teacher assessment and mcp ‘the best way to predict the future is to invent it’

‘The best way to predict the future is to invent it’

Teacher assessment and MCP‘The best way to predict the future is to invent it’

Presentation to Dorset LA, Annual Assessment Conference

Janet WhiteNovember 2006


Why now?

QCA Curriculum Division work on English 21 in 2004-5

– speaking and listening

– creativity

– permeable classrooms

current national curriculum review for key stage 3 and functional skills initiatives

assessing pupils’ progress in English and mathematics throughout key stage 3

renewal of the Primary National Strategy frameworks

Every child matters and Excellence and enjoyment


Why Dorset schools?

LA aspirations for Dorset schools and pupils

leading role by Dorset schools in key stage 1 Building a picture development

thirteen key stage 2 schools taking part in the English and mathematics monitoring children’s progress (MCP) 2006-7 pilot project


Where is this leading?

a greater repertoire of assessment methods

taking up the challenge to give more prominence to speaking and listening across the curriculum

enabling pupils to demonstrate independence and choice in what they know and can do

encouraging creativity and choice in planning teaching and learning

interacting with worlds beyond the classroom


Key stage 2 English and mathematics MCP pilot project


What is MCP?

a QCA and Primary National Strategy (PNS) research and development project funded by DfES

a structured approach for teachers

a model of assessment that is both diagnostic and keyed to national standards

a system which enables tracking of pupils’ progress at intervals defined by teachers throughout the key stages


Scope of the project

Key stage 2

piloting with approx. 100 schools with data collection and reports in 2006-7

developing guidance and support materials

development of assessment guidelines for speaking and listening

Key stage 1/EYFS

research into assessment opportunities for English and mathematics


Example assessment guideline for English

Child on L3/L4 borderline

Make ‘best fit’ assessment

against L3 and L4 criteria

Make overall level judgement


The MCP model

developed from the 2005-6 MCP Year 5 English and mathematics pilot looking at levels 3 and 4

based on assessment focuses that underpin national curriculum assessment

supports the new Primary National Strategy frameworks

– in literacy moving from word, sentence and text to the bigger picture

– in numeracy embedding AT1, using and applying


The MCP model

National curriculum + Level descriptions

Assessment focuses

National curriculum

level

MCP in the classroom

(full context)

National curriculum test

(sample)

nationally valid assessment embedded in classroom teaching and learning


Benefits of MCP

embraces both formative and summative assessment

supports teachers in aligning their judgements systematically with national standards

increases consistency and reliability of teacher assessment

is systematic and adaptable to local contexts

contributes to teachers’ professional judgements

provides high quality evidence to inform reporting on children’s progress within school and to parents

contributes to improved learning and more responsive teaching


Implications

when and how assessment is undertaken

balance between teacher assessment and testing

progress reviews

involvement of TAs and other adults

what’s passed on to the next teacher


Developing ‘Teacher learning communities’ *

other classroom teachers

subject leaders

school senior management teams

external moderators

local authority staff

QCA and PNS colleagues

* Does Assessment Hinder Learning, Dylan Wiliam, ETS, July 2006


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teacher assessment and mcp ‘the best way to predict the future is to invent it’

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