsquom Irsquoll wersquoll] and understand that the apostrophe represents the omitted

letter(s) bull read aloud accurately books that are consistent with their developing phonic knowledge and that do not require them

to use other strategies to work out words bull re-read these books to build up their fluency and confidence in word reading

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

58

Selecting KPIs ndash extract from the National Curriculum year 1 programme of study

Reading ndash word reading (statutory requirements) Pupils should be taught to bull apply phonic knowledge and skills as the route to decode words bull respond speedily with the correct sound to graphemes (letters or groups of letters) for all 40+ phonemes

including where applicable alternative sounds for graphemes bull read accurately by blending sounds in unfamiliar words containing GPCs that have been taught bull read common exception words noting unusual correspondences between spelling and sound and where these

occur in the word bull read words containing taught GPCs and ndashs ndashes ndashing ndashed ndasher and ndashest endings bull read other words of more than one syllable that contain taught GPCs bull read words with contractions [for example Irsquom Irsquoll wersquoll] and understand that the apostrophe represents the omitted

letter(s) bull read aloud accurately books that are consistent with their developing phonic knowledge and that do not

require them to use other strategies to work out words bull re-read these books to build up their fluency and confidence in word reading

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

59

National and school curriculum - measuring and recording progress across key stages ndash NAHT assessment model

Key performance indicators Performance standard

Responds speedily with the correct sound to graphemes (letters or groups of letters) for all 40+ phonemes including where applicable alternative sounds for graphemes Reads accurately by blending sounds in unfamiliar words Reads common exception words Reads aloud accurately books that are consistent with their developing phonic knowledge and that do not require them to use other strategies to work out words Develops pleasure in reading motivation to read vocabulary and understanding by

Listening to and discussing a wide range of poems stories and non-fiction at a level beyond that at which they can read independently

With reference to the KPIs By the end of Y1 a child should be able to read all common graphemes and be able to read unfamiliar words containing these graphemes accurately and without undue hesitation by sounding them out in books that are matched closely to the level of word reading knowledge A child should be able to read many common words containing GPCs taught so far such as shout hand stop or dream without needing to blend the sounds out loud first Reading of common exception words such as you could many or people should be secure meaning a child can read them easily and automatically A child can read words with suffixes with support to build on the root words that can be read already

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

60

Tim Oates on granular assessment

- and access to the whole curriculum

>

61

Recording performance using KPIs

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

62

Standardisation

bull Standardisation is the procedure that ensures that all assessors involved in the assessment of pupilsrsquo performances do so accurately and consistently

bull Standardisation establishes a common standard of marking linked to the standard set for the work being assessed that helps maintain quality of marking

bull Assessments need to be standardised administered fixed in their scope and level of difficulty and marked consistently

bull The procedure is carried out before anyone assesses a piece of work

bull The procedure is managed by someone who is confident in applying the standard In external summative tests this would be carried out by the senior examiner or even electronically

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

63

Moderation

bull Moderation is the process through which an assessment is monitored within an institution or across institutions to ensure that the assessment is reliable fair and consistent with required standards

bull The moderator takes samples of other assessorsrsquo work during the assessment process and feeds back to the assessor accurate harsh lenient inconsistent This allows for the assessments to be standardised across a team of assessors

bull Once assessments have been standardised moderated and agreed internally representative samples can be entered into a standards file This can be used for future reference to help in standardisation procedures

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

64

Using the framework ndash NAHT exemplification

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

65

bull Does the product support the schoolrsquos policy on assessment

bull To what extent will the assessment tool support delivery of that policy

bull Is the assessment approach implied by the assessment tool credible

bull Does the tool provide good value

Source The Commission on Assessment Without Levels Evaluating external systems (July 2015 v September 2015)

Are teachers equipped to use the tools

Finding the right solution

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

66

Teaching learning and assessment

Itrsquos not just about getting the right assessment tool for the job

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

Using the framework ndash NaaceFrogEducation exemplification

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

68Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

69

Using the frameworkThe curriculum is key ndash

- the Intended curriculum - the Enacted curriculum - the Assessed curriculum - the Learned curriculum

(See Tim Oates Cambridge Assessment)

bull Clearly agreed understood and articulated progress

bull Assessment needs to be robust ndash what why when how reporting results and

ldquoDonrsquot assess everything that moves just the key conceptsrdquo

(Tim Oates)

bull KPIs and Performance Standards

bull Standardisation moderation and exemplification of performance standards are essential

bull Useful and meaningful reporting

bull Challenge itFrog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

70

SupportNAHT Assessment Commission ndash February 2014

DfE Assessment Principles

NAHT Assessment Framework and exemplification

The Commission on Assessment without Levels (July 2015 ndash September 2015)

NAHT courses - lsquoNAHTs assessment framework good practice in a world without levelsrsquo see httpwwwnahtorgukwelcomenaht-eventscourses-listnahts-assessment-framework

The Chartered Institute of Educational Assessors (CIEA) ndash Excellence in Assessment (Schools) an accreditation of the procedures processes and systems that schools and academies have in place to manage and implement assessment As an accreditation process rather than an inspectionhttpcieaorguktrainingexcellence-assessment-schools excellencecieaorguk

The Cambridge Approach Principles for designing administering and evaluating assessment Tim Oates January 2009

Communities of professional practice

FrogEducation wwwfrogeducationcom Tel 01422 250 800

Ofsted Inspection Framework ndash September 2015

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

44

Impact of the changes and challenges ndash and the opportunity

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

45

The impacthellip

bull the curriculum content needs to be detailed and clearbull for qualifications linear courses need to carefully plannedbull standards of performance need to be challenging clearly articulated universally

understood and shared thereforebull progress needs to be understood articulated and evidencedbull transition needs more workhellip see Ofsted Key Stage 3 ndash the wasted years (10th

September 2015)

AndhellipTrust in ndash and within - the profession needs to be re-establishedbull Initial teacher training in assessment needs improvementbull professional development covering assessment should be targeted

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

46

The challengehellip

There are issues surrounding teacher assessment that have to do with potential bias application of different sometimes personal assessment criteria and differences in the available evidence base when implemented curricula and standards of judgement differ from class to class and school to school

Sandra Johnson A focus on teacher assessment reliability in GCSE and GCE Report for Ofqual 2011

However inspectors have noted worrying inconsistencies in teacher assessment at the end of Key Stage 1 In infant schools for example children are more likely to be assessed as reaching or exceeding the standards expected for their age than they are in all-through primary schools Moreover uneven moderation by local authorities of the work carried out by schools can lead to poor quality and unreliable assessment For these reasons I urge government to consider a return to external assessment at the end of Key Stage 1

HMCI Annual Report 201213

The Commission heard from the majority of those submitting evidence that there was a lack of trust in teacher assessment at the present time There is a worrying lack of trust in individual teacher-based assessment which emanates from within the profession itself

The NAHT Commission on Assessment (February 2014)

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

47

3

Red

14

92

Green

EmergingFruit

Beware mad numbers Meaning must be added - be careful when comparing two numbers that come from different contexts

Dog breeds

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

48

Beware mad numbers

But Spinal Taprsquos amplifier goes to 11hellip

Ampeg FenderMarshallhellip

Outstanding education through aw

esome technology

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

Mad Numbers - Dead Poets Society (1989)

Determining a poemrsquos greatness is a relatively simple matterhellip

lsquoIf the poems score for perfection is plotted on the horizontal of a graph and its importance is plotted on the vertical then calculating the total area of the poem yields the measure of its greatnessrsquo

Understanding Poetry Dr J Evans Pritchard PhD

ldquoExcrement

We are not laying pipeshelliprip out the pagerdquo

John Keating ndash teacher (Robin Williams)

x = Perfection

y =

Impo

rtanc

e

Byron sonnet

Shakespeare sonnet

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

50

So wherersquos the opportunity

Assessment as the pivotal point of teaching and learning

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

51Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

52

The opportunity

bull Making assessment about teaching and learning

bull Improved teacher subject knowledge

bull Quality assured assessments

bull Better skilled teachers with assessment expertise

bull Better use and development of robust research

bull Confidence

bull Trust in the professionhellip

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

53

A viable solution ndash a proposed curriculum amp assessment framework

bull that puts the curriculum to the fore

bull that provides a structured focus for assessment

bull provides a curriculum and assessment framework ndash built on sound practice and robust research

bull places assessment as integral to teaching and learning

bull addresses issues of validity and reliability and

bull most importantly places childrenrsquos learning as paramount

But it wonrsquot just happenhellip

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

Assessment Quality Assurance PlanAn Assessment Quality Assurance plan should present an organisational framework for all assessment activities within the centre There is no single way of organising or presenting such a framework but the information below outlines key areas that should be considered when designing developing or evaluating the centrersquos assessment practice

Principles of assessment

Reporting

Relationship with the stated curriculum

Common standards and expectations

Consistency

Staff training and development

Evaluation review amp accreditation

Impact on teaching and learning

Learner

Chartered Institute of Educational Assessors (CIEA)

54Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

Content of the curriculum is taken from the schoolrsquos curriculum which is matched to the New National Curriculum (NNC)

Any gaps between the school curriculum and the NNC must be filled

The curriculum content will reflect the entire yearrsquos delivery

Term one

The content here is driven by the topic or theme used to deliver the curriculum and provide assessment opportunities

Term two

Again the content is driven by the theme used to deliver the curriculum

Term three

Again the content is driven by the topic or theme At the end of the year the entire curriculum for that year will have been covered

Assessment criteria are taken from the NNC

Key Performance Indicators (KPIs) describe a group of individual criteria

Separate KPIs make up the end of year Performance Standards (PS) that is the expected performance at the end of the year and against which assessments are made at the end of the year

An individual pupilrsquos work can be kept to exemplify attainment against the KPI and PS This can be known as the exemplification of performance This work should be annotated to highlight the achievement

From individual pupilrsquos work the school can create a standards file showing achievement in all subjects at each level This will create a benchmark for assessment purposes in future years

The standards file can be used as and when necessary to take part in cross school moderation activities when the standards can be agreed or altered according to decisions at the moderation

Term one

KPIs clearly stated for each topic or theme

Term two

KPIs clearly stated for each topic or theme

Term three

KPIs clearly stated for each topic or theme

Establishing a curriculum amp assessment framework ndash NAHT assessment model

55Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

Content of the curriculum is taken from the schoolrsquos curriculum which is matched to the New National Curriculum (NNC)

Any gaps between the school curriculum and the NNC must be filled

The curriculum content will reflect the entire yearrsquos delivery

Term one

The content here is driven by the topic or theme used to deliver the curriculum and provide assessment opportunities

Term two

Again the content is driven by the theme used to deliver the curriculum

Term three

Again the content is driven by the topic or theme At the end of the year the entire curriculum for that year will have been covered

Assessment criteria are taken from the NNC

Key Performance Indicators (KPIs) describe a group of individual criteria

Separate KPIs make up the end of year Performance Standards (PS) that is the expected performance at the end of the year and against which assessments are made at the end of the year

An individual pupilrsquos work can be kept to exemplify attainment against the KPI and PS This can be known as the exemplification of performance This work should be annotated to highlight the achievement

From individual pupilrsquos work the school can create a standards file showing achievement in all subjects at each level This will create a benchmark for assessment purposes in future years

The standards file can be used as and when necessary to take part in cross school moderation activities when the standards can be agreed or altered according to decisions at the moderation

Term one

KPIs clearly stated for each topic or theme

Term two

KPIs clearly stated for each topic or theme

Term three

KPIs clearly stated for each topic or theme

Establishing a curriculum amp assessment framework ndash NAHT assessment model

56Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

57

Selecting KPIs ndash extract from the National Curriculum year 1 programme of study

Reading ndash word reading (statutory requirements) Pupils should be taught to bull apply phonic knowledge and skills as the route to decode words bull respond speedily with the correct sound to graphemes (letters or groups of letters) for all 40+ phonemes including

where applicable alternative sounds for graphemes bull read accurately by blending sounds in unfamiliar words containing GPCs that have been taught bull read common exception words noting unusual correspondences between spelling and sound and where these

occur in the word bull read words containing taught GPCs and ndashs ndashes ndashing ndashed ndasher and ndashest endings bull read other words of more than one syllable that contain taught GPCs bull read words with contractions [for example Irsquom Irsquoll wersquoll] and understand that the apostrophe represents the omitted

letter(s) bull read aloud accurately books that are consistent with their developing phonic knowledge and that do not require them

to use other strategies to work out words bull re-read these books to build up their fluency and confidence in word reading

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

58

Selecting KPIs ndash extract from the National Curriculum year 1 programme of study

Reading ndash word reading (statutory requirements) Pupils should be taught to bull apply phonic knowledge and skills as the route to decode words bull respond speedily with the correct sound to graphemes (letters or groups of letters) for all 40+ phonemes

including where applicable alternative sounds for graphemes bull read accurately by blending sounds in unfamiliar words containing GPCs that have been taught bull read common exception words noting unusual correspondences between spelling and sound and where these

occur in the word bull read words containing taught GPCs and ndashs ndashes ndashing ndashed ndasher and ndashest endings bull read other words of more than one syllable that contain taught GPCs bull read words with contractions [for example Irsquom Irsquoll wersquoll] and understand that the apostrophe represents the omitted

letter(s) bull read aloud accurately books that are consistent with their developing phonic knowledge and that do not

require them to use other strategies to work out words bull re-read these books to build up their fluency and confidence in word reading

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

59

National and school curriculum - measuring and recording progress across key stages ndash NAHT assessment model

Key performance indicators Performance standard

Responds speedily with the correct sound to graphemes (letters or groups of letters) for all 40+ phonemes including where applicable alternative sounds for graphemes Reads accurately by blending sounds in unfamiliar words Reads common exception words Reads aloud accurately books that are consistent with their developing phonic knowledge and that do not require them to use other strategies to work out words Develops pleasure in reading motivation to read vocabulary and understanding by

Listening to and discussing a wide range of poems stories and non-fiction at a level beyond that at which they can read independently

With reference to the KPIs By the end of Y1 a child should be able to read all common graphemes and be able to read unfamiliar words containing these graphemes accurately and without undue hesitation by sounding them out in books that are matched closely to the level of word reading knowledge A child should be able to read many common words containing GPCs taught so far such as shout hand stop or dream without needing to blend the sounds out loud first Reading of common exception words such as you could many or people should be secure meaning a child can read them easily and automatically A child can read words with suffixes with support to build on the root words that can be read already

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

60

Tim Oates on granular assessment

- and access to the whole curriculum

>

61

Recording performance using KPIs

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

62

Standardisation

bull Standardisation is the procedure that ensures that all assessors involved in the assessment of pupilsrsquo performances do so accurately and consistently

bull Standardisation establishes a common standard of marking linked to the standard set for the work being assessed that helps maintain quality of marking

bull Assessments need to be standardised administered fixed in their scope and level of difficulty and marked consistently

bull The procedure is carried out before anyone assesses a piece of work

bull The procedure is managed by someone who is confident in applying the standard In external summative tests this would be carried out by the senior examiner or even electronically

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

63

Moderation

bull Moderation is the process through which an assessment is monitored within an institution or across institutions to ensure that the assessment is reliable fair and consistent with required standards

bull The moderator takes samples of other assessorsrsquo work during the assessment process and feeds back to the assessor accurate harsh lenient inconsistent This allows for the assessments to be standardised across a team of assessors

bull Once assessments have been standardised moderated and agreed internally representative samples can be entered into a standards file This can be used for future reference to help in standardisation procedures

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

64

Using the framework ndash NAHT exemplification

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

65

bull Does the product support the schoolrsquos policy on assessment

bull To what extent will the assessment tool support delivery of that policy

bull Is the assessment approach implied by the assessment tool credible

bull Does the tool provide good value

Source The Commission on Assessment Without Levels Evaluating external systems (July 2015 v September 2015)

Are teachers equipped to use the tools

Finding the right solution

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

66

Teaching learning and assessment

Itrsquos not just about getting the right assessment tool for the job

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

Using the framework ndash NaaceFrogEducation exemplification

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

68Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

69

Using the frameworkThe curriculum is key ndash

- the Intended curriculum - the Enacted curriculum - the Assessed curriculum - the Learned curriculum

(See Tim Oates Cambridge Assessment)

bull Clearly agreed understood and articulated progress

bull Assessment needs to be robust ndash what why when how reporting results and

ldquoDonrsquot assess everything that moves just the key conceptsrdquo

(Tim Oates)

bull KPIs and Performance Standards

bull Standardisation moderation and exemplification of performance standards are essential

bull Useful and meaningful reporting

bull Challenge itFrog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

70

SupportNAHT Assessment Commission ndash February 2014

DfE Assessment Principles

NAHT Assessment Framework and exemplification

The Commission on Assessment without Levels (July 2015 ndash September 2015)

NAHT courses - lsquoNAHTs assessment framework good practice in a world without levelsrsquo see httpwwwnahtorgukwelcomenaht-eventscourses-listnahts-assessment-framework

The Chartered Institute of Educational Assessors (CIEA) ndash Excellence in Assessment (Schools) an accreditation of the procedures processes and systems that schools and academies have in place to manage and implement assessment As an accreditation process rather than an inspectionhttpcieaorguktrainingexcellence-assessment-schools excellencecieaorguk

The Cambridge Approach Principles for designing administering and evaluating assessment Tim Oates January 2009

Communities of professional practice

FrogEducation wwwfrogeducationcom Tel 01422 250 800

Ofsted Inspection Framework ndash September 2015

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

45

The impacthellip

bull the curriculum content needs to be detailed and clearbull for qualifications linear courses need to carefully plannedbull standards of performance need to be challenging clearly articulated universally

understood and shared thereforebull progress needs to be understood articulated and evidencedbull transition needs more workhellip see Ofsted Key Stage 3 ndash the wasted years (10th

September 2015)

AndhellipTrust in ndash and within - the profession needs to be re-establishedbull Initial teacher training in assessment needs improvementbull professional development covering assessment should be targeted

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

46

The challengehellip

There are issues surrounding teacher assessment that have to do with potential bias application of different sometimes personal assessment criteria and differences in the available evidence base when implemented curricula and standards of judgement differ from class to class and school to school

Sandra Johnson A focus on teacher assessment reliability in GCSE and GCE Report for Ofqual 2011

However inspectors have noted worrying inconsistencies in teacher assessment at the end of Key Stage 1 In infant schools for example children are more likely to be assessed as reaching or exceeding the standards expected for their age than they are in all-through primary schools Moreover uneven moderation by local authorities of the work carried out by schools can lead to poor quality and unreliable assessment For these reasons I urge government to consider a return to external assessment at the end of Key Stage 1

HMCI Annual Report 201213

The Commission heard from the majority of those submitting evidence that there was a lack of trust in teacher assessment at the present time There is a worrying lack of trust in individual teacher-based assessment which emanates from within the profession itself

The NAHT Commission on Assessment (February 2014)

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

47

3

Red

14

92

Green

EmergingFruit

Beware mad numbers Meaning must be added - be careful when comparing two numbers that come from different contexts

Dog breeds

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

48

Beware mad numbers

But Spinal Taprsquos amplifier goes to 11hellip

Ampeg FenderMarshallhellip

Outstanding education through aw

esome technology

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

Mad Numbers - Dead Poets Society (1989)

Determining a poemrsquos greatness is a relatively simple matterhellip

lsquoIf the poems score for perfection is plotted on the horizontal of a graph and its importance is plotted on the vertical then calculating the total area of the poem yields the measure of its greatnessrsquo

Understanding Poetry Dr J Evans Pritchard PhD

ldquoExcrement

We are not laying pipeshelliprip out the pagerdquo

John Keating ndash teacher (Robin Williams)

x = Perfection

y =

Impo

rtanc

e

Byron sonnet

Shakespeare sonnet

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

50

So wherersquos the opportunity

Assessment as the pivotal point of teaching and learning

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

51Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

52

The opportunity

bull Making assessment about teaching and learning

bull Improved teacher subject knowledge

bull Quality assured assessments

bull Better skilled teachers with assessment expertise

bull Better use and development of robust research

bull Confidence

bull Trust in the professionhellip

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

53

A viable solution ndash a proposed curriculum amp assessment framework

bull that puts the curriculum to the fore

bull that provides a structured focus for assessment

bull provides a curriculum and assessment framework ndash built on sound practice and robust research

bull places assessment as integral to teaching and learning

bull addresses issues of validity and reliability and

bull most importantly places childrenrsquos learning as paramount

But it wonrsquot just happenhellip

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

Assessment Quality Assurance PlanAn Assessment Quality Assurance plan should present an organisational framework for all assessment activities within the centre There is no single way of organising or presenting such a framework but the information below outlines key areas that should be considered when designing developing or evaluating the centrersquos assessment practice

Principles of assessment

Reporting

Relationship with the stated curriculum

Common standards and expectations

Consistency

Staff training and development

Evaluation review amp accreditation

Impact on teaching and learning

Learner

Chartered Institute of Educational Assessors (CIEA)

54Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

Content of the curriculum is taken from the schoolrsquos curriculum which is matched to the New National Curriculum (NNC)

Any gaps between the school curriculum and the NNC must be filled

The curriculum content will reflect the entire yearrsquos delivery

Term one

The content here is driven by the topic or theme used to deliver the curriculum and provide assessment opportunities

Term two

Again the content is driven by the theme used to deliver the curriculum

Term three

Again the content is driven by the topic or theme At the end of the year the entire curriculum for that year will have been covered

Assessment criteria are taken from the NNC

Key Performance Indicators (KPIs) describe a group of individual criteria

Separate KPIs make up the end of year Performance Standards (PS) that is the expected performance at the end of the year and against which assessments are made at the end of the year

An individual pupilrsquos work can be kept to exemplify attainment against the KPI and PS This can be known as the exemplification of performance This work should be annotated to highlight the achievement

From individual pupilrsquos work the school can create a standards file showing achievement in all subjects at each level This will create a benchmark for assessment purposes in future years

The standards file can be used as and when necessary to take part in cross school moderation activities when the standards can be agreed or altered according to decisions at the moderation

Term one

KPIs clearly stated for each topic or theme

Term two

KPIs clearly stated for each topic or theme

Term three

KPIs clearly stated for each topic or theme

Establishing a curriculum amp assessment framework ndash NAHT assessment model

55Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

Content of the curriculum is taken from the schoolrsquos curriculum which is matched to the New National Curriculum (NNC)

Any gaps between the school curriculum and the NNC must be filled

The curriculum content will reflect the entire yearrsquos delivery

Term one

The content here is driven by the topic or theme used to deliver the curriculum and provide assessment opportunities

Term two

Again the content is driven by the theme used to deliver the curriculum

Term three

Again the content is driven by the topic or theme At the end of the year the entire curriculum for that year will have been covered

Assessment criteria are taken from the NNC

Key Performance Indicators (KPIs) describe a group of individual criteria

Separate KPIs make up the end of year Performance Standards (PS) that is the expected performance at the end of the year and against which assessments are made at the end of the year

An individual pupilrsquos work can be kept to exemplify attainment against the KPI and PS This can be known as the exemplification of performance This work should be annotated to highlight the achievement

From individual pupilrsquos work the school can create a standards file showing achievement in all subjects at each level This will create a benchmark for assessment purposes in future years

The standards file can be used as and when necessary to take part in cross school moderation activities when the standards can be agreed or altered according to decisions at the moderation

Term one

KPIs clearly stated for each topic or theme

Term two

KPIs clearly stated for each topic or theme

Term three

KPIs clearly stated for each topic or theme

Establishing a curriculum amp assessment framework ndash NAHT assessment model

56Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

57

Selecting KPIs ndash extract from the National Curriculum year 1 programme of study

Reading ndash word reading (statutory requirements) Pupils should be taught to bull apply phonic knowledge and skills as the route to decode words bull respond speedily with the correct sound to graphemes (letters or groups of letters) for all 40+ phonemes including

where applicable alternative sounds for graphemes bull read accurately by blending sounds in unfamiliar words containing GPCs that have been taught bull read common exception words noting unusual correspondences between spelling and sound and where these

occur in the word bull read words containing taught GPCs and ndashs ndashes ndashing ndashed ndasher and ndashest endings bull read other words of more than one syllable that contain taught GPCs bull read words with contractions [for example Irsquom Irsquoll wersquoll] and understand that the apostrophe represents the omitted

letter(s) bull read aloud accurately books that are consistent with their developing phonic knowledge and that do not require them

to use other strategies to work out words bull re-read these books to build up their fluency and confidence in word reading

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

58

Selecting KPIs ndash extract from the National Curriculum year 1 programme of study

Reading ndash word reading (statutory requirements) Pupils should be taught to bull apply phonic knowledge and skills as the route to decode words bull respond speedily with the correct sound to graphemes (letters or groups of letters) for all 40+ phonemes

including where applicable alternative sounds for graphemes bull read accurately by blending sounds in unfamiliar words containing GPCs that have been taught bull read common exception words noting unusual correspondences between spelling and sound and where these

occur in the word bull read words containing taught GPCs and ndashs ndashes ndashing ndashed ndasher and ndashest endings bull read other words of more than one syllable that contain taught GPCs bull read words with contractions [for example Irsquom Irsquoll wersquoll] and understand that the apostrophe represents the omitted

letter(s) bull read aloud accurately books that are consistent with their developing phonic knowledge and that do not

require them to use other strategies to work out words bull re-read these books to build up their fluency and confidence in word reading

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

59

National and school curriculum - measuring and recording progress across key stages ndash NAHT assessment model

Key performance indicators Performance standard

Responds speedily with the correct sound to graphemes (letters or groups of letters) for all 40+ phonemes including where applicable alternative sounds for graphemes Reads accurately by blending sounds in unfamiliar words Reads common exception words Reads aloud accurately books that are consistent with their developing phonic knowledge and that do not require them to use other strategies to work out words Develops pleasure in reading motivation to read vocabulary and understanding by

Listening to and discussing a wide range of poems stories and non-fiction at a level beyond that at which they can read independently

With reference to the KPIs By the end of Y1 a child should be able to read all common graphemes and be able to read unfamiliar words containing these graphemes accurately and without undue hesitation by sounding them out in books that are matched closely to the level of word reading knowledge A child should be able to read many common words containing GPCs taught so far such as shout hand stop or dream without needing to blend the sounds out loud first Reading of common exception words such as you could many or people should be secure meaning a child can read them easily and automatically A child can read words with suffixes with support to build on the root words that can be read already

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

60

Tim Oates on granular assessment

- and access to the whole curriculum

>

61

Recording performance using KPIs

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

62

Standardisation

bull Standardisation is the procedure that ensures that all assessors involved in the assessment of pupilsrsquo performances do so accurately and consistently

bull Standardisation establishes a common standard of marking linked to the standard set for the work being assessed that helps maintain quality of marking

bull Assessments need to be standardised administered fixed in their scope and level of difficulty and marked consistently

bull The procedure is carried out before anyone assesses a piece of work

bull The procedure is managed by someone who is confident in applying the standard In external summative tests this would be carried out by the senior examiner or even electronically

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

63

Moderation

bull Moderation is the process through which an assessment is monitored within an institution or across institutions to ensure that the assessment is reliable fair and consistent with required standards

bull The moderator takes samples of other assessorsrsquo work during the assessment process and feeds back to the assessor accurate harsh lenient inconsistent This allows for the assessments to be standardised across a team of assessors

bull Once assessments have been standardised moderated and agreed internally representative samples can be entered into a standards file This can be used for future reference to help in standardisation procedures

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

64

Using the framework ndash NAHT exemplification

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

65

bull Does the product support the schoolrsquos policy on assessment

bull To what extent will the assessment tool support delivery of that policy

bull Is the assessment approach implied by the assessment tool credible

bull Does the tool provide good value

Source The Commission on Assessment Without Levels Evaluating external systems (July 2015 v September 2015)

Are teachers equipped to use the tools

Finding the right solution

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

66

Teaching learning and assessment

Itrsquos not just about getting the right assessment tool for the job

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

Using the framework ndash NaaceFrogEducation exemplification

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

68Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

69

Using the frameworkThe curriculum is key ndash

- the Intended curriculum - the Enacted curriculum - the Assessed curriculum - the Learned curriculum

(See Tim Oates Cambridge Assessment)

bull Clearly agreed understood and articulated progress

bull Assessment needs to be robust ndash what why when how reporting results and

ldquoDonrsquot assess everything that moves just the key conceptsrdquo

(Tim Oates)

bull KPIs and Performance Standards

bull Standardisation moderation and exemplification of performance standards are essential

bull Useful and meaningful reporting

bull Challenge itFrog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

70

SupportNAHT Assessment Commission ndash February 2014

DfE Assessment Principles

NAHT Assessment Framework and exemplification

The Commission on Assessment without Levels (July 2015 ndash September 2015)

NAHT courses - lsquoNAHTs assessment framework good practice in a world without levelsrsquo see httpwwwnahtorgukwelcomenaht-eventscourses-listnahts-assessment-framework

The Chartered Institute of Educational Assessors (CIEA) ndash Excellence in Assessment (Schools) an accreditation of the procedures processes and systems that schools and academies have in place to manage and implement assessment As an accreditation process rather than an inspectionhttpcieaorguktrainingexcellence-assessment-schools excellencecieaorguk

The Cambridge Approach Principles for designing administering and evaluating assessment Tim Oates January 2009

Communities of professional practice

FrogEducation wwwfrogeducationcom Tel 01422 250 800

Ofsted Inspection Framework ndash September 2015

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

46

The challengehellip

There are issues surrounding teacher assessment that have to do with potential bias application of different sometimes personal assessment criteria and differences in the available evidence base when implemented curricula and standards of judgement differ from class to class and school to school

Sandra Johnson A focus on teacher assessment reliability in GCSE and GCE Report for Ofqual 2011

However inspectors have noted worrying inconsistencies in teacher assessment at the end of Key Stage 1 In infant schools for example children are more likely to be assessed as reaching or exceeding the standards expected for their age than they are in all-through primary schools Moreover uneven moderation by local authorities of the work carried out by schools can lead to poor quality and unreliable assessment For these reasons I urge government to consider a return to external assessment at the end of Key Stage 1

HMCI Annual Report 201213

The Commission heard from the majority of those submitting evidence that there was a lack of trust in teacher assessment at the present time There is a worrying lack of trust in individual teacher-based assessment which emanates from within the profession itself

The NAHT Commission on Assessment (February 2014)

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

47

3

Red

14

92

Green

EmergingFruit

Beware mad numbers Meaning must be added - be careful when comparing two numbers that come from different contexts

Dog breeds

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

48

Beware mad numbers

But Spinal Taprsquos amplifier goes to 11hellip

Ampeg FenderMarshallhellip

Outstanding education through aw

esome technology

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

Mad Numbers - Dead Poets Society (1989)

Determining a poemrsquos greatness is a relatively simple matterhellip

lsquoIf the poems score for perfection is plotted on the horizontal of a graph and its importance is plotted on the vertical then calculating the total area of the poem yields the measure of its greatnessrsquo

Understanding Poetry Dr J Evans Pritchard PhD

ldquoExcrement

We are not laying pipeshelliprip out the pagerdquo

John Keating ndash teacher (Robin Williams)

x = Perfection

y =

Impo

rtanc

e

Byron sonnet

Shakespeare sonnet

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

50

So wherersquos the opportunity

Assessment as the pivotal point of teaching and learning

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

51Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

52

The opportunity

bull Making assessment about teaching and learning

bull Improved teacher subject knowledge

bull Quality assured assessments

bull Better skilled teachers with assessment expertise

bull Better use and development of robust research

bull Confidence

bull Trust in the professionhellip

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

53

A viable solution ndash a proposed curriculum amp assessment framework

bull that puts the curriculum to the fore

bull that provides a structured focus for assessment

bull provides a curriculum and assessment framework ndash built on sound practice and robust research

bull places assessment as integral to teaching and learning

bull addresses issues of validity and reliability and

bull most importantly places childrenrsquos learning as paramount

But it wonrsquot just happenhellip

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

Assessment Quality Assurance PlanAn Assessment Quality Assurance plan should present an organisational framework for all assessment activities within the centre There is no single way of organising or presenting such a framework but the information below outlines key areas that should be considered when designing developing or evaluating the centrersquos assessment practice

Principles of assessment

Reporting

Relationship with the stated curriculum

Common standards and expectations

Consistency

Staff training and development

Evaluation review amp accreditation

Impact on teaching and learning

Learner

Chartered Institute of Educational Assessors (CIEA)

54Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

Content of the curriculum is taken from the schoolrsquos curriculum which is matched to the New National Curriculum (NNC)

Any gaps between the school curriculum and the NNC must be filled

The curriculum content will reflect the entire yearrsquos delivery

Term one

The content here is driven by the topic or theme used to deliver the curriculum and provide assessment opportunities

Term two

Again the content is driven by the theme used to deliver the curriculum

Term three

Again the content is driven by the topic or theme At the end of the year the entire curriculum for that year will have been covered

Assessment criteria are taken from the NNC

Key Performance Indicators (KPIs) describe a group of individual criteria

Separate KPIs make up the end of year Performance Standards (PS) that is the expected performance at the end of the year and against which assessments are made at the end of the year

An individual pupilrsquos work can be kept to exemplify attainment against the KPI and PS This can be known as the exemplification of performance This work should be annotated to highlight the achievement

From individual pupilrsquos work the school can create a standards file showing achievement in all subjects at each level This will create a benchmark for assessment purposes in future years

The standards file can be used as and when necessary to take part in cross school moderation activities when the standards can be agreed or altered according to decisions at the moderation

Term one

KPIs clearly stated for each topic or theme

Term two

KPIs clearly stated for each topic or theme

Term three

KPIs clearly stated for each topic or theme

Establishing a curriculum amp assessment framework ndash NAHT assessment model

55Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

Content of the curriculum is taken from the schoolrsquos curriculum which is matched to the New National Curriculum (NNC)

Any gaps between the school curriculum and the NNC must be filled

The curriculum content will reflect the entire yearrsquos delivery

Term one

The content here is driven by the topic or theme used to deliver the curriculum and provide assessment opportunities

Term two

Again the content is driven by the theme used to deliver the curriculum

Term three

Again the content is driven by the topic or theme At the end of the year the entire curriculum for that year will have been covered

Assessment criteria are taken from the NNC

Key Performance Indicators (KPIs) describe a group of individual criteria

Separate KPIs make up the end of year Performance Standards (PS) that is the expected performance at the end of the year and against which assessments are made at the end of the year

An individual pupilrsquos work can be kept to exemplify attainment against the KPI and PS This can be known as the exemplification of performance This work should be annotated to highlight the achievement

From individual pupilrsquos work the school can create a standards file showing achievement in all subjects at each level This will create a benchmark for assessment purposes in future years

The standards file can be used as and when necessary to take part in cross school moderation activities when the standards can be agreed or altered according to decisions at the moderation

Term one

KPIs clearly stated for each topic or theme

Term two

KPIs clearly stated for each topic or theme

Term three

KPIs clearly stated for each topic or theme

Establishing a curriculum amp assessment framework ndash NAHT assessment model

56Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

57

Selecting KPIs ndash extract from the National Curriculum year 1 programme of study

Reading ndash word reading (statutory requirements) Pupils should be taught to bull apply phonic knowledge and skills as the route to decode words bull respond speedily with the correct sound to graphemes (letters or groups of letters) for all 40+ phonemes including

where applicable alternative sounds for graphemes bull read accurately by blending sounds in unfamiliar words containing GPCs that have been taught bull read common exception words noting unusual correspondences between spelling and sound and where these

occur in the word bull read words containing taught GPCs and ndashs ndashes ndashing ndashed ndasher and ndashest endings bull read other words of more than one syllable that contain taught GPCs bull read words with contractions [for example Irsquom Irsquoll wersquoll] and understand that the apostrophe represents the omitted

letter(s) bull read aloud accurately books that are consistent with their developing phonic knowledge and that do not require them

to use other strategies to work out words bull re-read these books to build up their fluency and confidence in word reading

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

58

Selecting KPIs ndash extract from the National Curriculum year 1 programme of study

Reading ndash word reading (statutory requirements) Pupils should be taught to bull apply phonic knowledge and skills as the route to decode words bull respond speedily with the correct sound to graphemes (letters or groups of letters) for all 40+ phonemes

including where applicable alternative sounds for graphemes bull read accurately by blending sounds in unfamiliar words containing GPCs that have been taught bull read common exception words noting unusual correspondences between spelling and sound and where these

occur in the word bull read words containing taught GPCs and ndashs ndashes ndashing ndashed ndasher and ndashest endings bull read other words of more than one syllable that contain taught GPCs bull read words with contractions [for example Irsquom Irsquoll wersquoll] and understand that the apostrophe represents the omitted

letter(s) bull read aloud accurately books that are consistent with their developing phonic knowledge and that do not

require them to use other strategies to work out words bull re-read these books to build up their fluency and confidence in word reading

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

59

National and school curriculum - measuring and recording progress across key stages ndash NAHT assessment model

Key performance indicators Performance standard

Responds speedily with the correct sound to graphemes (letters or groups of letters) for all 40+ phonemes including where applicable alternative sounds for graphemes Reads accurately by blending sounds in unfamiliar words Reads common exception words Reads aloud accurately books that are consistent with their developing phonic knowledge and that do not require them to use other strategies to work out words Develops pleasure in reading motivation to read vocabulary and understanding by

Listening to and discussing a wide range of poems stories and non-fiction at a level beyond that at which they can read independently

With reference to the KPIs By the end of Y1 a child should be able to read all common graphemes and be able to read unfamiliar words containing these graphemes accurately and without undue hesitation by sounding them out in books that are matched closely to the level of word reading knowledge A child should be able to read many common words containing GPCs taught so far such as shout hand stop or dream without needing to blend the sounds out loud first Reading of common exception words such as you could many or people should be secure meaning a child can read them easily and automatically A child can read words with suffixes with support to build on the root words that can be read already

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

60

Tim Oates on granular assessment

- and access to the whole curriculum

>

61

Recording performance using KPIs

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

62

Standardisation

bull Standardisation is the procedure that ensures that all assessors involved in the assessment of pupilsrsquo performances do so accurately and consistently

bull Standardisation establishes a common standard of marking linked to the standard set for the work being assessed that helps maintain quality of marking

bull Assessments need to be standardised administered fixed in their scope and level of difficulty and marked consistently

bull The procedure is carried out before anyone assesses a piece of work

bull The procedure is managed by someone who is confident in applying the standard In external summative tests this would be carried out by the senior examiner or even electronically

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

63

Moderation

bull Moderation is the process through which an assessment is monitored within an institution or across institutions to ensure that the assessment is reliable fair and consistent with required standards

bull The moderator takes samples of other assessorsrsquo work during the assessment process and feeds back to the assessor accurate harsh lenient inconsistent This allows for the assessments to be standardised across a team of assessors

bull Once assessments have been standardised moderated and agreed internally representative samples can be entered into a standards file This can be used for future reference to help in standardisation procedures

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

64

Using the framework ndash NAHT exemplification

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

65

bull Does the product support the schoolrsquos policy on assessment

bull To what extent will the assessment tool support delivery of that policy

bull Is the assessment approach implied by the assessment tool credible

bull Does the tool provide good value

Source The Commission on Assessment Without Levels Evaluating external systems (July 2015 v September 2015)

Are teachers equipped to use the tools

Finding the right solution

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

66

Teaching learning and assessment

Itrsquos not just about getting the right assessment tool for the job

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

Using the framework ndash NaaceFrogEducation exemplification

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

68Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

69

Using the frameworkThe curriculum is key ndash

- the Intended curriculum - the Enacted curriculum - the Assessed curriculum - the Learned curriculum

(See Tim Oates Cambridge Assessment)

bull Clearly agreed understood and articulated progress

bull Assessment needs to be robust ndash what why when how reporting results and

ldquoDonrsquot assess everything that moves just the key conceptsrdquo

(Tim Oates)

bull KPIs and Performance Standards

bull Standardisation moderation and exemplification of performance standards are essential

bull Useful and meaningful reporting

bull Challenge itFrog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

70

SupportNAHT Assessment Commission ndash February 2014

DfE Assessment Principles

NAHT Assessment Framework and exemplification

The Commission on Assessment without Levels (July 2015 ndash September 2015)

NAHT courses - lsquoNAHTs assessment framework good practice in a world without levelsrsquo see httpwwwnahtorgukwelcomenaht-eventscourses-listnahts-assessment-framework

The Chartered Institute of Educational Assessors (CIEA) ndash Excellence in Assessment (Schools) an accreditation of the procedures processes and systems that schools and academies have in place to manage and implement assessment As an accreditation process rather than an inspectionhttpcieaorguktrainingexcellence-assessment-schools excellencecieaorguk

The Cambridge Approach Principles for designing administering and evaluating assessment Tim Oates January 2009

Communities of professional practice

FrogEducation wwwfrogeducationcom Tel 01422 250 800

Ofsted Inspection Framework ndash September 2015

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

47

3

Red

14

92

Green

EmergingFruit

Beware mad numbers Meaning must be added - be careful when comparing two numbers that come from different contexts

Dog breeds

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

48

Beware mad numbers

But Spinal Taprsquos amplifier goes to 11hellip

Ampeg FenderMarshallhellip

Outstanding education through aw

esome technology

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

Mad Numbers - Dead Poets Society (1989)

Determining a poemrsquos greatness is a relatively simple matterhellip

lsquoIf the poems score for perfection is plotted on the horizontal of a graph and its importance is plotted on the vertical then calculating the total area of the poem yields the measure of its greatnessrsquo

Understanding Poetry Dr J Evans Pritchard PhD

ldquoExcrement

We are not laying pipeshelliprip out the pagerdquo

John Keating ndash teacher (Robin Williams)

x = Perfection

y =

Impo

rtanc

e

Byron sonnet

Shakespeare sonnet

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

50

So wherersquos the opportunity

Assessment as the pivotal point of teaching and learning

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

51Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

52

The opportunity

bull Making assessment about teaching and learning

bull Improved teacher subject knowledge

bull Quality assured assessments

bull Better skilled teachers with assessment expertise

bull Better use and development of robust research

bull Confidence

bull Trust in the professionhellip

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

53

A viable solution ndash a proposed curriculum amp assessment framework

bull that puts the curriculum to the fore

bull that provides a structured focus for assessment

bull provides a curriculum and assessment framework ndash built on sound practice and robust research

bull places assessment as integral to teaching and learning

bull addresses issues of validity and reliability and

bull most importantly places childrenrsquos learning as paramount

But it wonrsquot just happenhellip

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

Assessment Quality Assurance PlanAn Assessment Quality Assurance plan should present an organisational framework for all assessment activities within the centre There is no single way of organising or presenting such a framework but the information below outlines key areas that should be considered when designing developing or evaluating the centrersquos assessment practice

Principles of assessment

Reporting

Relationship with the stated curriculum

Common standards and expectations

Consistency

Staff training and development

Evaluation review amp accreditation

Impact on teaching and learning

Learner

Chartered Institute of Educational Assessors (CIEA)

54Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

Content of the curriculum is taken from the schoolrsquos curriculum which is matched to the New National Curriculum (NNC)

Any gaps between the school curriculum and the NNC must be filled

The curriculum content will reflect the entire yearrsquos delivery

Term one

The content here is driven by the topic or theme used to deliver the curriculum and provide assessment opportunities

Term two

Again the content is driven by the theme used to deliver the curriculum

Term three

Again the content is driven by the topic or theme At the end of the year the entire curriculum for that year will have been covered

Assessment criteria are taken from the NNC

Key Performance Indicators (KPIs) describe a group of individual criteria

Separate KPIs make up the end of year Performance Standards (PS) that is the expected performance at the end of the year and against which assessments are made at the end of the year

An individual pupilrsquos work can be kept to exemplify attainment against the KPI and PS This can be known as the exemplification of performance This work should be annotated to highlight the achievement

From individual pupilrsquos work the school can create a standards file showing achievement in all subjects at each level This will create a benchmark for assessment purposes in future years

The standards file can be used as and when necessary to take part in cross school moderation activities when the standards can be agreed or altered according to decisions at the moderation

Term one

KPIs clearly stated for each topic or theme

Term two

KPIs clearly stated for each topic or theme

Term three

KPIs clearly stated for each topic or theme

Establishing a curriculum amp assessment framework ndash NAHT assessment model

55Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

Content of the curriculum is taken from the schoolrsquos curriculum which is matched to the New National Curriculum (NNC)

Any gaps between the school curriculum and the NNC must be filled

The curriculum content will reflect the entire yearrsquos delivery

Term one

The content here is driven by the topic or theme used to deliver the curriculum and provide assessment opportunities

Term two

Again the content is driven by the theme used to deliver the curriculum

Term three

Again the content is driven by the topic or theme At the end of the year the entire curriculum for that year will have been covered

Assessment criteria are taken from the NNC

Key Performance Indicators (KPIs) describe a group of individual criteria

Separate KPIs make up the end of year Performance Standards (PS) that is the expected performance at the end of the year and against which assessments are made at the end of the year

An individual pupilrsquos work can be kept to exemplify attainment against the KPI and PS This can be known as the exemplification of performance This work should be annotated to highlight the achievement

From individual pupilrsquos work the school can create a standards file showing achievement in all subjects at each level This will create a benchmark for assessment purposes in future years

The standards file can be used as and when necessary to take part in cross school moderation activities when the standards can be agreed or altered according to decisions at the moderation

Term one

KPIs clearly stated for each topic or theme

Term two

KPIs clearly stated for each topic or theme

Term three

KPIs clearly stated for each topic or theme

Establishing a curriculum amp assessment framework ndash NAHT assessment model

56Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

57

Selecting KPIs ndash extract from the National Curriculum year 1 programme of study

Reading ndash word reading (statutory requirements) Pupils should be taught to bull apply phonic knowledge and skills as the route to decode words bull respond speedily with the correct sound to graphemes (letters or groups of letters) for all 40+ phonemes including

where applicable alternative sounds for graphemes bull read accurately by blending sounds in unfamiliar words containing GPCs that have been taught bull read common exception words noting unusual correspondences between spelling and sound and where these

occur in the word bull read words containing taught GPCs and ndashs ndashes ndashing ndashed ndasher and ndashest endings bull read other words of more than one syllable that contain taught GPCs bull read words with contractions [for example Irsquom Irsquoll wersquoll] and understand that the apostrophe represents the omitted

letter(s) bull read aloud accurately books that are consistent with their developing phonic knowledge and that do not require them

to use other strategies to work out words bull re-read these books to build up their fluency and confidence in word reading

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

58

Selecting KPIs ndash extract from the National Curriculum year 1 programme of study

Reading ndash word reading (statutory requirements) Pupils should be taught to bull apply phonic knowledge and skills as the route to decode words bull respond speedily with the correct sound to graphemes (letters or groups of letters) for all 40+ phonemes

including where applicable alternative sounds for graphemes bull read accurately by blending sounds in unfamiliar words containing GPCs that have been taught bull read common exception words noting unusual correspondences between spelling and sound and where these

occur in the word bull read words containing taught GPCs and ndashs ndashes ndashing ndashed ndasher and ndashest endings bull read other words of more than one syllable that contain taught GPCs bull read words with contractions [for example Irsquom Irsquoll wersquoll] and understand that the apostrophe represents the omitted

letter(s) bull read aloud accurately books that are consistent with their developing phonic knowledge and that do not

require them to use other strategies to work out words bull re-read these books to build up their fluency and confidence in word reading

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

59

National and school curriculum - measuring and recording progress across key stages ndash NAHT assessment model

Key performance indicators Performance standard

Responds speedily with the correct sound to graphemes (letters or groups of letters) for all 40+ phonemes including where applicable alternative sounds for graphemes Reads accurately by blending sounds in unfamiliar words Reads common exception words Reads aloud accurately books that are consistent with their developing phonic knowledge and that do not require them to use other strategies to work out words Develops pleasure in reading motivation to read vocabulary and understanding by

Listening to and discussing a wide range of poems stories and non-fiction at a level beyond that at which they can read independently

With reference to the KPIs By the end of Y1 a child should be able to read all common graphemes and be able to read unfamiliar words containing these graphemes accurately and without undue hesitation by sounding them out in books that are matched closely to the level of word reading knowledge A child should be able to read many common words containing GPCs taught so far such as shout hand stop or dream without needing to blend the sounds out loud first Reading of common exception words such as you could many or people should be secure meaning a child can read them easily and automatically A child can read words with suffixes with support to build on the root words that can be read already

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

60

Tim Oates on granular assessment

- and access to the whole curriculum

>

61

Recording performance using KPIs

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

62

Standardisation

bull Standardisation is the procedure that ensures that all assessors involved in the assessment of pupilsrsquo performances do so accurately and consistently

bull Standardisation establishes a common standard of marking linked to the standard set for the work being assessed that helps maintain quality of marking

bull Assessments need to be standardised administered fixed in their scope and level of difficulty and marked consistently

bull The procedure is carried out before anyone assesses a piece of work

bull The procedure is managed by someone who is confident in applying the standard In external summative tests this would be carried out by the senior examiner or even electronically

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

63

Moderation

bull Moderation is the process through which an assessment is monitored within an institution or across institutions to ensure that the assessment is reliable fair and consistent with required standards

bull The moderator takes samples of other assessorsrsquo work during the assessment process and feeds back to the assessor accurate harsh lenient inconsistent This allows for the assessments to be standardised across a team of assessors

bull Once assessments have been standardised moderated and agreed internally representative samples can be entered into a standards file This can be used for future reference to help in standardisation procedures

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

64

Using the framework ndash NAHT exemplification

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

65

bull Does the product support the schoolrsquos policy on assessment

bull To what extent will the assessment tool support delivery of that policy

bull Is the assessment approach implied by the assessment tool credible

bull Does the tool provide good value

Source The Commission on Assessment Without Levels Evaluating external systems (July 2015 v September 2015)

Are teachers equipped to use the tools

Finding the right solution

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

66

Teaching learning and assessment

Itrsquos not just about getting the right assessment tool for the job

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

Using the framework ndash NaaceFrogEducation exemplification

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

68Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

69

Using the frameworkThe curriculum is key ndash

- the Intended curriculum - the Enacted curriculum - the Assessed curriculum - the Learned curriculum

(See Tim Oates Cambridge Assessment)

bull Clearly agreed understood and articulated progress

bull Assessment needs to be robust ndash what why when how reporting results and

ldquoDonrsquot assess everything that moves just the key conceptsrdquo

(Tim Oates)

bull KPIs and Performance Standards

bull Standardisation moderation and exemplification of performance standards are essential

bull Useful and meaningful reporting

bull Challenge itFrog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

70

SupportNAHT Assessment Commission ndash February 2014

DfE Assessment Principles

NAHT Assessment Framework and exemplification

The Commission on Assessment without Levels (July 2015 ndash September 2015)

NAHT courses - lsquoNAHTs assessment framework good practice in a world without levelsrsquo see httpwwwnahtorgukwelcomenaht-eventscourses-listnahts-assessment-framework

The Chartered Institute of Educational Assessors (CIEA) ndash Excellence in Assessment (Schools) an accreditation of the procedures processes and systems that schools and academies have in place to manage and implement assessment As an accreditation process rather than an inspectionhttpcieaorguktrainingexcellence-assessment-schools excellencecieaorguk

The Cambridge Approach Principles for designing administering and evaluating assessment Tim Oates January 2009

Communities of professional practice

FrogEducation wwwfrogeducationcom Tel 01422 250 800

Ofsted Inspection Framework ndash September 2015

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

48

Beware mad numbers

But Spinal Taprsquos amplifier goes to 11hellip

Ampeg FenderMarshallhellip

Outstanding education through aw

esome technology

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

Mad Numbers - Dead Poets Society (1989)

Determining a poemrsquos greatness is a relatively simple matterhellip

lsquoIf the poems score for perfection is plotted on the horizontal of a graph and its importance is plotted on the vertical then calculating the total area of the poem yields the measure of its greatnessrsquo

Understanding Poetry Dr J Evans Pritchard PhD

ldquoExcrement

We are not laying pipeshelliprip out the pagerdquo

John Keating ndash teacher (Robin Williams)

x = Perfection

y =

Impo

rtanc

e

Byron sonnet

Shakespeare sonnet

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

50

So wherersquos the opportunity

Assessment as the pivotal point of teaching and learning

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

51Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

52

The opportunity

bull Making assessment about teaching and learning

bull Improved teacher subject knowledge

bull Quality assured assessments

bull Better skilled teachers with assessment expertise

bull Better use and development of robust research

bull Confidence

bull Trust in the professionhellip

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

53

A viable solution ndash a proposed curriculum amp assessment framework

bull that puts the curriculum to the fore

bull that provides a structured focus for assessment

bull provides a curriculum and assessment framework ndash built on sound practice and robust research

bull places assessment as integral to teaching and learning

bull addresses issues of validity and reliability and

bull most importantly places childrenrsquos learning as paramount

But it wonrsquot just happenhellip

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

Assessment Quality Assurance PlanAn Assessment Quality Assurance plan should present an organisational framework for all assessment activities within the centre There is no single way of organising or presenting such a framework but the information below outlines key areas that should be considered when designing developing or evaluating the centrersquos assessment practice

Principles of assessment

Reporting

Relationship with the stated curriculum

Common standards and expectations

Consistency

Staff training and development

Evaluation review amp accreditation

Impact on teaching and learning

Learner

Chartered Institute of Educational Assessors (CIEA)

54Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

Content of the curriculum is taken from the schoolrsquos curriculum which is matched to the New National Curriculum (NNC)

Any gaps between the school curriculum and the NNC must be filled

The curriculum content will reflect the entire yearrsquos delivery

Term one

The content here is driven by the topic or theme used to deliver the curriculum and provide assessment opportunities

Term two

Again the content is driven by the theme used to deliver the curriculum

Term three

Again the content is driven by the topic or theme At the end of the year the entire curriculum for that year will have been covered

Assessment criteria are taken from the NNC

Key Performance Indicators (KPIs) describe a group of individual criteria

Separate KPIs make up the end of year Performance Standards (PS) that is the expected performance at the end of the year and against which assessments are made at the end of the year

An individual pupilrsquos work can be kept to exemplify attainment against the KPI and PS This can be known as the exemplification of performance This work should be annotated to highlight the achievement

From individual pupilrsquos work the school can create a standards file showing achievement in all subjects at each level This will create a benchmark for assessment purposes in future years

The standards file can be used as and when necessary to take part in cross school moderation activities when the standards can be agreed or altered according to decisions at the moderation

Term one

KPIs clearly stated for each topic or theme

Term two

KPIs clearly stated for each topic or theme

Term three

KPIs clearly stated for each topic or theme

Establishing a curriculum amp assessment framework ndash NAHT assessment model

55Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

Content of the curriculum is taken from the schoolrsquos curriculum which is matched to the New National Curriculum (NNC)

Any gaps between the school curriculum and the NNC must be filled

The curriculum content will reflect the entire yearrsquos delivery

Term one

The content here is driven by the topic or theme used to deliver the curriculum and provide assessment opportunities

Term two

Again the content is driven by the theme used to deliver the curriculum

Term three

Again the content is driven by the topic or theme At the end of the year the entire curriculum for that year will have been covered

Assessment criteria are taken from the NNC

Key Performance Indicators (KPIs) describe a group of individual criteria

Separate KPIs make up the end of year Performance Standards (PS) that is the expected performance at the end of the year and against which assessments are made at the end of the year

An individual pupilrsquos work can be kept to exemplify attainment against the KPI and PS This can be known as the exemplification of performance This work should be annotated to highlight the achievement

From individual pupilrsquos work the school can create a standards file showing achievement in all subjects at each level This will create a benchmark for assessment purposes in future years

The standards file can be used as and when necessary to take part in cross school moderation activities when the standards can be agreed or altered according to decisions at the moderation

Term one

KPIs clearly stated for each topic or theme

Term two

KPIs clearly stated for each topic or theme

Term three

KPIs clearly stated for each topic or theme

Establishing a curriculum amp assessment framework ndash NAHT assessment model

56Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

57

Selecting KPIs ndash extract from the National Curriculum year 1 programme of study

Reading ndash word reading (statutory requirements) Pupils should be taught to bull apply phonic knowledge and skills as the route to decode words bull respond speedily with the correct sound to graphemes (letters or groups of letters) for all 40+ phonemes including

where applicable alternative sounds for graphemes bull read accurately by blending sounds in unfamiliar words containing GPCs that have been taught bull read common exception words noting unusual correspondences between spelling and sound and where these

occur in the word bull read words containing taught GPCs and ndashs ndashes ndashing ndashed ndasher and ndashest endings bull read other words of more than one syllable that contain taught GPCs bull read words with contractions [for example Irsquom Irsquoll wersquoll] and understand that the apostrophe represents the omitted

letter(s) bull read aloud accurately books that are consistent with their developing phonic knowledge and that do not require them

to use other strategies to work out words bull re-read these books to build up their fluency and confidence in word reading

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

58

Selecting KPIs ndash extract from the National Curriculum year 1 programme of study

Reading ndash word reading (statutory requirements) Pupils should be taught to bull apply phonic knowledge and skills as the route to decode words bull respond speedily with the correct sound to graphemes (letters or groups of letters) for all 40+ phonemes

including where applicable alternative sounds for graphemes bull read accurately by blending sounds in unfamiliar words containing GPCs that have been taught bull read common exception words noting unusual correspondences between spelling and sound and where these

occur in the word bull read words containing taught GPCs and ndashs ndashes ndashing ndashed ndasher and ndashest endings bull read other words of more than one syllable that contain taught GPCs bull read words with contractions [for example Irsquom Irsquoll wersquoll] and understand that the apostrophe represents the omitted

letter(s) bull read aloud accurately books that are consistent with their developing phonic knowledge and that do not

require them to use other strategies to work out words bull re-read these books to build up their fluency and confidence in word reading

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

59

National and school curriculum - measuring and recording progress across key stages ndash NAHT assessment model

Key performance indicators Performance standard

Responds speedily with the correct sound to graphemes (letters or groups of letters) for all 40+ phonemes including where applicable alternative sounds for graphemes Reads accurately by blending sounds in unfamiliar words Reads common exception words Reads aloud accurately books that are consistent with their developing phonic knowledge and that do not require them to use other strategies to work out words Develops pleasure in reading motivation to read vocabulary and understanding by

Listening to and discussing a wide range of poems stories and non-fiction at a level beyond that at which they can read independently

With reference to the KPIs By the end of Y1 a child should be able to read all common graphemes and be able to read unfamiliar words containing these graphemes accurately and without undue hesitation by sounding them out in books that are matched closely to the level of word reading knowledge A child should be able to read many common words containing GPCs taught so far such as shout hand stop or dream without needing to blend the sounds out loud first Reading of common exception words such as you could many or people should be secure meaning a child can read them easily and automatically A child can read words with suffixes with support to build on the root words that can be read already

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

60

Tim Oates on granular assessment

- and access to the whole curriculum

>

61

Recording performance using KPIs

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

62

Standardisation

bull Standardisation is the procedure that ensures that all assessors involved in the assessment of pupilsrsquo performances do so accurately and consistently

bull Standardisation establishes a common standard of marking linked to the standard set for the work being assessed that helps maintain quality of marking

bull Assessments need to be standardised administered fixed in their scope and level of difficulty and marked consistently

bull The procedure is carried out before anyone assesses a piece of work

bull The procedure is managed by someone who is confident in applying the standard In external summative tests this would be carried out by the senior examiner or even electronically

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

63

Moderation

bull Moderation is the process through which an assessment is monitored within an institution or across institutions to ensure that the assessment is reliable fair and consistent with required standards

bull The moderator takes samples of other assessorsrsquo work during the assessment process and feeds back to the assessor accurate harsh lenient inconsistent This allows for the assessments to be standardised across a team of assessors

bull Once assessments have been standardised moderated and agreed internally representative samples can be entered into a standards file This can be used for future reference to help in standardisation procedures

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

64

Using the framework ndash NAHT exemplification

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

65

bull Does the product support the schoolrsquos policy on assessment

bull To what extent will the assessment tool support delivery of that policy

bull Is the assessment approach implied by the assessment tool credible

bull Does the tool provide good value

Source The Commission on Assessment Without Levels Evaluating external systems (July 2015 v September 2015)

Are teachers equipped to use the tools

Finding the right solution

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

66

Teaching learning and assessment

Itrsquos not just about getting the right assessment tool for the job

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

Using the framework ndash NaaceFrogEducation exemplification

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

68Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

69

Using the frameworkThe curriculum is key ndash

- the Intended curriculum - the Enacted curriculum - the Assessed curriculum - the Learned curriculum

(See Tim Oates Cambridge Assessment)

bull Clearly agreed understood and articulated progress

bull Assessment needs to be robust ndash what why when how reporting results and

ldquoDonrsquot assess everything that moves just the key conceptsrdquo

(Tim Oates)

bull KPIs and Performance Standards

bull Standardisation moderation and exemplification of performance standards are essential

bull Useful and meaningful reporting

bull Challenge itFrog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

70

SupportNAHT Assessment Commission ndash February 2014

DfE Assessment Principles

NAHT Assessment Framework and exemplification

The Commission on Assessment without Levels (July 2015 ndash September 2015)

NAHT courses - lsquoNAHTs assessment framework good practice in a world without levelsrsquo see httpwwwnahtorgukwelcomenaht-eventscourses-listnahts-assessment-framework

The Chartered Institute of Educational Assessors (CIEA) ndash Excellence in Assessment (Schools) an accreditation of the procedures processes and systems that schools and academies have in place to manage and implement assessment As an accreditation process rather than an inspectionhttpcieaorguktrainingexcellence-assessment-schools excellencecieaorguk

The Cambridge Approach Principles for designing administering and evaluating assessment Tim Oates January 2009

Communities of professional practice

FrogEducation wwwfrogeducationcom Tel 01422 250 800

Ofsted Inspection Framework ndash September 2015

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

Mad Numbers - Dead Poets Society (1989)

Determining a poemrsquos greatness is a relatively simple matterhellip

lsquoIf the poems score for perfection is plotted on the horizontal of a graph and its importance is plotted on the vertical then calculating the total area of the poem yields the measure of its greatnessrsquo

Understanding Poetry Dr J Evans Pritchard PhD

ldquoExcrement

We are not laying pipeshelliprip out the pagerdquo

John Keating ndash teacher (Robin Williams)

x = Perfection

y =

Impo

rtanc

e

Byron sonnet

Shakespeare sonnet

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

50

So wherersquos the opportunity

Assessment as the pivotal point of teaching and learning

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

51Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

52

The opportunity

bull Making assessment about teaching and learning

bull Improved teacher subject knowledge

bull Quality assured assessments

bull Better skilled teachers with assessment expertise

bull Better use and development of robust research

bull Confidence

bull Trust in the professionhellip

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

53

A viable solution ndash a proposed curriculum amp assessment framework

bull that puts the curriculum to the fore

bull that provides a structured focus for assessment

bull provides a curriculum and assessment framework ndash built on sound practice and robust research

bull places assessment as integral to teaching and learning

bull addresses issues of validity and reliability and

bull most importantly places childrenrsquos learning as paramount

But it wonrsquot just happenhellip

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

Assessment Quality Assurance PlanAn Assessment Quality Assurance plan should present an organisational framework for all assessment activities within the centre There is no single way of organising or presenting such a framework but the information below outlines key areas that should be considered when designing developing or evaluating the centrersquos assessment practice

Principles of assessment

Reporting

Relationship with the stated curriculum

Common standards and expectations

Consistency

Staff training and development

Evaluation review amp accreditation

Impact on teaching and learning

Learner

Chartered Institute of Educational Assessors (CIEA)

54Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

Content of the curriculum is taken from the schoolrsquos curriculum which is matched to the New National Curriculum (NNC)

Any gaps between the school curriculum and the NNC must be filled

The curriculum content will reflect the entire yearrsquos delivery

Term one

The content here is driven by the topic or theme used to deliver the curriculum and provide assessment opportunities

Term two

Again the content is driven by the theme used to deliver the curriculum

Term three

Again the content is driven by the topic or theme At the end of the year the entire curriculum for that year will have been covered

Assessment criteria are taken from the NNC

Key Performance Indicators (KPIs) describe a group of individual criteria

Separate KPIs make up the end of year Performance Standards (PS) that is the expected performance at the end of the year and against which assessments are made at the end of the year

An individual pupilrsquos work can be kept to exemplify attainment against the KPI and PS This can be known as the exemplification of performance This work should be annotated to highlight the achievement

From individual pupilrsquos work the school can create a standards file showing achievement in all subjects at each level This will create a benchmark for assessment purposes in future years

The standards file can be used as and when necessary to take part in cross school moderation activities when the standards can be agreed or altered according to decisions at the moderation

Term one

KPIs clearly stated for each topic or theme

Term two

KPIs clearly stated for each topic or theme

Term three

KPIs clearly stated for each topic or theme

Establishing a curriculum amp assessment framework ndash NAHT assessment model

55Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

Content of the curriculum is taken from the schoolrsquos curriculum which is matched to the New National Curriculum (NNC)

Any gaps between the school curriculum and the NNC must be filled

The curriculum content will reflect the entire yearrsquos delivery

Term one

The content here is driven by the topic or theme used to deliver the curriculum and provide assessment opportunities

Term two

Again the content is driven by the theme used to deliver the curriculum

Term three

Again the content is driven by the topic or theme At the end of the year the entire curriculum for that year will have been covered

Assessment criteria are taken from the NNC

Key Performance Indicators (KPIs) describe a group of individual criteria

Separate KPIs make up the end of year Performance Standards (PS) that is the expected performance at the end of the year and against which assessments are made at the end of the year

An individual pupilrsquos work can be kept to exemplify attainment against the KPI and PS This can be known as the exemplification of performance This work should be annotated to highlight the achievement

From individual pupilrsquos work the school can create a standards file showing achievement in all subjects at each level This will create a benchmark for assessment purposes in future years

The standards file can be used as and when necessary to take part in cross school moderation activities when the standards can be agreed or altered according to decisions at the moderation

Term one

KPIs clearly stated for each topic or theme

Term two

KPIs clearly stated for each topic or theme

Term three

KPIs clearly stated for each topic or theme

Establishing a curriculum amp assessment framework ndash NAHT assessment model

56Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

57

Selecting KPIs ndash extract from the National Curriculum year 1 programme of study

Reading ndash word reading (statutory requirements) Pupils should be taught to bull apply phonic knowledge and skills as the route to decode words bull respond speedily with the correct sound to graphemes (letters or groups of letters) for all 40+ phonemes including

where applicable alternative sounds for graphemes bull read accurately by blending sounds in unfamiliar words containing GPCs that have been taught bull read common exception words noting unusual correspondences between spelling and sound and where these

occur in the word bull read words containing taught GPCs and ndashs ndashes ndashing ndashed ndasher and ndashest endings bull read other words of more than one syllable that contain taught GPCs bull read words with contractions [for example Irsquom Irsquoll wersquoll] and understand that the apostrophe represents the omitted

letter(s) bull read aloud accurately books that are consistent with their developing phonic knowledge and that do not require them

to use other strategies to work out words bull re-read these books to build up their fluency and confidence in word reading

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

58

Selecting KPIs ndash extract from the National Curriculum year 1 programme of study

Reading ndash word reading (statutory requirements) Pupils should be taught to bull apply phonic knowledge and skills as the route to decode words bull respond speedily with the correct sound to graphemes (letters or groups of letters) for all 40+ phonemes

including where applicable alternative sounds for graphemes bull read accurately by blending sounds in unfamiliar words containing GPCs that have been taught bull read common exception words noting unusual correspondences between spelling and sound and where these

occur in the word bull read words containing taught GPCs and ndashs ndashes ndashing ndashed ndasher and ndashest endings bull read other words of more than one syllable that contain taught GPCs bull read words with contractions [for example Irsquom Irsquoll wersquoll] and understand that the apostrophe represents the omitted

letter(s) bull read aloud accurately books that are consistent with their developing phonic knowledge and that do not

require them to use other strategies to work out words bull re-read these books to build up their fluency and confidence in word reading

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

59

National and school curriculum - measuring and recording progress across key stages ndash NAHT assessment model

Key performance indicators Performance standard

Responds speedily with the correct sound to graphemes (letters or groups of letters) for all 40+ phonemes including where applicable alternative sounds for graphemes Reads accurately by blending sounds in unfamiliar words Reads common exception words Reads aloud accurately books that are consistent with their developing phonic knowledge and that do not require them to use other strategies to work out words Develops pleasure in reading motivation to read vocabulary and understanding by

Listening to and discussing a wide range of poems stories and non-fiction at a level beyond that at which they can read independently

With reference to the KPIs By the end of Y1 a child should be able to read all common graphemes and be able to read unfamiliar words containing these graphemes accurately and without undue hesitation by sounding them out in books that are matched closely to the level of word reading knowledge A child should be able to read many common words containing GPCs taught so far such as shout hand stop or dream without needing to blend the sounds out loud first Reading of common exception words such as you could many or people should be secure meaning a child can read them easily and automatically A child can read words with suffixes with support to build on the root words that can be read already

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

60

Tim Oates on granular assessment

- and access to the whole curriculum

>

61

Recording performance using KPIs

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

62

Standardisation

bull Standardisation is the procedure that ensures that all assessors involved in the assessment of pupilsrsquo performances do so accurately and consistently

bull Standardisation establishes a common standard of marking linked to the standard set for the work being assessed that helps maintain quality of marking

bull Assessments need to be standardised administered fixed in their scope and level of difficulty and marked consistently

bull The procedure is carried out before anyone assesses a piece of work

bull The procedure is managed by someone who is confident in applying the standard In external summative tests this would be carried out by the senior examiner or even electronically

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

63

Moderation

bull Moderation is the process through which an assessment is monitored within an institution or across institutions to ensure that the assessment is reliable fair and consistent with required standards

bull The moderator takes samples of other assessorsrsquo work during the assessment process and feeds back to the assessor accurate harsh lenient inconsistent This allows for the assessments to be standardised across a team of assessors

bull Once assessments have been standardised moderated and agreed internally representative samples can be entered into a standards file This can be used for future reference to help in standardisation procedures

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

64

Using the framework ndash NAHT exemplification

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

65

bull Does the product support the schoolrsquos policy on assessment

bull To what extent will the assessment tool support delivery of that policy

bull Is the assessment approach implied by the assessment tool credible

bull Does the tool provide good value

Source The Commission on Assessment Without Levels Evaluating external systems (July 2015 v September 2015)

Are teachers equipped to use the tools

Finding the right solution

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

66

Teaching learning and assessment

Itrsquos not just about getting the right assessment tool for the job

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

Using the framework ndash NaaceFrogEducation exemplification

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

68Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

69

Using the frameworkThe curriculum is key ndash

- the Intended curriculum - the Enacted curriculum - the Assessed curriculum - the Learned curriculum

(See Tim Oates Cambridge Assessment)

bull Clearly agreed understood and articulated progress

bull Assessment needs to be robust ndash what why when how reporting results and

ldquoDonrsquot assess everything that moves just the key conceptsrdquo

(Tim Oates)

bull KPIs and Performance Standards

bull Standardisation moderation and exemplification of performance standards are essential

bull Useful and meaningful reporting

bull Challenge itFrog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

70

SupportNAHT Assessment Commission ndash February 2014

DfE Assessment Principles

NAHT Assessment Framework and exemplification

The Commission on Assessment without Levels (July 2015 ndash September 2015)

NAHT courses - lsquoNAHTs assessment framework good practice in a world without levelsrsquo see httpwwwnahtorgukwelcomenaht-eventscourses-listnahts-assessment-framework

The Chartered Institute of Educational Assessors (CIEA) ndash Excellence in Assessment (Schools) an accreditation of the procedures processes and systems that schools and academies have in place to manage and implement assessment As an accreditation process rather than an inspectionhttpcieaorguktrainingexcellence-assessment-schools excellencecieaorguk

The Cambridge Approach Principles for designing administering and evaluating assessment Tim Oates January 2009

Communities of professional practice

FrogEducation wwwfrogeducationcom Tel 01422 250 800

Ofsted Inspection Framework ndash September 2015

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

50

So wherersquos the opportunity

Assessment as the pivotal point of teaching and learning

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

51Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

52

The opportunity

bull Making assessment about teaching and learning

bull Improved teacher subject knowledge

bull Quality assured assessments

bull Better skilled teachers with assessment expertise

bull Better use and development of robust research

bull Confidence

bull Trust in the professionhellip

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

53

A viable solution ndash a proposed curriculum amp assessment framework

bull that puts the curriculum to the fore

bull that provides a structured focus for assessment

bull provides a curriculum and assessment framework ndash built on sound practice and robust research

bull places assessment as integral to teaching and learning

bull addresses issues of validity and reliability and

bull most importantly places childrenrsquos learning as paramount

But it wonrsquot just happenhellip

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

Assessment Quality Assurance PlanAn Assessment Quality Assurance plan should present an organisational framework for all assessment activities within the centre There is no single way of organising or presenting such a framework but the information below outlines key areas that should be considered when designing developing or evaluating the centrersquos assessment practice

Principles of assessment

Reporting

Relationship with the stated curriculum

Common standards and expectations

Consistency

Staff training and development

Evaluation review amp accreditation

Impact on teaching and learning

Learner

Chartered Institute of Educational Assessors (CIEA)

54Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

Content of the curriculum is taken from the schoolrsquos curriculum which is matched to the New National Curriculum (NNC)

Any gaps between the school curriculum and the NNC must be filled

The curriculum content will reflect the entire yearrsquos delivery

Term one

The content here is driven by the topic or theme used to deliver the curriculum and provide assessment opportunities

Term two

Again the content is driven by the theme used to deliver the curriculum

Term three

Again the content is driven by the topic or theme At the end of the year the entire curriculum for that year will have been covered

Assessment criteria are taken from the NNC

Key Performance Indicators (KPIs) describe a group of individual criteria

Separate KPIs make up the end of year Performance Standards (PS) that is the expected performance at the end of the year and against which assessments are made at the end of the year

An individual pupilrsquos work can be kept to exemplify attainment against the KPI and PS This can be known as the exemplification of performance This work should be annotated to highlight the achievement

From individual pupilrsquos work the school can create a standards file showing achievement in all subjects at each level This will create a benchmark for assessment purposes in future years

The standards file can be used as and when necessary to take part in cross school moderation activities when the standards can be agreed or altered according to decisions at the moderation

Term one

KPIs clearly stated for each topic or theme

Term two

KPIs clearly stated for each topic or theme

Term three

KPIs clearly stated for each topic or theme

Establishing a curriculum amp assessment framework ndash NAHT assessment model

55Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

Content of the curriculum is taken from the schoolrsquos curriculum which is matched to the New National Curriculum (NNC)

Any gaps between the school curriculum and the NNC must be filled

The curriculum content will reflect the entire yearrsquos delivery

Term one

The content here is driven by the topic or theme used to deliver the curriculum and provide assessment opportunities

Term two

Again the content is driven by the theme used to deliver the curriculum

Term three

Again the content is driven by the topic or theme At the end of the year the entire curriculum for that year will have been covered

Assessment criteria are taken from the NNC

Key Performance Indicators (KPIs) describe a group of individual criteria

Separate KPIs make up the end of year Performance Standards (PS) that is the expected performance at the end of the year and against which assessments are made at the end of the year

An individual pupilrsquos work can be kept to exemplify attainment against the KPI and PS This can be known as the exemplification of performance This work should be annotated to highlight the achievement

From individual pupilrsquos work the school can create a standards file showing achievement in all subjects at each level This will create a benchmark for assessment purposes in future years

The standards file can be used as and when necessary to take part in cross school moderation activities when the standards can be agreed or altered according to decisions at the moderation

Term one

KPIs clearly stated for each topic or theme

Term two

KPIs clearly stated for each topic or theme

Term three

KPIs clearly stated for each topic or theme

Establishing a curriculum amp assessment framework ndash NAHT assessment model

56Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

57

Selecting KPIs ndash extract from the National Curriculum year 1 programme of study

Reading ndash word reading (statutory requirements) Pupils should be taught to bull apply phonic knowledge and skills as the route to decode words bull respond speedily with the correct sound to graphemes (letters or groups of letters) for all 40+ phonemes including

where applicable alternative sounds for graphemes bull read accurately by blending sounds in unfamiliar words containing GPCs that have been taught bull read common exception words noting unusual correspondences between spelling and sound and where these

occur in the word bull read words containing taught GPCs and ndashs ndashes ndashing ndashed ndasher and ndashest endings bull read other words of more than one syllable that contain taught GPCs bull read words with contractions [for example Irsquom Irsquoll wersquoll] and understand that the apostrophe represents the omitted

letter(s) bull read aloud accurately books that are consistent with their developing phonic knowledge and that do not require them

to use other strategies to work out words bull re-read these books to build up their fluency and confidence in word reading

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

58

Selecting KPIs ndash extract from the National Curriculum year 1 programme of study

Reading ndash word reading (statutory requirements) Pupils should be taught to bull apply phonic knowledge and skills as the route to decode words bull respond speedily with the correct sound to graphemes (letters or groups of letters) for all 40+ phonemes

including where applicable alternative sounds for graphemes bull read accurately by blending sounds in unfamiliar words containing GPCs that have been taught bull read common exception words noting unusual correspondences between spelling and sound and where these

occur in the word bull read words containing taught GPCs and ndashs ndashes ndashing ndashed ndasher and ndashest endings bull read other words of more than one syllable that contain taught GPCs bull read words with contractions [for example Irsquom Irsquoll wersquoll] and understand that the apostrophe represents the omitted

letter(s) bull read aloud accurately books that are consistent with their developing phonic knowledge and that do not

require them to use other strategies to work out words bull re-read these books to build up their fluency and confidence in word reading

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

59

National and school curriculum - measuring and recording progress across key stages ndash NAHT assessment model

Key performance indicators Performance standard

Responds speedily with the correct sound to graphemes (letters or groups of letters) for all 40+ phonemes including where applicable alternative sounds for graphemes Reads accurately by blending sounds in unfamiliar words Reads common exception words Reads aloud accurately books that are consistent with their developing phonic knowledge and that do not require them to use other strategies to work out words Develops pleasure in reading motivation to read vocabulary and understanding by

Listening to and discussing a wide range of poems stories and non-fiction at a level beyond that at which they can read independently

With reference to the KPIs By the end of Y1 a child should be able to read all common graphemes and be able to read unfamiliar words containing these graphemes accurately and without undue hesitation by sounding them out in books that are matched closely to the level of word reading knowledge A child should be able to read many common words containing GPCs taught so far such as shout hand stop or dream without needing to blend the sounds out loud first Reading of common exception words such as you could many or people should be secure meaning a child can read them easily and automatically A child can read words with suffixes with support to build on the root words that can be read already

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

60

Tim Oates on granular assessment

- and access to the whole curriculum

>

61

Recording performance using KPIs

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

62

Standardisation

bull Standardisation is the procedure that ensures that all assessors involved in the assessment of pupilsrsquo performances do so accurately and consistently

bull Standardisation establishes a common standard of marking linked to the standard set for the work being assessed that helps maintain quality of marking

bull Assessments need to be standardised administered fixed in their scope and level of difficulty and marked consistently

bull The procedure is carried out before anyone assesses a piece of work

bull The procedure is managed by someone who is confident in applying the standard In external summative tests this would be carried out by the senior examiner or even electronically

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

63

Moderation

bull Moderation is the process through which an assessment is monitored within an institution or across institutions to ensure that the assessment is reliable fair and consistent with required standards

bull The moderator takes samples of other assessorsrsquo work during the assessment process and feeds back to the assessor accurate harsh lenient inconsistent This allows for the assessments to be standardised across a team of assessors

bull Once assessments have been standardised moderated and agreed internally representative samples can be entered into a standards file This can be used for future reference to help in standardisation procedures

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

64

Using the framework ndash NAHT exemplification

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

65

bull Does the product support the schoolrsquos policy on assessment

bull To what extent will the assessment tool support delivery of that policy

bull Is the assessment approach implied by the assessment tool credible

bull Does the tool provide good value

Source The Commission on Assessment Without Levels Evaluating external systems (July 2015 v September 2015)

Are teachers equipped to use the tools

Finding the right solution

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

66

Teaching learning and assessment

Itrsquos not just about getting the right assessment tool for the job

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

Using the framework ndash NaaceFrogEducation exemplification

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

68Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

69

Using the frameworkThe curriculum is key ndash

- the Intended curriculum - the Enacted curriculum - the Assessed curriculum - the Learned curriculum

(See Tim Oates Cambridge Assessment)

bull Clearly agreed understood and articulated progress

bull Assessment needs to be robust ndash what why when how reporting results and

ldquoDonrsquot assess everything that moves just the key conceptsrdquo

(Tim Oates)

bull KPIs and Performance Standards

bull Standardisation moderation and exemplification of performance standards are essential

bull Useful and meaningful reporting

bull Challenge itFrog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

70

SupportNAHT Assessment Commission ndash February 2014

DfE Assessment Principles

NAHT Assessment Framework and exemplification

The Commission on Assessment without Levels (July 2015 ndash September 2015)

NAHT courses - lsquoNAHTs assessment framework good practice in a world without levelsrsquo see httpwwwnahtorgukwelcomenaht-eventscourses-listnahts-assessment-framework

The Chartered Institute of Educational Assessors (CIEA) ndash Excellence in Assessment (Schools) an accreditation of the procedures processes and systems that schools and academies have in place to manage and implement assessment As an accreditation process rather than an inspectionhttpcieaorguktrainingexcellence-assessment-schools excellencecieaorguk

The Cambridge Approach Principles for designing administering and evaluating assessment Tim Oates January 2009

Communities of professional practice

FrogEducation wwwfrogeducationcom Tel 01422 250 800

Ofsted Inspection Framework ndash September 2015

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

51Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

52

The opportunity

bull Making assessment about teaching and learning

bull Improved teacher subject knowledge

bull Quality assured assessments

bull Better skilled teachers with assessment expertise

bull Better use and development of robust research

bull Confidence

bull Trust in the professionhellip

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

53

A viable solution ndash a proposed curriculum amp assessment framework

bull that puts the curriculum to the fore

bull that provides a structured focus for assessment

bull provides a curriculum and assessment framework ndash built on sound practice and robust research

bull places assessment as integral to teaching and learning

bull addresses issues of validity and reliability and

bull most importantly places childrenrsquos learning as paramount

But it wonrsquot just happenhellip

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

Assessment Quality Assurance PlanAn Assessment Quality Assurance plan should present an organisational framework for all assessment activities within the centre There is no single way of organising or presenting such a framework but the information below outlines key areas that should be considered when designing developing or evaluating the centrersquos assessment practice

Principles of assessment

Reporting

Relationship with the stated curriculum

Common standards and expectations

Consistency

Staff training and development

Evaluation review amp accreditation

Impact on teaching and learning

Learner

Chartered Institute of Educational Assessors (CIEA)

54Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

Content of the curriculum is taken from the schoolrsquos curriculum which is matched to the New National Curriculum (NNC)

Any gaps between the school curriculum and the NNC must be filled

The curriculum content will reflect the entire yearrsquos delivery

Term one

The content here is driven by the topic or theme used to deliver the curriculum and provide assessment opportunities

Term two

Again the content is driven by the theme used to deliver the curriculum

Term three

Again the content is driven by the topic or theme At the end of the year the entire curriculum for that year will have been covered

Assessment criteria are taken from the NNC

Key Performance Indicators (KPIs) describe a group of individual criteria

Separate KPIs make up the end of year Performance Standards (PS) that is the expected performance at the end of the year and against which assessments are made at the end of the year

An individual pupilrsquos work can be kept to exemplify attainment against the KPI and PS This can be known as the exemplification of performance This work should be annotated to highlight the achievement

From individual pupilrsquos work the school can create a standards file showing achievement in all subjects at each level This will create a benchmark for assessment purposes in future years

The standards file can be used as and when necessary to take part in cross school moderation activities when the standards can be agreed or altered according to decisions at the moderation

Term one

KPIs clearly stated for each topic or theme

Term two

KPIs clearly stated for each topic or theme

Term three

KPIs clearly stated for each topic or theme

Establishing a curriculum amp assessment framework ndash NAHT assessment model

55Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

Content of the curriculum is taken from the schoolrsquos curriculum which is matched to the New National Curriculum (NNC)

Any gaps between the school curriculum and the NNC must be filled

The curriculum content will reflect the entire yearrsquos delivery

Term one

The content here is driven by the topic or theme used to deliver the curriculum and provide assessment opportunities

Term two

Again the content is driven by the theme used to deliver the curriculum

Term three

Again the content is driven by the topic or theme At the end of the year the entire curriculum for that year will have been covered

Assessment criteria are taken from the NNC

Key Performance Indicators (KPIs) describe a group of individual criteria

Separate KPIs make up the end of year Performance Standards (PS) that is the expected performance at the end of the year and against which assessments are made at the end of the year

An individual pupilrsquos work can be kept to exemplify attainment against the KPI and PS This can be known as the exemplification of performance This work should be annotated to highlight the achievement

From individual pupilrsquos work the school can create a standards file showing achievement in all subjects at each level This will create a benchmark for assessment purposes in future years

The standards file can be used as and when necessary to take part in cross school moderation activities when the standards can be agreed or altered according to decisions at the moderation

Term one

KPIs clearly stated for each topic or theme

Term two

KPIs clearly stated for each topic or theme

Term three

KPIs clearly stated for each topic or theme

Establishing a curriculum amp assessment framework ndash NAHT assessment model

56Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

57

Selecting KPIs ndash extract from the National Curriculum year 1 programme of study

Reading ndash word reading (statutory requirements) Pupils should be taught to bull apply phonic knowledge and skills as the route to decode words bull respond speedily with the correct sound to graphemes (letters or groups of letters) for all 40+ phonemes including

where applicable alternative sounds for graphemes bull read accurately by blending sounds in unfamiliar words containing GPCs that have been taught bull read common exception words noting unusual correspondences between spelling and sound and where these

occur in the word bull read words containing taught GPCs and ndashs ndashes ndashing ndashed ndasher and ndashest endings bull read other words of more than one syllable that contain taught GPCs bull read words with contractions [for example Irsquom Irsquoll wersquoll] and understand that the apostrophe represents the omitted

letter(s) bull read aloud accurately books that are consistent with their developing phonic knowledge and that do not require them

to use other strategies to work out words bull re-read these books to build up their fluency and confidence in word reading

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

58

Selecting KPIs ndash extract from the National Curriculum year 1 programme of study

Reading ndash word reading (statutory requirements) Pupils should be taught to bull apply phonic knowledge and skills as the route to decode words bull respond speedily with the correct sound to graphemes (letters or groups of letters) for all 40+ phonemes

including where applicable alternative sounds for graphemes bull read accurately by blending sounds in unfamiliar words containing GPCs that have been taught bull read common exception words noting unusual correspondences between spelling and sound and where these

occur in the word bull read words containing taught GPCs and ndashs ndashes ndashing ndashed ndasher and ndashest endings bull read other words of more than one syllable that contain taught GPCs bull read words with contractions [for example Irsquom Irsquoll wersquoll] and understand that the apostrophe represents the omitted

letter(s) bull read aloud accurately books that are consistent with their developing phonic knowledge and that do not

require them to use other strategies to work out words bull re-read these books to build up their fluency and confidence in word reading

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

59

National and school curriculum - measuring and recording progress across key stages ndash NAHT assessment model

Key performance indicators Performance standard

Responds speedily with the correct sound to graphemes (letters or groups of letters) for all 40+ phonemes including where applicable alternative sounds for graphemes Reads accurately by blending sounds in unfamiliar words Reads common exception words Reads aloud accurately books that are consistent with their developing phonic knowledge and that do not require them to use other strategies to work out words Develops pleasure in reading motivation to read vocabulary and understanding by

Listening to and discussing a wide range of poems stories and non-fiction at a level beyond that at which they can read independently

With reference to the KPIs By the end of Y1 a child should be able to read all common graphemes and be able to read unfamiliar words containing these graphemes accurately and without undue hesitation by sounding them out in books that are matched closely to the level of word reading knowledge A child should be able to read many common words containing GPCs taught so far such as shout hand stop or dream without needing to blend the sounds out loud first Reading of common exception words such as you could many or people should be secure meaning a child can read them easily and automatically A child can read words with suffixes with support to build on the root words that can be read already

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

60

Tim Oates on granular assessment

- and access to the whole curriculum

>

61

Recording performance using KPIs

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

62

Standardisation

bull Standardisation is the procedure that ensures that all assessors involved in the assessment of pupilsrsquo performances do so accurately and consistently

bull Standardisation establishes a common standard of marking linked to the standard set for the work being assessed that helps maintain quality of marking

bull Assessments need to be standardised administered fixed in their scope and level of difficulty and marked consistently

bull The procedure is carried out before anyone assesses a piece of work

bull The procedure is managed by someone who is confident in applying the standard In external summative tests this would be carried out by the senior examiner or even electronically

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

63

Moderation

bull Moderation is the process through which an assessment is monitored within an institution or across institutions to ensure that the assessment is reliable fair and consistent with required standards

bull The moderator takes samples of other assessorsrsquo work during the assessment process and feeds back to the assessor accurate harsh lenient inconsistent This allows for the assessments to be standardised across a team of assessors

bull Once assessments have been standardised moderated and agreed internally representative samples can be entered into a standards file This can be used for future reference to help in standardisation procedures

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

64

Using the framework ndash NAHT exemplification

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

65

bull Does the product support the schoolrsquos policy on assessment

bull To what extent will the assessment tool support delivery of that policy

bull Is the assessment approach implied by the assessment tool credible

bull Does the tool provide good value

Source The Commission on Assessment Without Levels Evaluating external systems (July 2015 v September 2015)

Are teachers equipped to use the tools

Finding the right solution

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

66

Teaching learning and assessment

Itrsquos not just about getting the right assessment tool for the job

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

Using the framework ndash NaaceFrogEducation exemplification

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

68Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

69

Using the frameworkThe curriculum is key ndash

- the Intended curriculum - the Enacted curriculum - the Assessed curriculum - the Learned curriculum

(See Tim Oates Cambridge Assessment)

bull Clearly agreed understood and articulated progress

bull Assessment needs to be robust ndash what why when how reporting results and

ldquoDonrsquot assess everything that moves just the key conceptsrdquo

(Tim Oates)

bull KPIs and Performance Standards

bull Standardisation moderation and exemplification of performance standards are essential

bull Useful and meaningful reporting

bull Challenge itFrog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

70

SupportNAHT Assessment Commission ndash February 2014

DfE Assessment Principles

NAHT Assessment Framework and exemplification

The Commission on Assessment without Levels (July 2015 ndash September 2015)

NAHT courses - lsquoNAHTs assessment framework good practice in a world without levelsrsquo see httpwwwnahtorgukwelcomenaht-eventscourses-listnahts-assessment-framework

The Chartered Institute of Educational Assessors (CIEA) ndash Excellence in Assessment (Schools) an accreditation of the procedures processes and systems that schools and academies have in place to manage and implement assessment As an accreditation process rather than an inspectionhttpcieaorguktrainingexcellence-assessment-schools excellencecieaorguk

The Cambridge Approach Principles for designing administering and evaluating assessment Tim Oates January 2009

Communities of professional practice

FrogEducation wwwfrogeducationcom Tel 01422 250 800

Ofsted Inspection Framework ndash September 2015

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

52

The opportunity

bull Making assessment about teaching and learning

bull Improved teacher subject knowledge

bull Quality assured assessments

bull Better skilled teachers with assessment expertise

bull Better use and development of robust research

bull Confidence

bull Trust in the professionhellip

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

53

A viable solution ndash a proposed curriculum amp assessment framework

bull that puts the curriculum to the fore

bull that provides a structured focus for assessment

bull provides a curriculum and assessment framework ndash built on sound practice and robust research

bull places assessment as integral to teaching and learning

bull addresses issues of validity and reliability and

bull most importantly places childrenrsquos learning as paramount

But it wonrsquot just happenhellip

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

Assessment Quality Assurance PlanAn Assessment Quality Assurance plan should present an organisational framework for all assessment activities within the centre There is no single way of organising or presenting such a framework but the information below outlines key areas that should be considered when designing developing or evaluating the centrersquos assessment practice

Principles of assessment

Reporting

Relationship with the stated curriculum

Common standards and expectations

Consistency

Staff training and development

Evaluation review amp accreditation

Impact on teaching and learning

Learner

Chartered Institute of Educational Assessors (CIEA)

54Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

Content of the curriculum is taken from the schoolrsquos curriculum which is matched to the New National Curriculum (NNC)

Any gaps between the school curriculum and the NNC must be filled

The curriculum content will reflect the entire yearrsquos delivery

Term one

The content here is driven by the topic or theme used to deliver the curriculum and provide assessment opportunities

Term two

Again the content is driven by the theme used to deliver the curriculum

Term three

Again the content is driven by the topic or theme At the end of the year the entire curriculum for that year will have been covered

Assessment criteria are taken from the NNC

Key Performance Indicators (KPIs) describe a group of individual criteria

Separate KPIs make up the end of year Performance Standards (PS) that is the expected performance at the end of the year and against which assessments are made at the end of the year

An individual pupilrsquos work can be kept to exemplify attainment against the KPI and PS This can be known as the exemplification of performance This work should be annotated to highlight the achievement

From individual pupilrsquos work the school can create a standards file showing achievement in all subjects at each level This will create a benchmark for assessment purposes in future years

The standards file can be used as and when necessary to take part in cross school moderation activities when the standards can be agreed or altered according to decisions at the moderation

Term one

KPIs clearly stated for each topic or theme

Term two

KPIs clearly stated for each topic or theme

Term three

KPIs clearly stated for each topic or theme

Establishing a curriculum amp assessment framework ndash NAHT assessment model

55Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

Content of the curriculum is taken from the schoolrsquos curriculum which is matched to the New National Curriculum (NNC)

Any gaps between the school curriculum and the NNC must be filled

The curriculum content will reflect the entire yearrsquos delivery

Term one

The content here is driven by the topic or theme used to deliver the curriculum and provide assessment opportunities

Term two

Again the content is driven by the theme used to deliver the curriculum

Term three

Again the content is driven by the topic or theme At the end of the year the entire curriculum for that year will have been covered

Assessment criteria are taken from the NNC

Key Performance Indicators (KPIs) describe a group of individual criteria

Separate KPIs make up the end of year Performance Standards (PS) that is the expected performance at the end of the year and against which assessments are made at the end of the year

An individual pupilrsquos work can be kept to exemplify attainment against the KPI and PS This can be known as the exemplification of performance This work should be annotated to highlight the achievement

From individual pupilrsquos work the school can create a standards file showing achievement in all subjects at each level This will create a benchmark for assessment purposes in future years

The standards file can be used as and when necessary to take part in cross school moderation activities when the standards can be agreed or altered according to decisions at the moderation

Term one

KPIs clearly stated for each topic or theme

Term two

KPIs clearly stated for each topic or theme

Term three

KPIs clearly stated for each topic or theme

Establishing a curriculum amp assessment framework ndash NAHT assessment model

56Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

57

Selecting KPIs ndash extract from the National Curriculum year 1 programme of study

Reading ndash word reading (statutory requirements) Pupils should be taught to bull apply phonic knowledge and skills as the route to decode words bull respond speedily with the correct sound to graphemes (letters or groups of letters) for all 40+ phonemes including

where applicable alternative sounds for graphemes bull read accurately by blending sounds in unfamiliar words containing GPCs that have been taught bull read common exception words noting unusual correspondences between spelling and sound and where these

occur in the word bull read words containing taught GPCs and ndashs ndashes ndashing ndashed ndasher and ndashest endings bull read other words of more than one syllable that contain taught GPCs bull read words with contractions [for example Irsquom Irsquoll wersquoll] and understand that the apostrophe represents the omitted

letter(s) bull read aloud accurately books that are consistent with their developing phonic knowledge and that do not require them

to use other strategies to work out words bull re-read these books to build up their fluency and confidence in word reading

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

58

Selecting KPIs ndash extract from the National Curriculum year 1 programme of study

Reading ndash word reading (statutory requirements) Pupils should be taught to bull apply phonic knowledge and skills as the route to decode words bull respond speedily with the correct sound to graphemes (letters or groups of letters) for all 40+ phonemes

including where applicable alternative sounds for graphemes bull read accurately by blending sounds in unfamiliar words containing GPCs that have been taught bull read common exception words noting unusual correspondences between spelling and sound and where these

occur in the word bull read words containing taught GPCs and ndashs ndashes ndashing ndashed ndasher and ndashest endings bull read other words of more than one syllable that contain taught GPCs bull read words with contractions [for example Irsquom Irsquoll wersquoll] and understand that the apostrophe represents the omitted

letter(s) bull read aloud accurately books that are consistent with their developing phonic knowledge and that do not

require them to use other strategies to work out words bull re-read these books to build up their fluency and confidence in word reading

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

59

National and school curriculum - measuring and recording progress across key stages ndash NAHT assessment model

Key performance indicators Performance standard

Responds speedily with the correct sound to graphemes (letters or groups of letters) for all 40+ phonemes including where applicable alternative sounds for graphemes Reads accurately by blending sounds in unfamiliar words Reads common exception words Reads aloud accurately books that are consistent with their developing phonic knowledge and that do not require them to use other strategies to work out words Develops pleasure in reading motivation to read vocabulary and understanding by

Listening to and discussing a wide range of poems stories and non-fiction at a level beyond that at which they can read independently

With reference to the KPIs By the end of Y1 a child should be able to read all common graphemes and be able to read unfamiliar words containing these graphemes accurately and without undue hesitation by sounding them out in books that are matched closely to the level of word reading knowledge A child should be able to read many common words containing GPCs taught so far such as shout hand stop or dream without needing to blend the sounds out loud first Reading of common exception words such as you could many or people should be secure meaning a child can read them easily and automatically A child can read words with suffixes with support to build on the root words that can be read already

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

60

Tim Oates on granular assessment

- and access to the whole curriculum

>

61

Recording performance using KPIs

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

62

Standardisation

bull Standardisation is the procedure that ensures that all assessors involved in the assessment of pupilsrsquo performances do so accurately and consistently

bull Standardisation establishes a common standard of marking linked to the standard set for the work being assessed that helps maintain quality of marking

bull Assessments need to be standardised administered fixed in their scope and level of difficulty and marked consistently

bull The procedure is carried out before anyone assesses a piece of work

bull The procedure is managed by someone who is confident in applying the standard In external summative tests this would be carried out by the senior examiner or even electronically

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

63

Moderation

bull Moderation is the process through which an assessment is monitored within an institution or across institutions to ensure that the assessment is reliable fair and consistent with required standards

bull The moderator takes samples of other assessorsrsquo work during the assessment process and feeds back to the assessor accurate harsh lenient inconsistent This allows for the assessments to be standardised across a team of assessors

bull Once assessments have been standardised moderated and agreed internally representative samples can be entered into a standards file This can be used for future reference to help in standardisation procedures

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

64

Using the framework ndash NAHT exemplification

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

65

bull Does the product support the schoolrsquos policy on assessment

bull To what extent will the assessment tool support delivery of that policy

bull Is the assessment approach implied by the assessment tool credible

bull Does the tool provide good value

Source The Commission on Assessment Without Levels Evaluating external systems (July 2015 v September 2015)

Are teachers equipped to use the tools

Finding the right solution

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

66

Teaching learning and assessment

Itrsquos not just about getting the right assessment tool for the job

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

Using the framework ndash NaaceFrogEducation exemplification

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

68Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

69

Using the frameworkThe curriculum is key ndash

- the Intended curriculum - the Enacted curriculum - the Assessed curriculum - the Learned curriculum

(See Tim Oates Cambridge Assessment)

bull Clearly agreed understood and articulated progress

bull Assessment needs to be robust ndash what why when how reporting results and

ldquoDonrsquot assess everything that moves just the key conceptsrdquo

(Tim Oates)

bull KPIs and Performance Standards

bull Standardisation moderation and exemplification of performance standards are essential

bull Useful and meaningful reporting

bull Challenge itFrog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

70

SupportNAHT Assessment Commission ndash February 2014

DfE Assessment Principles

NAHT Assessment Framework and exemplification

The Commission on Assessment without Levels (July 2015 ndash September 2015)

NAHT courses - lsquoNAHTs assessment framework good practice in a world without levelsrsquo see httpwwwnahtorgukwelcomenaht-eventscourses-listnahts-assessment-framework

The Chartered Institute of Educational Assessors (CIEA) ndash Excellence in Assessment (Schools) an accreditation of the procedures processes and systems that schools and academies have in place to manage and implement assessment As an accreditation process rather than an inspectionhttpcieaorguktrainingexcellence-assessment-schools excellencecieaorguk

The Cambridge Approach Principles for designing administering and evaluating assessment Tim Oates January 2009

Communities of professional practice

FrogEducation wwwfrogeducationcom Tel 01422 250 800

Ofsted Inspection Framework ndash September 2015

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

53

A viable solution ndash a proposed curriculum amp assessment framework

bull that puts the curriculum to the fore

bull that provides a structured focus for assessment

bull provides a curriculum and assessment framework ndash built on sound practice and robust research

bull places assessment as integral to teaching and learning

bull addresses issues of validity and reliability and

bull most importantly places childrenrsquos learning as paramount

But it wonrsquot just happenhellip

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

Assessment Quality Assurance PlanAn Assessment Quality Assurance plan should present an organisational framework for all assessment activities within the centre There is no single way of organising or presenting such a framework but the information below outlines key areas that should be considered when designing developing or evaluating the centrersquos assessment practice

Principles of assessment

Reporting

Relationship with the stated curriculum

Common standards and expectations

Consistency

Staff training and development

Evaluation review amp accreditation

Impact on teaching and learning

Learner

Chartered Institute of Educational Assessors (CIEA)

54Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

Content of the curriculum is taken from the schoolrsquos curriculum which is matched to the New National Curriculum (NNC)

Any gaps between the school curriculum and the NNC must be filled

The curriculum content will reflect the entire yearrsquos delivery

Term one

The content here is driven by the topic or theme used to deliver the curriculum and provide assessment opportunities

Term two

Again the content is driven by the theme used to deliver the curriculum

Term three

Again the content is driven by the topic or theme At the end of the year the entire curriculum for that year will have been covered

Assessment criteria are taken from the NNC

Key Performance Indicators (KPIs) describe a group of individual criteria

Separate KPIs make up the end of year Performance Standards (PS) that is the expected performance at the end of the year and against which assessments are made at the end of the year

An individual pupilrsquos work can be kept to exemplify attainment against the KPI and PS This can be known as the exemplification of performance This work should be annotated to highlight the achievement

From individual pupilrsquos work the school can create a standards file showing achievement in all subjects at each level This will create a benchmark for assessment purposes in future years

The standards file can be used as and when necessary to take part in cross school moderation activities when the standards can be agreed or altered according to decisions at the moderation

Term one

KPIs clearly stated for each topic or theme

Term two

KPIs clearly stated for each topic or theme

Term three

KPIs clearly stated for each topic or theme

Establishing a curriculum amp assessment framework ndash NAHT assessment model

55Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

Content of the curriculum is taken from the schoolrsquos curriculum which is matched to the New National Curriculum (NNC)

Any gaps between the school curriculum and the NNC must be filled

The curriculum content will reflect the entire yearrsquos delivery

Term one

The content here is driven by the topic or theme used to deliver the curriculum and provide assessment opportunities

Term two

Again the content is driven by the theme used to deliver the curriculum

Term three

Again the content is driven by the topic or theme At the end of the year the entire curriculum for that year will have been covered

Assessment criteria are taken from the NNC

Key Performance Indicators (KPIs) describe a group of individual criteria

Separate KPIs make up the end of year Performance Standards (PS) that is the expected performance at the end of the year and against which assessments are made at the end of the year

An individual pupilrsquos work can be kept to exemplify attainment against the KPI and PS This can be known as the exemplification of performance This work should be annotated to highlight the achievement

From individual pupilrsquos work the school can create a standards file showing achievement in all subjects at each level This will create a benchmark for assessment purposes in future years

The standards file can be used as and when necessary to take part in cross school moderation activities when the standards can be agreed or altered according to decisions at the moderation

Term one

KPIs clearly stated for each topic or theme

Term two

KPIs clearly stated for each topic or theme

Term three

KPIs clearly stated for each topic or theme

Establishing a curriculum amp assessment framework ndash NAHT assessment model

56Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

57

Selecting KPIs ndash extract from the National Curriculum year 1 programme of study

Reading ndash word reading (statutory requirements) Pupils should be taught to bull apply phonic knowledge and skills as the route to decode words bull respond speedily with the correct sound to graphemes (letters or groups of letters) for all 40+ phonemes including

where applicable alternative sounds for graphemes bull read accurately by blending sounds in unfamiliar words containing GPCs that have been taught bull read common exception words noting unusual correspondences between spelling and sound and where these

occur in the word bull read words containing taught GPCs and ndashs ndashes ndashing ndashed ndasher and ndashest endings bull read other words of more than one syllable that contain taught GPCs bull read words with contractions [for example Irsquom Irsquoll wersquoll] and understand that the apostrophe represents the omitted

letter(s) bull read aloud accurately books that are consistent with their developing phonic knowledge and that do not require them

to use other strategies to work out words bull re-read these books to build up their fluency and confidence in word reading

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

58

Selecting KPIs ndash extract from the National Curriculum year 1 programme of study

Reading ndash word reading (statutory requirements) Pupils should be taught to bull apply phonic knowledge and skills as the route to decode words bull respond speedily with the correct sound to graphemes (letters or groups of letters) for all 40+ phonemes

including where applicable alternative sounds for graphemes bull read accurately by blending sounds in unfamiliar words containing GPCs that have been taught bull read common exception words noting unusual correspondences between spelling and sound and where these

occur in the word bull read words containing taught GPCs and ndashs ndashes ndashing ndashed ndasher and ndashest endings bull read other words of more than one syllable that contain taught GPCs bull read words with contractions [for example Irsquom Irsquoll wersquoll] and understand that the apostrophe represents the omitted

letter(s) bull read aloud accurately books that are consistent with their developing phonic knowledge and that do not

require them to use other strategies to work out words bull re-read these books to build up their fluency and confidence in word reading

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

59

National and school curriculum - measuring and recording progress across key stages ndash NAHT assessment model

Key performance indicators Performance standard

Responds speedily with the correct sound to graphemes (letters or groups of letters) for all 40+ phonemes including where applicable alternative sounds for graphemes Reads accurately by blending sounds in unfamiliar words Reads common exception words Reads aloud accurately books that are consistent with their developing phonic knowledge and that do not require them to use other strategies to work out words Develops pleasure in reading motivation to read vocabulary and understanding by

Listening to and discussing a wide range of poems stories and non-fiction at a level beyond that at which they can read independently

With reference to the KPIs By the end of Y1 a child should be able to read all common graphemes and be able to read unfamiliar words containing these graphemes accurately and without undue hesitation by sounding them out in books that are matched closely to the level of word reading knowledge A child should be able to read many common words containing GPCs taught so far such as shout hand stop or dream without needing to blend the sounds out loud first Reading of common exception words such as you could many or people should be secure meaning a child can read them easily and automatically A child can read words with suffixes with support to build on the root words that can be read already

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

60

Tim Oates on granular assessment

- and access to the whole curriculum

>

61

Recording performance using KPIs

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

62

Standardisation

bull Standardisation is the procedure that ensures that all assessors involved in the assessment of pupilsrsquo performances do so accurately and consistently

bull Standardisation establishes a common standard of marking linked to the standard set for the work being assessed that helps maintain quality of marking

bull Assessments need to be standardised administered fixed in their scope and level of difficulty and marked consistently

bull The procedure is carried out before anyone assesses a piece of work

bull The procedure is managed by someone who is confident in applying the standard In external summative tests this would be carried out by the senior examiner or even electronically

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

63

Moderation

bull Moderation is the process through which an assessment is monitored within an institution or across institutions to ensure that the assessment is reliable fair and consistent with required standards

bull The moderator takes samples of other assessorsrsquo work during the assessment process and feeds back to the assessor accurate harsh lenient inconsistent This allows for the assessments to be standardised across a team of assessors

bull Once assessments have been standardised moderated and agreed internally representative samples can be entered into a standards file This can be used for future reference to help in standardisation procedures

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

64

Using the framework ndash NAHT exemplification

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

65

bull Does the product support the schoolrsquos policy on assessment

bull To what extent will the assessment tool support delivery of that policy

bull Is the assessment approach implied by the assessment tool credible

bull Does the tool provide good value

Source The Commission on Assessment Without Levels Evaluating external systems (July 2015 v September 2015)

Are teachers equipped to use the tools

Finding the right solution

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

66

Teaching learning and assessment

Itrsquos not just about getting the right assessment tool for the job

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

Using the framework ndash NaaceFrogEducation exemplification

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

68Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

69

Using the frameworkThe curriculum is key ndash

- the Intended curriculum - the Enacted curriculum - the Assessed curriculum - the Learned curriculum

(See Tim Oates Cambridge Assessment)

bull Clearly agreed understood and articulated progress

bull Assessment needs to be robust ndash what why when how reporting results and

ldquoDonrsquot assess everything that moves just the key conceptsrdquo

(Tim Oates)

bull KPIs and Performance Standards

bull Standardisation moderation and exemplification of performance standards are essential

bull Useful and meaningful reporting

bull Challenge itFrog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

70

SupportNAHT Assessment Commission ndash February 2014

DfE Assessment Principles

NAHT Assessment Framework and exemplification

The Commission on Assessment without Levels (July 2015 ndash September 2015)

NAHT courses - lsquoNAHTs assessment framework good practice in a world without levelsrsquo see httpwwwnahtorgukwelcomenaht-eventscourses-listnahts-assessment-framework

The Chartered Institute of Educational Assessors (CIEA) ndash Excellence in Assessment (Schools) an accreditation of the procedures processes and systems that schools and academies have in place to manage and implement assessment As an accreditation process rather than an inspectionhttpcieaorguktrainingexcellence-assessment-schools excellencecieaorguk

The Cambridge Approach Principles for designing administering and evaluating assessment Tim Oates January 2009

Communities of professional practice

FrogEducation wwwfrogeducationcom Tel 01422 250 800

Ofsted Inspection Framework ndash September 2015

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

Assessment Quality Assurance PlanAn Assessment Quality Assurance plan should present an organisational framework for all assessment activities within the centre There is no single way of organising or presenting such a framework but the information below outlines key areas that should be considered when designing developing or evaluating the centrersquos assessment practice

Principles of assessment

Reporting

Relationship with the stated curriculum

Common standards and expectations

Consistency

Staff training and development

Evaluation review amp accreditation

Impact on teaching and learning

Learner

Chartered Institute of Educational Assessors (CIEA)

54Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

Content of the curriculum is taken from the schoolrsquos curriculum which is matched to the New National Curriculum (NNC)

Any gaps between the school curriculum and the NNC must be filled

The curriculum content will reflect the entire yearrsquos delivery

Term one

The content here is driven by the topic or theme used to deliver the curriculum and provide assessment opportunities

Term two

Again the content is driven by the theme used to deliver the curriculum

Term three

Again the content is driven by the topic or theme At the end of the year the entire curriculum for that year will have been covered

Assessment criteria are taken from the NNC

Key Performance Indicators (KPIs) describe a group of individual criteria

Separate KPIs make up the end of year Performance Standards (PS) that is the expected performance at the end of the year and against which assessments are made at the end of the year

An individual pupilrsquos work can be kept to exemplify attainment against the KPI and PS This can be known as the exemplification of performance This work should be annotated to highlight the achievement

From individual pupilrsquos work the school can create a standards file showing achievement in all subjects at each level This will create a benchmark for assessment purposes in future years

The standards file can be used as and when necessary to take part in cross school moderation activities when the standards can be agreed or altered according to decisions at the moderation

Term one

KPIs clearly stated for each topic or theme

Term two

KPIs clearly stated for each topic or theme

Term three

KPIs clearly stated for each topic or theme

Establishing a curriculum amp assessment framework ndash NAHT assessment model

55Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

Content of the curriculum is taken from the schoolrsquos curriculum which is matched to the New National Curriculum (NNC)

Any gaps between the school curriculum and the NNC must be filled

The curriculum content will reflect the entire yearrsquos delivery

Term one

The content here is driven by the topic or theme used to deliver the curriculum and provide assessment opportunities

Term two

Again the content is driven by the theme used to deliver the curriculum

Term three

Again the content is driven by the topic or theme At the end of the year the entire curriculum for that year will have been covered

Assessment criteria are taken from the NNC

Key Performance Indicators (KPIs) describe a group of individual criteria

Separate KPIs make up the end of year Performance Standards (PS) that is the expected performance at the end of the year and against which assessments are made at the end of the year

An individual pupilrsquos work can be kept to exemplify attainment against the KPI and PS This can be known as the exemplification of performance This work should be annotated to highlight the achievement

From individual pupilrsquos work the school can create a standards file showing achievement in all subjects at each level This will create a benchmark for assessment purposes in future years

The standards file can be used as and when necessary to take part in cross school moderation activities when the standards can be agreed or altered according to decisions at the moderation

Term one

KPIs clearly stated for each topic or theme

Term two

KPIs clearly stated for each topic or theme

Term three

KPIs clearly stated for each topic or theme

Establishing a curriculum amp assessment framework ndash NAHT assessment model

56Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

57

Selecting KPIs ndash extract from the National Curriculum year 1 programme of study

Reading ndash word reading (statutory requirements) Pupils should be taught to bull apply phonic knowledge and skills as the route to decode words bull respond speedily with the correct sound to graphemes (letters or groups of letters) for all 40+ phonemes including

where applicable alternative sounds for graphemes bull read accurately by blending sounds in unfamiliar words containing GPCs that have been taught bull read common exception words noting unusual correspondences between spelling and sound and where these

occur in the word bull read words containing taught GPCs and ndashs ndashes ndashing ndashed ndasher and ndashest endings bull read other words of more than one syllable that contain taught GPCs bull read words with contractions [for example Irsquom Irsquoll wersquoll] and understand that the apostrophe represents the omitted

letter(s) bull read aloud accurately books that are consistent with their developing phonic knowledge and that do not require them

to use other strategies to work out words bull re-read these books to build up their fluency and confidence in word reading

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

58

Selecting KPIs ndash extract from the National Curriculum year 1 programme of study

Reading ndash word reading (statutory requirements) Pupils should be taught to bull apply phonic knowledge and skills as the route to decode words bull respond speedily with the correct sound to graphemes (letters or groups of letters) for all 40+ phonemes

including where applicable alternative sounds for graphemes bull read accurately by blending sounds in unfamiliar words containing GPCs that have been taught bull read common exception words noting unusual correspondences between spelling and sound and where these

occur in the word bull read words containing taught GPCs and ndashs ndashes ndashing ndashed ndasher and ndashest endings bull read other words of more than one syllable that contain taught GPCs bull read words with contractions [for example Irsquom Irsquoll wersquoll] and understand that the apostrophe represents the omitted

letter(s) bull read aloud accurately books that are consistent with their developing phonic knowledge and that do not

require them to use other strategies to work out words bull re-read these books to build up their fluency and confidence in word reading

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

59

National and school curriculum - measuring and recording progress across key stages ndash NAHT assessment model

Key performance indicators Performance standard

Responds speedily with the correct sound to graphemes (letters or groups of letters) for all 40+ phonemes including where applicable alternative sounds for graphemes Reads accurately by blending sounds in unfamiliar words Reads common exception words Reads aloud accurately books that are consistent with their developing phonic knowledge and that do not require them to use other strategies to work out words Develops pleasure in reading motivation to read vocabulary and understanding by

Listening to and discussing a wide range of poems stories and non-fiction at a level beyond that at which they can read independently

With reference to the KPIs By the end of Y1 a child should be able to read all common graphemes and be able to read unfamiliar words containing these graphemes accurately and without undue hesitation by sounding them out in books that are matched closely to the level of word reading knowledge A child should be able to read many common words containing GPCs taught so far such as shout hand stop or dream without needing to blend the sounds out loud first Reading of common exception words such as you could many or people should be secure meaning a child can read them easily and automatically A child can read words with suffixes with support to build on the root words that can be read already

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

60

Tim Oates on granular assessment

- and access to the whole curriculum

>

61

Recording performance using KPIs

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

62

Standardisation

bull Standardisation is the procedure that ensures that all assessors involved in the assessment of pupilsrsquo performances do so accurately and consistently

bull Standardisation establishes a common standard of marking linked to the standard set for the work being assessed that helps maintain quality of marking

bull Assessments need to be standardised administered fixed in their scope and level of difficulty and marked consistently

bull The procedure is carried out before anyone assesses a piece of work

bull The procedure is managed by someone who is confident in applying the standard In external summative tests this would be carried out by the senior examiner or even electronically

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

63

Moderation

bull Moderation is the process through which an assessment is monitored within an institution or across institutions to ensure that the assessment is reliable fair and consistent with required standards

bull The moderator takes samples of other assessorsrsquo work during the assessment process and feeds back to the assessor accurate harsh lenient inconsistent This allows for the assessments to be standardised across a team of assessors

bull Once assessments have been standardised moderated and agreed internally representative samples can be entered into a standards file This can be used for future reference to help in standardisation procedures

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

64

Using the framework ndash NAHT exemplification

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

65

bull Does the product support the schoolrsquos policy on assessment

bull To what extent will the assessment tool support delivery of that policy

bull Is the assessment approach implied by the assessment tool credible

bull Does the tool provide good value

Source The Commission on Assessment Without Levels Evaluating external systems (July 2015 v September 2015)

Are teachers equipped to use the tools

Finding the right solution

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

66

Teaching learning and assessment

Itrsquos not just about getting the right assessment tool for the job

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

Using the framework ndash NaaceFrogEducation exemplification

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

68Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

69

Using the frameworkThe curriculum is key ndash

- the Intended curriculum - the Enacted curriculum - the Assessed curriculum - the Learned curriculum

(See Tim Oates Cambridge Assessment)

bull Clearly agreed understood and articulated progress

bull Assessment needs to be robust ndash what why when how reporting results and

ldquoDonrsquot assess everything that moves just the key conceptsrdquo

(Tim Oates)

bull KPIs and Performance Standards

bull Standardisation moderation and exemplification of performance standards are essential

bull Useful and meaningful reporting

bull Challenge itFrog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

70

SupportNAHT Assessment Commission ndash February 2014

DfE Assessment Principles

NAHT Assessment Framework and exemplification

The Commission on Assessment without Levels (July 2015 ndash September 2015)

NAHT courses - lsquoNAHTs assessment framework good practice in a world without levelsrsquo see httpwwwnahtorgukwelcomenaht-eventscourses-listnahts-assessment-framework

The Chartered Institute of Educational Assessors (CIEA) ndash Excellence in Assessment (Schools) an accreditation of the procedures processes and systems that schools and academies have in place to manage and implement assessment As an accreditation process rather than an inspectionhttpcieaorguktrainingexcellence-assessment-schools excellencecieaorguk

The Cambridge Approach Principles for designing administering and evaluating assessment Tim Oates January 2009

Communities of professional practice

FrogEducation wwwfrogeducationcom Tel 01422 250 800

Ofsted Inspection Framework ndash September 2015

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

Content of the curriculum is taken from the schoolrsquos curriculum which is matched to the New National Curriculum (NNC)

Any gaps between the school curriculum and the NNC must be filled

The curriculum content will reflect the entire yearrsquos delivery

Term one

The content here is driven by the topic or theme used to deliver the curriculum and provide assessment opportunities

Term two

Again the content is driven by the theme used to deliver the curriculum

Term three

Again the content is driven by the topic or theme At the end of the year the entire curriculum for that year will have been covered

Assessment criteria are taken from the NNC

Key Performance Indicators (KPIs) describe a group of individual criteria

Separate KPIs make up the end of year Performance Standards (PS) that is the expected performance at the end of the year and against which assessments are made at the end of the year

An individual pupilrsquos work can be kept to exemplify attainment against the KPI and PS This can be known as the exemplification of performance This work should be annotated to highlight the achievement

From individual pupilrsquos work the school can create a standards file showing achievement in all subjects at each level This will create a benchmark for assessment purposes in future years

The standards file can be used as and when necessary to take part in cross school moderation activities when the standards can be agreed or altered according to decisions at the moderation

Term one

KPIs clearly stated for each topic or theme

Term two

KPIs clearly stated for each topic or theme

Term three

KPIs clearly stated for each topic or theme

Establishing a curriculum amp assessment framework ndash NAHT assessment model

55Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

Content of the curriculum is taken from the schoolrsquos curriculum which is matched to the New National Curriculum (NNC)

Any gaps between the school curriculum and the NNC must be filled

The curriculum content will reflect the entire yearrsquos delivery

Term one

The content here is driven by the topic or theme used to deliver the curriculum and provide assessment opportunities

Term two

Again the content is driven by the theme used to deliver the curriculum

Term three

Again the content is driven by the topic or theme At the end of the year the entire curriculum for that year will have been covered

Assessment criteria are taken from the NNC

Key Performance Indicators (KPIs) describe a group of individual criteria

Separate KPIs make up the end of year Performance Standards (PS) that is the expected performance at the end of the year and against which assessments are made at the end of the year

An individual pupilrsquos work can be kept to exemplify attainment against the KPI and PS This can be known as the exemplification of performance This work should be annotated to highlight the achievement

From individual pupilrsquos work the school can create a standards file showing achievement in all subjects at each level This will create a benchmark for assessment purposes in future years

The standards file can be used as and when necessary to take part in cross school moderation activities when the standards can be agreed or altered according to decisions at the moderation

Term one

KPIs clearly stated for each topic or theme

Term two

KPIs clearly stated for each topic or theme

Term three

KPIs clearly stated for each topic or theme

Establishing a curriculum amp assessment framework ndash NAHT assessment model

56Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

57

Selecting KPIs ndash extract from the National Curriculum year 1 programme of study

Reading ndash word reading (statutory requirements) Pupils should be taught to bull apply phonic knowledge and skills as the route to decode words bull respond speedily with the correct sound to graphemes (letters or groups of letters) for all 40+ phonemes including

where applicable alternative sounds for graphemes bull read accurately by blending sounds in unfamiliar words containing GPCs that have been taught bull read common exception words noting unusual correspondences between spelling and sound and where these

occur in the word bull read words containing taught GPCs and ndashs ndashes ndashing ndashed ndasher and ndashest endings bull read other words of more than one syllable that contain taught GPCs bull read words with contractions [for example Irsquom Irsquoll wersquoll] and understand that the apostrophe represents the omitted

letter(s) bull read aloud accurately books that are consistent with their developing phonic knowledge and that do not require them

to use other strategies to work out words bull re-read these books to build up their fluency and confidence in word reading

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

58

Selecting KPIs ndash extract from the National Curriculum year 1 programme of study

Reading ndash word reading (statutory requirements) Pupils should be taught to bull apply phonic knowledge and skills as the route to decode words bull respond speedily with the correct sound to graphemes (letters or groups of letters) for all 40+ phonemes

including where applicable alternative sounds for graphemes bull read accurately by blending sounds in unfamiliar words containing GPCs that have been taught bull read common exception words noting unusual correspondences between spelling and sound and where these

occur in the word bull read words containing taught GPCs and ndashs ndashes ndashing ndashed ndasher and ndashest endings bull read other words of more than one syllable that contain taught GPCs bull read words with contractions [for example Irsquom Irsquoll wersquoll] and understand that the apostrophe represents the omitted

letter(s) bull read aloud accurately books that are consistent with their developing phonic knowledge and that do not

require them to use other strategies to work out words bull re-read these books to build up their fluency and confidence in word reading

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

59

National and school curriculum - measuring and recording progress across key stages ndash NAHT assessment model

Key performance indicators Performance standard

Responds speedily with the correct sound to graphemes (letters or groups of letters) for all 40+ phonemes including where applicable alternative sounds for graphemes Reads accurately by blending sounds in unfamiliar words Reads common exception words Reads aloud accurately books that are consistent with their developing phonic knowledge and that do not require them to use other strategies to work out words Develops pleasure in reading motivation to read vocabulary and understanding by

Listening to and discussing a wide range of poems stories and non-fiction at a level beyond that at which they can read independently

With reference to the KPIs By the end of Y1 a child should be able to read all common graphemes and be able to read unfamiliar words containing these graphemes accurately and without undue hesitation by sounding them out in books that are matched closely to the level of word reading knowledge A child should be able to read many common words containing GPCs taught so far such as shout hand stop or dream without needing to blend the sounds out loud first Reading of common exception words such as you could many or people should be secure meaning a child can read them easily and automatically A child can read words with suffixes with support to build on the root words that can be read already

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

60

Tim Oates on granular assessment

- and access to the whole curriculum

>

61

Recording performance using KPIs

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

62

Standardisation

bull Standardisation is the procedure that ensures that all assessors involved in the assessment of pupilsrsquo performances do so accurately and consistently

bull Standardisation establishes a common standard of marking linked to the standard set for the work being assessed that helps maintain quality of marking

bull Assessments need to be standardised administered fixed in their scope and level of difficulty and marked consistently

bull The procedure is carried out before anyone assesses a piece of work

bull The procedure is managed by someone who is confident in applying the standard In external summative tests this would be carried out by the senior examiner or even electronically

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

63

Moderation

bull Moderation is the process through which an assessment is monitored within an institution or across institutions to ensure that the assessment is reliable fair and consistent with required standards

bull The moderator takes samples of other assessorsrsquo work during the assessment process and feeds back to the assessor accurate harsh lenient inconsistent This allows for the assessments to be standardised across a team of assessors

bull Once assessments have been standardised moderated and agreed internally representative samples can be entered into a standards file This can be used for future reference to help in standardisation procedures

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

64

Using the framework ndash NAHT exemplification

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

65

bull Does the product support the schoolrsquos policy on assessment

bull To what extent will the assessment tool support delivery of that policy

bull Is the assessment approach implied by the assessment tool credible

bull Does the tool provide good value

Source The Commission on Assessment Without Levels Evaluating external systems (July 2015 v September 2015)

Are teachers equipped to use the tools

Finding the right solution

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

66

Teaching learning and assessment

Itrsquos not just about getting the right assessment tool for the job

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

Using the framework ndash NaaceFrogEducation exemplification

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

68Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

69

Using the frameworkThe curriculum is key ndash

- the Intended curriculum - the Enacted curriculum - the Assessed curriculum - the Learned curriculum

(See Tim Oates Cambridge Assessment)

bull Clearly agreed understood and articulated progress

bull Assessment needs to be robust ndash what why when how reporting results and

ldquoDonrsquot assess everything that moves just the key conceptsrdquo

(Tim Oates)

bull KPIs and Performance Standards

bull Standardisation moderation and exemplification of performance standards are essential

bull Useful and meaningful reporting

bull Challenge itFrog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

70

SupportNAHT Assessment Commission ndash February 2014

DfE Assessment Principles

NAHT Assessment Framework and exemplification

The Commission on Assessment without Levels (July 2015 ndash September 2015)

NAHT courses - lsquoNAHTs assessment framework good practice in a world without levelsrsquo see httpwwwnahtorgukwelcomenaht-eventscourses-listnahts-assessment-framework

The Chartered Institute of Educational Assessors (CIEA) ndash Excellence in Assessment (Schools) an accreditation of the procedures processes and systems that schools and academies have in place to manage and implement assessment As an accreditation process rather than an inspectionhttpcieaorguktrainingexcellence-assessment-schools excellencecieaorguk

The Cambridge Approach Principles for designing administering and evaluating assessment Tim Oates January 2009

Communities of professional practice

FrogEducation wwwfrogeducationcom Tel 01422 250 800

Ofsted Inspection Framework ndash September 2015

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

Content of the curriculum is taken from the schoolrsquos curriculum which is matched to the New National Curriculum (NNC)

Any gaps between the school curriculum and the NNC must be filled

The curriculum content will reflect the entire yearrsquos delivery

Term one

The content here is driven by the topic or theme used to deliver the curriculum and provide assessment opportunities

Term two

Again the content is driven by the theme used to deliver the curriculum

Term three

Again the content is driven by the topic or theme At the end of the year the entire curriculum for that year will have been covered

Assessment criteria are taken from the NNC

Key Performance Indicators (KPIs) describe a group of individual criteria

Separate KPIs make up the end of year Performance Standards (PS) that is the expected performance at the end of the year and against which assessments are made at the end of the year

An individual pupilrsquos work can be kept to exemplify attainment against the KPI and PS This can be known as the exemplification of performance This work should be annotated to highlight the achievement

From individual pupilrsquos work the school can create a standards file showing achievement in all subjects at each level This will create a benchmark for assessment purposes in future years

The standards file can be used as and when necessary to take part in cross school moderation activities when the standards can be agreed or altered according to decisions at the moderation

Term one

KPIs clearly stated for each topic or theme

Term two

KPIs clearly stated for each topic or theme

Term three

KPIs clearly stated for each topic or theme

Establishing a curriculum amp assessment framework ndash NAHT assessment model

56Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

57

Selecting KPIs ndash extract from the National Curriculum year 1 programme of study

Reading ndash word reading (statutory requirements) Pupils should be taught to bull apply phonic knowledge and skills as the route to decode words bull respond speedily with the correct sound to graphemes (letters or groups of letters) for all 40+ phonemes including

where applicable alternative sounds for graphemes bull read accurately by blending sounds in unfamiliar words containing GPCs that have been taught bull read common exception words noting unusual correspondences between spelling and sound and where these

occur in the word bull read words containing taught GPCs and ndashs ndashes ndashing ndashed ndasher and ndashest endings bull read other words of more than one syllable that contain taught GPCs bull read words with contractions [for example Irsquom Irsquoll wersquoll] and understand that the apostrophe represents the omitted

letter(s) bull read aloud accurately books that are consistent with their developing phonic knowledge and that do not require them

to use other strategies to work out words bull re-read these books to build up their fluency and confidence in word reading

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

58

Selecting KPIs ndash extract from the National Curriculum year 1 programme of study

Reading ndash word reading (statutory requirements) Pupils should be taught to bull apply phonic knowledge and skills as the route to decode words bull respond speedily with the correct sound to graphemes (letters or groups of letters) for all 40+ phonemes

including where applicable alternative sounds for graphemes bull read accurately by blending sounds in unfamiliar words containing GPCs that have been taught bull read common exception words noting unusual correspondences between spelling and sound and where these

occur in the word bull read words containing taught GPCs and ndashs ndashes ndashing ndashed ndasher and ndashest endings bull read other words of more than one syllable that contain taught GPCs bull read words with contractions [for example Irsquom Irsquoll wersquoll] and understand that the apostrophe represents the omitted

letter(s) bull read aloud accurately books that are consistent with their developing phonic knowledge and that do not

require them to use other strategies to work out words bull re-read these books to build up their fluency and confidence in word reading

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

59

National and school curriculum - measuring and recording progress across key stages ndash NAHT assessment model

Key performance indicators Performance standard

Responds speedily with the correct sound to graphemes (letters or groups of letters) for all 40+ phonemes including where applicable alternative sounds for graphemes Reads accurately by blending sounds in unfamiliar words Reads common exception words Reads aloud accurately books that are consistent with their developing phonic knowledge and that do not require them to use other strategies to work out words Develops pleasure in reading motivation to read vocabulary and understanding by

Listening to and discussing a wide range of poems stories and non-fiction at a level beyond that at which they can read independently

With reference to the KPIs By the end of Y1 a child should be able to read all common graphemes and be able to read unfamiliar words containing these graphemes accurately and without undue hesitation by sounding them out in books that are matched closely to the level of word reading knowledge A child should be able to read many common words containing GPCs taught so far such as shout hand stop or dream without needing to blend the sounds out loud first Reading of common exception words such as you could many or people should be secure meaning a child can read them easily and automatically A child can read words with suffixes with support to build on the root words that can be read already

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

60

Tim Oates on granular assessment

- and access to the whole curriculum

>

61

Recording performance using KPIs

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

62

Standardisation

bull Standardisation is the procedure that ensures that all assessors involved in the assessment of pupilsrsquo performances do so accurately and consistently

bull Standardisation establishes a common standard of marking linked to the standard set for the work being assessed that helps maintain quality of marking

bull Assessments need to be standardised administered fixed in their scope and level of difficulty and marked consistently

bull The procedure is carried out before anyone assesses a piece of work

bull The procedure is managed by someone who is confident in applying the standard In external summative tests this would be carried out by the senior examiner or even electronically

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

63

Moderation

bull Moderation is the process through which an assessment is monitored within an institution or across institutions to ensure that the assessment is reliable fair and consistent with required standards

bull The moderator takes samples of other assessorsrsquo work during the assessment process and feeds back to the assessor accurate harsh lenient inconsistent This allows for the assessments to be standardised across a team of assessors

bull Once assessments have been standardised moderated and agreed internally representative samples can be entered into a standards file This can be used for future reference to help in standardisation procedures

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

64

Using the framework ndash NAHT exemplification

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

65

bull Does the product support the schoolrsquos policy on assessment

bull To what extent will the assessment tool support delivery of that policy

bull Is the assessment approach implied by the assessment tool credible

bull Does the tool provide good value

Source The Commission on Assessment Without Levels Evaluating external systems (July 2015 v September 2015)

Are teachers equipped to use the tools

Finding the right solution

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

66

Teaching learning and assessment

Itrsquos not just about getting the right assessment tool for the job

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

Using the framework ndash NaaceFrogEducation exemplification

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

68Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

69

Using the frameworkThe curriculum is key ndash

- the Intended curriculum - the Enacted curriculum - the Assessed curriculum - the Learned curriculum

(See Tim Oates Cambridge Assessment)

bull Clearly agreed understood and articulated progress

bull Assessment needs to be robust ndash what why when how reporting results and

ldquoDonrsquot assess everything that moves just the key conceptsrdquo

(Tim Oates)

bull KPIs and Performance Standards

bull Standardisation moderation and exemplification of performance standards are essential

bull Useful and meaningful reporting

bull Challenge itFrog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

70

SupportNAHT Assessment Commission ndash February 2014

DfE Assessment Principles

NAHT Assessment Framework and exemplification

The Commission on Assessment without Levels (July 2015 ndash September 2015)

NAHT courses - lsquoNAHTs assessment framework good practice in a world without levelsrsquo see httpwwwnahtorgukwelcomenaht-eventscourses-listnahts-assessment-framework

The Chartered Institute of Educational Assessors (CIEA) ndash Excellence in Assessment (Schools) an accreditation of the procedures processes and systems that schools and academies have in place to manage and implement assessment As an accreditation process rather than an inspectionhttpcieaorguktrainingexcellence-assessment-schools excellencecieaorguk

The Cambridge Approach Principles for designing administering and evaluating assessment Tim Oates January 2009

Communities of professional practice

FrogEducation wwwfrogeducationcom Tel 01422 250 800

Ofsted Inspection Framework ndash September 2015

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

57

Selecting KPIs ndash extract from the National Curriculum year 1 programme of study

Reading ndash word reading (statutory requirements) Pupils should be taught to bull apply phonic knowledge and skills as the route to decode words bull respond speedily with the correct sound to graphemes (letters or groups of letters) for all 40+ phonemes including

where applicable alternative sounds for graphemes bull read accurately by blending sounds in unfamiliar words containing GPCs that have been taught bull read common exception words noting unusual correspondences between spelling and sound and where these

occur in the word bull read words containing taught GPCs and ndashs ndashes ndashing ndashed ndasher and ndashest endings bull read other words of more than one syllable that contain taught GPCs bull read words with contractions [for example Irsquom Irsquoll wersquoll] and understand that the apostrophe represents the omitted

letter(s) bull read aloud accurately books that are consistent with their developing phonic knowledge and that do not require them

to use other strategies to work out words bull re-read these books to build up their fluency and confidence in word reading

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

58

Selecting KPIs ndash extract from the National Curriculum year 1 programme of study

Reading ndash word reading (statutory requirements) Pupils should be taught to bull apply phonic knowledge and skills as the route to decode words bull respond speedily with the correct sound to graphemes (letters or groups of letters) for all 40+ phonemes

including where applicable alternative sounds for graphemes bull read accurately by blending sounds in unfamiliar words containing GPCs that have been taught bull read common exception words noting unusual correspondences between spelling and sound and where these

occur in the word bull read words containing taught GPCs and ndashs ndashes ndashing ndashed ndasher and ndashest endings bull read other words of more than one syllable that contain taught GPCs bull read words with contractions [for example Irsquom Irsquoll wersquoll] and understand that the apostrophe represents the omitted

letter(s) bull read aloud accurately books that are consistent with their developing phonic knowledge and that do not

require them to use other strategies to work out words bull re-read these books to build up their fluency and confidence in word reading

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

59

National and school curriculum - measuring and recording progress across key stages ndash NAHT assessment model

Key performance indicators Performance standard

Responds speedily with the correct sound to graphemes (letters or groups of letters) for all 40+ phonemes including where applicable alternative sounds for graphemes Reads accurately by blending sounds in unfamiliar words Reads common exception words Reads aloud accurately books that are consistent with their developing phonic knowledge and that do not require them to use other strategies to work out words Develops pleasure in reading motivation to read vocabulary and understanding by

Listening to and discussing a wide range of poems stories and non-fiction at a level beyond that at which they can read independently

With reference to the KPIs By the end of Y1 a child should be able to read all common graphemes and be able to read unfamiliar words containing these graphemes accurately and without undue hesitation by sounding them out in books that are matched closely to the level of word reading knowledge A child should be able to read many common words containing GPCs taught so far such as shout hand stop or dream without needing to blend the sounds out loud first Reading of common exception words such as you could many or people should be secure meaning a child can read them easily and automatically A child can read words with suffixes with support to build on the root words that can be read already

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

60

Tim Oates on granular assessment

- and access to the whole curriculum

>

61

Recording performance using KPIs

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

62

Standardisation

bull Standardisation is the procedure that ensures that all assessors involved in the assessment of pupilsrsquo performances do so accurately and consistently

bull Standardisation establishes a common standard of marking linked to the standard set for the work being assessed that helps maintain quality of marking

bull Assessments need to be standardised administered fixed in their scope and level of difficulty and marked consistently

bull The procedure is carried out before anyone assesses a piece of work

bull The procedure is managed by someone who is confident in applying the standard In external summative tests this would be carried out by the senior examiner or even electronically

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

63

Moderation

bull Moderation is the process through which an assessment is monitored within an institution or across institutions to ensure that the assessment is reliable fair and consistent with required standards

bull The moderator takes samples of other assessorsrsquo work during the assessment process and feeds back to the assessor accurate harsh lenient inconsistent This allows for the assessments to be standardised across a team of assessors

bull Once assessments have been standardised moderated and agreed internally representative samples can be entered into a standards file This can be used for future reference to help in standardisation procedures

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

64

Using the framework ndash NAHT exemplification

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

65

bull Does the product support the schoolrsquos policy on assessment

bull To what extent will the assessment tool support delivery of that policy

bull Is the assessment approach implied by the assessment tool credible

bull Does the tool provide good value

Source The Commission on Assessment Without Levels Evaluating external systems (July 2015 v September 2015)

Are teachers equipped to use the tools

Finding the right solution

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

66

Teaching learning and assessment

Itrsquos not just about getting the right assessment tool for the job

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

Using the framework ndash NaaceFrogEducation exemplification

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

68Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

69

Using the frameworkThe curriculum is key ndash

- the Intended curriculum - the Enacted curriculum - the Assessed curriculum - the Learned curriculum

(See Tim Oates Cambridge Assessment)

bull Clearly agreed understood and articulated progress

bull Assessment needs to be robust ndash what why when how reporting results and

ldquoDonrsquot assess everything that moves just the key conceptsrdquo

(Tim Oates)

bull KPIs and Performance Standards

bull Standardisation moderation and exemplification of performance standards are essential

bull Useful and meaningful reporting

bull Challenge itFrog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

70

SupportNAHT Assessment Commission ndash February 2014

DfE Assessment Principles

NAHT Assessment Framework and exemplification

The Commission on Assessment without Levels (July 2015 ndash September 2015)

NAHT courses - lsquoNAHTs assessment framework good practice in a world without levelsrsquo see httpwwwnahtorgukwelcomenaht-eventscourses-listnahts-assessment-framework

The Chartered Institute of Educational Assessors (CIEA) ndash Excellence in Assessment (Schools) an accreditation of the procedures processes and systems that schools and academies have in place to manage and implement assessment As an accreditation process rather than an inspectionhttpcieaorguktrainingexcellence-assessment-schools excellencecieaorguk

The Cambridge Approach Principles for designing administering and evaluating assessment Tim Oates January 2009

Communities of professional practice

FrogEducation wwwfrogeducationcom Tel 01422 250 800

Ofsted Inspection Framework ndash September 2015

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

58

Selecting KPIs ndash extract from the National Curriculum year 1 programme of study

Reading ndash word reading (statutory requirements) Pupils should be taught to bull apply phonic knowledge and skills as the route to decode words bull respond speedily with the correct sound to graphemes (letters or groups of letters) for all 40+ phonemes

including where applicable alternative sounds for graphemes bull read accurately by blending sounds in unfamiliar words containing GPCs that have been taught bull read common exception words noting unusual correspondences between spelling and sound and where these

occur in the word bull read words containing taught GPCs and ndashs ndashes ndashing ndashed ndasher and ndashest endings bull read other words of more than one syllable that contain taught GPCs bull read words with contractions [for example Irsquom Irsquoll wersquoll] and understand that the apostrophe represents the omitted

letter(s) bull read aloud accurately books that are consistent with their developing phonic knowledge and that do not

require them to use other strategies to work out words bull re-read these books to build up their fluency and confidence in word reading

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

59

National and school curriculum - measuring and recording progress across key stages ndash NAHT assessment model

Key performance indicators Performance standard

Responds speedily with the correct sound to graphemes (letters or groups of letters) for all 40+ phonemes including where applicable alternative sounds for graphemes Reads accurately by blending sounds in unfamiliar words Reads common exception words Reads aloud accurately books that are consistent with their developing phonic knowledge and that do not require them to use other strategies to work out words Develops pleasure in reading motivation to read vocabulary and understanding by

Listening to and discussing a wide range of poems stories and non-fiction at a level beyond that at which they can read independently

With reference to the KPIs By the end of Y1 a child should be able to read all common graphemes and be able to read unfamiliar words containing these graphemes accurately and without undue hesitation by sounding them out in books that are matched closely to the level of word reading knowledge A child should be able to read many common words containing GPCs taught so far such as shout hand stop or dream without needing to blend the sounds out loud first Reading of common exception words such as you could many or people should be secure meaning a child can read them easily and automatically A child can read words with suffixes with support to build on the root words that can be read already

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

60

Tim Oates on granular assessment

- and access to the whole curriculum

>

61

Recording performance using KPIs

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

62

Standardisation

bull Standardisation is the procedure that ensures that all assessors involved in the assessment of pupilsrsquo performances do so accurately and consistently

bull Standardisation establishes a common standard of marking linked to the standard set for the work being assessed that helps maintain quality of marking

bull Assessments need to be standardised administered fixed in their scope and level of difficulty and marked consistently

bull The procedure is carried out before anyone assesses a piece of work

bull The procedure is managed by someone who is confident in applying the standard In external summative tests this would be carried out by the senior examiner or even electronically

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

63

Moderation

bull Moderation is the process through which an assessment is monitored within an institution or across institutions to ensure that the assessment is reliable fair and consistent with required standards

bull The moderator takes samples of other assessorsrsquo work during the assessment process and feeds back to the assessor accurate harsh lenient inconsistent This allows for the assessments to be standardised across a team of assessors

bull Once assessments have been standardised moderated and agreed internally representative samples can be entered into a standards file This can be used for future reference to help in standardisation procedures

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

64

Using the framework ndash NAHT exemplification

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

65

bull Does the product support the schoolrsquos policy on assessment

bull To what extent will the assessment tool support delivery of that policy

bull Is the assessment approach implied by the assessment tool credible

bull Does the tool provide good value

Source The Commission on Assessment Without Levels Evaluating external systems (July 2015 v September 2015)

Are teachers equipped to use the tools

Finding the right solution

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

66

Teaching learning and assessment

Itrsquos not just about getting the right assessment tool for the job

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

Using the framework ndash NaaceFrogEducation exemplification

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

68Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

69

Using the frameworkThe curriculum is key ndash

- the Intended curriculum - the Enacted curriculum - the Assessed curriculum - the Learned curriculum

(See Tim Oates Cambridge Assessment)

bull Clearly agreed understood and articulated progress

bull Assessment needs to be robust ndash what why when how reporting results and

ldquoDonrsquot assess everything that moves just the key conceptsrdquo

(Tim Oates)

bull KPIs and Performance Standards

bull Standardisation moderation and exemplification of performance standards are essential

bull Useful and meaningful reporting

bull Challenge itFrog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

70

SupportNAHT Assessment Commission ndash February 2014

DfE Assessment Principles

NAHT Assessment Framework and exemplification

The Commission on Assessment without Levels (July 2015 ndash September 2015)

NAHT courses - lsquoNAHTs assessment framework good practice in a world without levelsrsquo see httpwwwnahtorgukwelcomenaht-eventscourses-listnahts-assessment-framework

The Chartered Institute of Educational Assessors (CIEA) ndash Excellence in Assessment (Schools) an accreditation of the procedures processes and systems that schools and academies have in place to manage and implement assessment As an accreditation process rather than an inspectionhttpcieaorguktrainingexcellence-assessment-schools excellencecieaorguk

The Cambridge Approach Principles for designing administering and evaluating assessment Tim Oates January 2009

Communities of professional practice

FrogEducation wwwfrogeducationcom Tel 01422 250 800

Ofsted Inspection Framework ndash September 2015

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

59

National and school curriculum - measuring and recording progress across key stages ndash NAHT assessment model

Key performance indicators Performance standard

Responds speedily with the correct sound to graphemes (letters or groups of letters) for all 40+ phonemes including where applicable alternative sounds for graphemes Reads accurately by blending sounds in unfamiliar words Reads common exception words Reads aloud accurately books that are consistent with their developing phonic knowledge and that do not require them to use other strategies to work out words Develops pleasure in reading motivation to read vocabulary and understanding by

Listening to and discussing a wide range of poems stories and non-fiction at a level beyond that at which they can read independently

With reference to the KPIs By the end of Y1 a child should be able to read all common graphemes and be able to read unfamiliar words containing these graphemes accurately and without undue hesitation by sounding them out in books that are matched closely to the level of word reading knowledge A child should be able to read many common words containing GPCs taught so far such as shout hand stop or dream without needing to blend the sounds out loud first Reading of common exception words such as you could many or people should be secure meaning a child can read them easily and automatically A child can read words with suffixes with support to build on the root words that can be read already

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

60

Tim Oates on granular assessment

- and access to the whole curriculum

>

61

Recording performance using KPIs

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

62

Standardisation

bull Standardisation is the procedure that ensures that all assessors involved in the assessment of pupilsrsquo performances do so accurately and consistently

bull Standardisation establishes a common standard of marking linked to the standard set for the work being assessed that helps maintain quality of marking

bull Assessments need to be standardised administered fixed in their scope and level of difficulty and marked consistently

bull The procedure is carried out before anyone assesses a piece of work

bull The procedure is managed by someone who is confident in applying the standard In external summative tests this would be carried out by the senior examiner or even electronically

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

63

Moderation

bull Moderation is the process through which an assessment is monitored within an institution or across institutions to ensure that the assessment is reliable fair and consistent with required standards

bull The moderator takes samples of other assessorsrsquo work during the assessment process and feeds back to the assessor accurate harsh lenient inconsistent This allows for the assessments to be standardised across a team of assessors

bull Once assessments have been standardised moderated and agreed internally representative samples can be entered into a standards file This can be used for future reference to help in standardisation procedures

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

64

Using the framework ndash NAHT exemplification

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

65

bull Does the product support the schoolrsquos policy on assessment

bull To what extent will the assessment tool support delivery of that policy

bull Is the assessment approach implied by the assessment tool credible

bull Does the tool provide good value

Source The Commission on Assessment Without Levels Evaluating external systems (July 2015 v September 2015)

Are teachers equipped to use the tools

Finding the right solution

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

66

Teaching learning and assessment

Itrsquos not just about getting the right assessment tool for the job

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

Using the framework ndash NaaceFrogEducation exemplification

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

68Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

69

Using the frameworkThe curriculum is key ndash

- the Intended curriculum - the Enacted curriculum - the Assessed curriculum - the Learned curriculum

(See Tim Oates Cambridge Assessment)

bull Clearly agreed understood and articulated progress

bull Assessment needs to be robust ndash what why when how reporting results and

ldquoDonrsquot assess everything that moves just the key conceptsrdquo

(Tim Oates)

bull KPIs and Performance Standards

bull Standardisation moderation and exemplification of performance standards are essential

bull Useful and meaningful reporting

bull Challenge itFrog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

70

SupportNAHT Assessment Commission ndash February 2014

DfE Assessment Principles

NAHT Assessment Framework and exemplification

The Commission on Assessment without Levels (July 2015 ndash September 2015)

NAHT courses - lsquoNAHTs assessment framework good practice in a world without levelsrsquo see httpwwwnahtorgukwelcomenaht-eventscourses-listnahts-assessment-framework

The Chartered Institute of Educational Assessors (CIEA) ndash Excellence in Assessment (Schools) an accreditation of the procedures processes and systems that schools and academies have in place to manage and implement assessment As an accreditation process rather than an inspectionhttpcieaorguktrainingexcellence-assessment-schools excellencecieaorguk

The Cambridge Approach Principles for designing administering and evaluating assessment Tim Oates January 2009

Communities of professional practice

FrogEducation wwwfrogeducationcom Tel 01422 250 800

Ofsted Inspection Framework ndash September 2015

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

60

Tim Oates on granular assessment

- and access to the whole curriculum

>

61

Recording performance using KPIs

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

62

Standardisation

bull Standardisation is the procedure that ensures that all assessors involved in the assessment of pupilsrsquo performances do so accurately and consistently

bull Standardisation establishes a common standard of marking linked to the standard set for the work being assessed that helps maintain quality of marking

bull Assessments need to be standardised administered fixed in their scope and level of difficulty and marked consistently

bull The procedure is carried out before anyone assesses a piece of work

bull The procedure is managed by someone who is confident in applying the standard In external summative tests this would be carried out by the senior examiner or even electronically

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

63

Moderation

bull Moderation is the process through which an assessment is monitored within an institution or across institutions to ensure that the assessment is reliable fair and consistent with required standards

bull The moderator takes samples of other assessorsrsquo work during the assessment process and feeds back to the assessor accurate harsh lenient inconsistent This allows for the assessments to be standardised across a team of assessors

bull Once assessments have been standardised moderated and agreed internally representative samples can be entered into a standards file This can be used for future reference to help in standardisation procedures

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

64

Using the framework ndash NAHT exemplification

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

65

bull Does the product support the schoolrsquos policy on assessment

bull To what extent will the assessment tool support delivery of that policy

bull Is the assessment approach implied by the assessment tool credible

bull Does the tool provide good value

Source The Commission on Assessment Without Levels Evaluating external systems (July 2015 v September 2015)

Are teachers equipped to use the tools

Finding the right solution

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

66

Teaching learning and assessment

Itrsquos not just about getting the right assessment tool for the job

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

Using the framework ndash NaaceFrogEducation exemplification

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

68Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

69

Using the frameworkThe curriculum is key ndash

- the Intended curriculum - the Enacted curriculum - the Assessed curriculum - the Learned curriculum

(See Tim Oates Cambridge Assessment)

bull Clearly agreed understood and articulated progress

bull Assessment needs to be robust ndash what why when how reporting results and

ldquoDonrsquot assess everything that moves just the key conceptsrdquo

(Tim Oates)

bull KPIs and Performance Standards

bull Standardisation moderation and exemplification of performance standards are essential

bull Useful and meaningful reporting

bull Challenge itFrog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

70

SupportNAHT Assessment Commission ndash February 2014

DfE Assessment Principles

NAHT Assessment Framework and exemplification

The Commission on Assessment without Levels (July 2015 ndash September 2015)

NAHT courses - lsquoNAHTs assessment framework good practice in a world without levelsrsquo see httpwwwnahtorgukwelcomenaht-eventscourses-listnahts-assessment-framework

The Chartered Institute of Educational Assessors (CIEA) ndash Excellence in Assessment (Schools) an accreditation of the procedures processes and systems that schools and academies have in place to manage and implement assessment As an accreditation process rather than an inspectionhttpcieaorguktrainingexcellence-assessment-schools excellencecieaorguk

The Cambridge Approach Principles for designing administering and evaluating assessment Tim Oates January 2009

Communities of professional practice

FrogEducation wwwfrogeducationcom Tel 01422 250 800

Ofsted Inspection Framework ndash September 2015

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

61

Recording performance using KPIs

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

62

Standardisation

bull Standardisation is the procedure that ensures that all assessors involved in the assessment of pupilsrsquo performances do so accurately and consistently

bull Standardisation establishes a common standard of marking linked to the standard set for the work being assessed that helps maintain quality of marking

bull Assessments need to be standardised administered fixed in their scope and level of difficulty and marked consistently

bull The procedure is carried out before anyone assesses a piece of work

bull The procedure is managed by someone who is confident in applying the standard In external summative tests this would be carried out by the senior examiner or even electronically

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

63

Moderation

bull Moderation is the process through which an assessment is monitored within an institution or across institutions to ensure that the assessment is reliable fair and consistent with required standards

bull The moderator takes samples of other assessorsrsquo work during the assessment process and feeds back to the assessor accurate harsh lenient inconsistent This allows for the assessments to be standardised across a team of assessors

bull Once assessments have been standardised moderated and agreed internally representative samples can be entered into a standards file This can be used for future reference to help in standardisation procedures

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

64

Using the framework ndash NAHT exemplification

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

65

bull Does the product support the schoolrsquos policy on assessment

bull To what extent will the assessment tool support delivery of that policy

bull Is the assessment approach implied by the assessment tool credible

bull Does the tool provide good value

Source The Commission on Assessment Without Levels Evaluating external systems (July 2015 v September 2015)

Are teachers equipped to use the tools

Finding the right solution

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

66

Teaching learning and assessment

Itrsquos not just about getting the right assessment tool for the job

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

Using the framework ndash NaaceFrogEducation exemplification

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

68Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

69

Using the frameworkThe curriculum is key ndash

- the Intended curriculum - the Enacted curriculum - the Assessed curriculum - the Learned curriculum

(See Tim Oates Cambridge Assessment)

bull Clearly agreed understood and articulated progress

bull Assessment needs to be robust ndash what why when how reporting results and

ldquoDonrsquot assess everything that moves just the key conceptsrdquo

(Tim Oates)

bull KPIs and Performance Standards

bull Standardisation moderation and exemplification of performance standards are essential

bull Useful and meaningful reporting

bull Challenge itFrog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

70

SupportNAHT Assessment Commission ndash February 2014

DfE Assessment Principles

NAHT Assessment Framework and exemplification

The Commission on Assessment without Levels (July 2015 ndash September 2015)

NAHT courses - lsquoNAHTs assessment framework good practice in a world without levelsrsquo see httpwwwnahtorgukwelcomenaht-eventscourses-listnahts-assessment-framework

The Chartered Institute of Educational Assessors (CIEA) ndash Excellence in Assessment (Schools) an accreditation of the procedures processes and systems that schools and academies have in place to manage and implement assessment As an accreditation process rather than an inspectionhttpcieaorguktrainingexcellence-assessment-schools excellencecieaorguk

The Cambridge Approach Principles for designing administering and evaluating assessment Tim Oates January 2009

Communities of professional practice

FrogEducation wwwfrogeducationcom Tel 01422 250 800

Ofsted Inspection Framework ndash September 2015

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

62

Standardisation

bull Standardisation is the procedure that ensures that all assessors involved in the assessment of pupilsrsquo performances do so accurately and consistently

bull Standardisation establishes a common standard of marking linked to the standard set for the work being assessed that helps maintain quality of marking

bull Assessments need to be standardised administered fixed in their scope and level of difficulty and marked consistently

bull The procedure is carried out before anyone assesses a piece of work

bull The procedure is managed by someone who is confident in applying the standard In external summative tests this would be carried out by the senior examiner or even electronically

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

63

Moderation

bull Moderation is the process through which an assessment is monitored within an institution or across institutions to ensure that the assessment is reliable fair and consistent with required standards

bull The moderator takes samples of other assessorsrsquo work during the assessment process and feeds back to the assessor accurate harsh lenient inconsistent This allows for the assessments to be standardised across a team of assessors

bull Once assessments have been standardised moderated and agreed internally representative samples can be entered into a standards file This can be used for future reference to help in standardisation procedures

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

64

Using the framework ndash NAHT exemplification

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

65

bull Does the product support the schoolrsquos policy on assessment

bull To what extent will the assessment tool support delivery of that policy

bull Is the assessment approach implied by the assessment tool credible

bull Does the tool provide good value

Source The Commission on Assessment Without Levels Evaluating external systems (July 2015 v September 2015)

Are teachers equipped to use the tools

Finding the right solution

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

66

Teaching learning and assessment

Itrsquos not just about getting the right assessment tool for the job

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

Using the framework ndash NaaceFrogEducation exemplification

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

68Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

69

Using the frameworkThe curriculum is key ndash

- the Intended curriculum - the Enacted curriculum - the Assessed curriculum - the Learned curriculum

(See Tim Oates Cambridge Assessment)

bull Clearly agreed understood and articulated progress

bull Assessment needs to be robust ndash what why when how reporting results and

ldquoDonrsquot assess everything that moves just the key conceptsrdquo

(Tim Oates)

bull KPIs and Performance Standards

bull Standardisation moderation and exemplification of performance standards are essential

bull Useful and meaningful reporting

bull Challenge itFrog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

70

SupportNAHT Assessment Commission ndash February 2014

DfE Assessment Principles

NAHT Assessment Framework and exemplification

The Commission on Assessment without Levels (July 2015 ndash September 2015)

NAHT courses - lsquoNAHTs assessment framework good practice in a world without levelsrsquo see httpwwwnahtorgukwelcomenaht-eventscourses-listnahts-assessment-framework

The Chartered Institute of Educational Assessors (CIEA) ndash Excellence in Assessment (Schools) an accreditation of the procedures processes and systems that schools and academies have in place to manage and implement assessment As an accreditation process rather than an inspectionhttpcieaorguktrainingexcellence-assessment-schools excellencecieaorguk

The Cambridge Approach Principles for designing administering and evaluating assessment Tim Oates January 2009

Communities of professional practice

FrogEducation wwwfrogeducationcom Tel 01422 250 800

Ofsted Inspection Framework ndash September 2015

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

63

Moderation

bull Moderation is the process through which an assessment is monitored within an institution or across institutions to ensure that the assessment is reliable fair and consistent with required standards

bull The moderator takes samples of other assessorsrsquo work during the assessment process and feeds back to the assessor accurate harsh lenient inconsistent This allows for the assessments to be standardised across a team of assessors

bull Once assessments have been standardised moderated and agreed internally representative samples can be entered into a standards file This can be used for future reference to help in standardisation procedures

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

64

Using the framework ndash NAHT exemplification

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

65

bull Does the product support the schoolrsquos policy on assessment

bull To what extent will the assessment tool support delivery of that policy

bull Is the assessment approach implied by the assessment tool credible

bull Does the tool provide good value

Source The Commission on Assessment Without Levels Evaluating external systems (July 2015 v September 2015)

Are teachers equipped to use the tools

Finding the right solution

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

66

Teaching learning and assessment

Itrsquos not just about getting the right assessment tool for the job

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

Using the framework ndash NaaceFrogEducation exemplification

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

68Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

69

Using the frameworkThe curriculum is key ndash

- the Intended curriculum - the Enacted curriculum - the Assessed curriculum - the Learned curriculum

(See Tim Oates Cambridge Assessment)

bull Clearly agreed understood and articulated progress

bull Assessment needs to be robust ndash what why when how reporting results and

ldquoDonrsquot assess everything that moves just the key conceptsrdquo

(Tim Oates)

bull KPIs and Performance Standards

bull Standardisation moderation and exemplification of performance standards are essential

bull Useful and meaningful reporting

bull Challenge itFrog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

70

SupportNAHT Assessment Commission ndash February 2014

DfE Assessment Principles

NAHT Assessment Framework and exemplification

The Commission on Assessment without Levels (July 2015 ndash September 2015)

NAHT courses - lsquoNAHTs assessment framework good practice in a world without levelsrsquo see httpwwwnahtorgukwelcomenaht-eventscourses-listnahts-assessment-framework

The Chartered Institute of Educational Assessors (CIEA) ndash Excellence in Assessment (Schools) an accreditation of the procedures processes and systems that schools and academies have in place to manage and implement assessment As an accreditation process rather than an inspectionhttpcieaorguktrainingexcellence-assessment-schools excellencecieaorguk

The Cambridge Approach Principles for designing administering and evaluating assessment Tim Oates January 2009

Communities of professional practice

FrogEducation wwwfrogeducationcom Tel 01422 250 800

Ofsted Inspection Framework ndash September 2015

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

64

Using the framework ndash NAHT exemplification

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

65

bull Does the product support the schoolrsquos policy on assessment

bull To what extent will the assessment tool support delivery of that policy

bull Is the assessment approach implied by the assessment tool credible

bull Does the tool provide good value

Source The Commission on Assessment Without Levels Evaluating external systems (July 2015 v September 2015)

Are teachers equipped to use the tools

Finding the right solution

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

66

Teaching learning and assessment

Itrsquos not just about getting the right assessment tool for the job

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

Using the framework ndash NaaceFrogEducation exemplification

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

68Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

69

Using the frameworkThe curriculum is key ndash

- the Intended curriculum - the Enacted curriculum - the Assessed curriculum - the Learned curriculum

(See Tim Oates Cambridge Assessment)

bull Clearly agreed understood and articulated progress

bull Assessment needs to be robust ndash what why when how reporting results and

ldquoDonrsquot assess everything that moves just the key conceptsrdquo

(Tim Oates)

bull KPIs and Performance Standards

bull Standardisation moderation and exemplification of performance standards are essential

bull Useful and meaningful reporting

bull Challenge itFrog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

70

SupportNAHT Assessment Commission ndash February 2014

DfE Assessment Principles

NAHT Assessment Framework and exemplification

The Commission on Assessment without Levels (July 2015 ndash September 2015)

NAHT courses - lsquoNAHTs assessment framework good practice in a world without levelsrsquo see httpwwwnahtorgukwelcomenaht-eventscourses-listnahts-assessment-framework

The Chartered Institute of Educational Assessors (CIEA) ndash Excellence in Assessment (Schools) an accreditation of the procedures processes and systems that schools and academies have in place to manage and implement assessment As an accreditation process rather than an inspectionhttpcieaorguktrainingexcellence-assessment-schools excellencecieaorguk

The Cambridge Approach Principles for designing administering and evaluating assessment Tim Oates January 2009

Communities of professional practice

FrogEducation wwwfrogeducationcom Tel 01422 250 800

Ofsted Inspection Framework ndash September 2015

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

65

bull Does the product support the schoolrsquos policy on assessment

bull To what extent will the assessment tool support delivery of that policy

bull Is the assessment approach implied by the assessment tool credible

bull Does the tool provide good value

Source The Commission on Assessment Without Levels Evaluating external systems (July 2015 v September 2015)

Are teachers equipped to use the tools

Finding the right solution

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

66

Teaching learning and assessment

Itrsquos not just about getting the right assessment tool for the job

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

Using the framework ndash NaaceFrogEducation exemplification

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

68Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

69

Using the frameworkThe curriculum is key ndash

- the Intended curriculum - the Enacted curriculum - the Assessed curriculum - the Learned curriculum

(See Tim Oates Cambridge Assessment)

bull Clearly agreed understood and articulated progress

bull Assessment needs to be robust ndash what why when how reporting results and

ldquoDonrsquot assess everything that moves just the key conceptsrdquo

(Tim Oates)

bull KPIs and Performance Standards

bull Standardisation moderation and exemplification of performance standards are essential

bull Useful and meaningful reporting

bull Challenge itFrog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

70

SupportNAHT Assessment Commission ndash February 2014

DfE Assessment Principles

NAHT Assessment Framework and exemplification

The Commission on Assessment without Levels (July 2015 ndash September 2015)

NAHT courses - lsquoNAHTs assessment framework good practice in a world without levelsrsquo see httpwwwnahtorgukwelcomenaht-eventscourses-listnahts-assessment-framework

The Chartered Institute of Educational Assessors (CIEA) ndash Excellence in Assessment (Schools) an accreditation of the procedures processes and systems that schools and academies have in place to manage and implement assessment As an accreditation process rather than an inspectionhttpcieaorguktrainingexcellence-assessment-schools excellencecieaorguk

The Cambridge Approach Principles for designing administering and evaluating assessment Tim Oates January 2009

Communities of professional practice

FrogEducation wwwfrogeducationcom Tel 01422 250 800

Ofsted Inspection Framework ndash September 2015

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

66

Teaching learning and assessment

Itrsquos not just about getting the right assessment tool for the job

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

Using the framework ndash NaaceFrogEducation exemplification

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

68Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

69

Using the frameworkThe curriculum is key ndash

- the Intended curriculum - the Enacted curriculum - the Assessed curriculum - the Learned curriculum

(See Tim Oates Cambridge Assessment)

bull Clearly agreed understood and articulated progress

bull Assessment needs to be robust ndash what why when how reporting results and

ldquoDonrsquot assess everything that moves just the key conceptsrdquo

(Tim Oates)

bull KPIs and Performance Standards

bull Standardisation moderation and exemplification of performance standards are essential

bull Useful and meaningful reporting

bull Challenge itFrog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

70

SupportNAHT Assessment Commission ndash February 2014

DfE Assessment Principles

NAHT Assessment Framework and exemplification

The Commission on Assessment without Levels (July 2015 ndash September 2015)

NAHT courses - lsquoNAHTs assessment framework good practice in a world without levelsrsquo see httpwwwnahtorgukwelcomenaht-eventscourses-listnahts-assessment-framework

The Chartered Institute of Educational Assessors (CIEA) ndash Excellence in Assessment (Schools) an accreditation of the procedures processes and systems that schools and academies have in place to manage and implement assessment As an accreditation process rather than an inspectionhttpcieaorguktrainingexcellence-assessment-schools excellencecieaorguk

The Cambridge Approach Principles for designing administering and evaluating assessment Tim Oates January 2009

Communities of professional practice

FrogEducation wwwfrogeducationcom Tel 01422 250 800

Ofsted Inspection Framework ndash September 2015

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

Using the framework ndash NaaceFrogEducation exemplification

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

68Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

69

Using the frameworkThe curriculum is key ndash

- the Intended curriculum - the Enacted curriculum - the Assessed curriculum - the Learned curriculum

(See Tim Oates Cambridge Assessment)

bull Clearly agreed understood and articulated progress

bull Assessment needs to be robust ndash what why when how reporting results and

ldquoDonrsquot assess everything that moves just the key conceptsrdquo

(Tim Oates)

bull KPIs and Performance Standards

bull Standardisation moderation and exemplification of performance standards are essential

bull Useful and meaningful reporting

bull Challenge itFrog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

70

SupportNAHT Assessment Commission ndash February 2014

DfE Assessment Principles

NAHT Assessment Framework and exemplification

The Commission on Assessment without Levels (July 2015 ndash September 2015)

NAHT courses - lsquoNAHTs assessment framework good practice in a world without levelsrsquo see httpwwwnahtorgukwelcomenaht-eventscourses-listnahts-assessment-framework

The Chartered Institute of Educational Assessors (CIEA) ndash Excellence in Assessment (Schools) an accreditation of the procedures processes and systems that schools and academies have in place to manage and implement assessment As an accreditation process rather than an inspectionhttpcieaorguktrainingexcellence-assessment-schools excellencecieaorguk

The Cambridge Approach Principles for designing administering and evaluating assessment Tim Oates January 2009

Communities of professional practice

FrogEducation wwwfrogeducationcom Tel 01422 250 800

Ofsted Inspection Framework ndash September 2015

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

68Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

69

Using the frameworkThe curriculum is key ndash

- the Intended curriculum - the Enacted curriculum - the Assessed curriculum - the Learned curriculum

(See Tim Oates Cambridge Assessment)

bull Clearly agreed understood and articulated progress

bull Assessment needs to be robust ndash what why when how reporting results and

ldquoDonrsquot assess everything that moves just the key conceptsrdquo

(Tim Oates)

bull KPIs and Performance Standards

bull Standardisation moderation and exemplification of performance standards are essential

bull Useful and meaningful reporting

bull Challenge itFrog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

70

SupportNAHT Assessment Commission ndash February 2014

DfE Assessment Principles

NAHT Assessment Framework and exemplification

The Commission on Assessment without Levels (July 2015 ndash September 2015)

NAHT courses - lsquoNAHTs assessment framework good practice in a world without levelsrsquo see httpwwwnahtorgukwelcomenaht-eventscourses-listnahts-assessment-framework

The Chartered Institute of Educational Assessors (CIEA) ndash Excellence in Assessment (Schools) an accreditation of the procedures processes and systems that schools and academies have in place to manage and implement assessment As an accreditation process rather than an inspectionhttpcieaorguktrainingexcellence-assessment-schools excellencecieaorguk

The Cambridge Approach Principles for designing administering and evaluating assessment Tim Oates January 2009

Communities of professional practice

FrogEducation wwwfrogeducationcom Tel 01422 250 800

Ofsted Inspection Framework ndash September 2015

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

69

Using the frameworkThe curriculum is key ndash

- the Intended curriculum - the Enacted curriculum - the Assessed curriculum - the Learned curriculum

(See Tim Oates Cambridge Assessment)

bull Clearly agreed understood and articulated progress

bull Assessment needs to be robust ndash what why when how reporting results and

ldquoDonrsquot assess everything that moves just the key conceptsrdquo

(Tim Oates)

bull KPIs and Performance Standards

bull Standardisation moderation and exemplification of performance standards are essential

bull Useful and meaningful reporting

bull Challenge itFrog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

70

SupportNAHT Assessment Commission ndash February 2014

DfE Assessment Principles

NAHT Assessment Framework and exemplification

The Commission on Assessment without Levels (July 2015 ndash September 2015)

NAHT courses - lsquoNAHTs assessment framework good practice in a world without levelsrsquo see httpwwwnahtorgukwelcomenaht-eventscourses-listnahts-assessment-framework

The Chartered Institute of Educational Assessors (CIEA) ndash Excellence in Assessment (Schools) an accreditation of the procedures processes and systems that schools and academies have in place to manage and implement assessment As an accreditation process rather than an inspectionhttpcieaorguktrainingexcellence-assessment-schools excellencecieaorguk

The Cambridge Approach Principles for designing administering and evaluating assessment Tim Oates January 2009

Communities of professional practice

FrogEducation wwwfrogeducationcom Tel 01422 250 800

Ofsted Inspection Framework ndash September 2015

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

70

SupportNAHT Assessment Commission ndash February 2014

DfE Assessment Principles

NAHT Assessment Framework and exemplification

The Commission on Assessment without Levels (July 2015 ndash September 2015)

NAHT courses - lsquoNAHTs assessment framework good practice in a world without levelsrsquo see httpwwwnahtorgukwelcomenaht-eventscourses-listnahts-assessment-framework

The Chartered Institute of Educational Assessors (CIEA) ndash Excellence in Assessment (Schools) an accreditation of the procedures processes and systems that schools and academies have in place to manage and implement assessment As an accreditation process rather than an inspectionhttpcieaorguktrainingexcellence-assessment-schools excellencecieaorguk

The Cambridge Approach Principles for designing administering and evaluating assessment Tim Oates January 2009

Communities of professional practice

FrogEducation wwwfrogeducationcom Tel 01422 250 800

Ofsted Inspection Framework ndash September 2015

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

71

In conclusionhellip

There is unprecedented change ndash and not all bad The removal of levels has made folk think but

bull donrsquot re-invent levels - make assessment outcomes meaningfulbull re-visit or determine your schoolrsquos principles for the curriculum and assessment frameworkbull publish itbull get the right CPDbull be measured - donrsquot rush into lsquoglossyrsquo familiar looking solutions

Above all grab the opportunity - be bold make assessment integral to teaching and learning - and work hard to build the status of teacher assessment

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

72

Thank you for listening

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

• The future of assessment Frog 16 London 23rd June 2016
• Slide 2
• Key changes to the National Curriculum qualifications account
• Key changes to the National Curriculum qualifications account (2)
• Accountability - Floor standards 2016
• Accountability - Floor standards ndash infant or first schools
• Slide 7
• Accountability from 2016 ndash Coasting secondary schools
• High levels of accountability workhellipdonrsquot they
• And more to comehellipprimary ()
• Reception Baseline ndash DfE approved providers
• Slide 12
• Slide 13
• Slide 14
• And more to comehellipsecondary
• And more to comehellipsecondary
• The curriculum
• A new curriculum
• The School Information (England) Regulations
• The School Information (England) Regulations A school curricul
• The School Information (England) Regulations A school curricul (2)
• Understanding progression
• Slide 23
• Measuring progress ndash an HMI DampT model
• Understanding progression (2)
• Assessment
• Teacher assessment
• Implications for practice
• Slide 29
• Slide 30
• Ofsted amp assessment ndash (HMCI letter to schools July 2014)
• Ofsted inspections ndash clarification for schools
• Teacher Workload Survey
• Teacher Workload Survey (2)
• Slide 35
• Slide 36
• Slide 37
• Slide 38
• Tim Oates on Finland textbooks and workload
• Slide 40
• Slide 41
• Tim Oates on levels mastery compensatory and low quality ass
• Slide 43
• Slide 44
• The impacthellip
• Slide 46
• Slide 47
• Slide 48
• Slide 49
• Slide 50
• Slide 51
• Slide 52
• Slide 53
• Assessment Quality Assurance Plan
• Slide 55
• Slide 56
• Slide 57
• Slide 58
• Slide 59
• Slide 60
• Slide 61
• Slide 62
• Slide 63
• Slide 64
• Slide 65
• Slide 66
• Slide 67
• Slide 68
• Slide 69
• Slide 70
• Slide 71
• Slide 72

72

Thank you for listening

Frog 16 London June 2016 The future of Assessment Reclaiming Assessment Mick Walker

• The future of assessment Frog 16 London 23rd June 2016
• Slide 2
• Key changes to the National Curriculum qualifications account
• Key changes to the National Curriculum qualifications account (2)
• Accountability - Floor standards 2016
• Accountability - Floor standards ndash infant or first schools
• Slide 7
• Accountability from 2016 ndash Coasting secondary schools
• High levels of accountability workhellipdonrsquot they
• And more to comehellipprimary ()
• Reception Baseline ndash DfE approved providers
• Slide 12
• Slide 13
• Slide 14
• And more to comehellipsecondary
• And more to comehellipsecondary
• The curriculum
• A new curriculum
• The School Information (England) Regulations
• The School Information (England) Regulations A school curricul
• The School Information (England) Regulations A school curricul (2)
• Understanding progression
• Slide 23
• Measuring progress ndash an HMI DampT model
• Understanding progression (2)
• Assessment
• Teacher assessment
• Implications for practice
• Slide 29
• Slide 30
• Ofsted amp assessment ndash (HMCI letter to schools July 2014)
• Ofsted inspections ndash clarification for schools
• Teacher Workload Survey
• Teacher Workload Survey (2)
• Slide 35
• Slide 36
• Slide 37
• Slide 38
• Tim Oates on Finland textbooks and workload
• Slide 40
• Slide 41
• Tim Oates on levels mastery compensatory and low quality ass
• Slide 43
• Slide 44
• The impacthellip
• Slide 46
• Slide 47
• Slide 48
• Slide 49
• Slide 50
• Slide 51
• Slide 52
• Slide 53
• Assessment Quality Assurance Plan
• Slide 55
• Slide 56
• Slide 57
• Slide 58
• Slide 59
• Slide 60
• Slide 61
• Slide 62
• Slide 63
• Slide 64
• Slide 65
• Slide 66
• Slide 67
• Slide 68
• Slide 69
• Slide 70
• Slide 71
• Slide 72