Strategies for tackling 17+
participation, attainment and
progression
Oakwood House
Maidstone
4th November 2014
17+ participation, attainment
and progression in London:
Main research findings and
recommendations
Professors Ann Hodgson and Ken Spours
Institute of Education, University of London
The 17+ issue
• RPA and the importance of sustained and high quality
participation post-16
• Successful 17+ participation is the major indicator of potential
success at L3 and progression from L2 to L3 by age 19
• London has made important strides in pre-16 attainment but less
so in post-16 attainment at L3
• In 2013/14 IOE/London Councils have been researching this
issue using secondary data and visits to schools and colleges
17+ participation
• Participation at 16 &17 in 2014 in London is higher than the
rest of the country (92.3%/90.8%) and in full-time education
(88.7%/83.2%). Participation at 17 continues to rise
• But under 3% of 16 &17 year olds are in
WBL/Apprenticeship and this has continued to fall
• Participation rates varied considerably between London
boroughs depending on their level of economic and social
deprivation.
• The proportion of 16-18 year olds studying in school sixth
forms and sixth form colleges (SFCs) has increased over
the past year, while the percentage studying in general
further education colleges (GFEs) has declined.
17+ retention
• Only a third of school students embarking on a L2 course
at 16 progressed to L3 study.
• 17+ retention in A Level programmes in schools (82%) is
greater than in L3 vocational programmes (59%).
• Just under a quarter of Year 12 L3 starters ‘dropped out’ of
their sixth form before 18.
• GCSE English and maths at grades A*-C are highly
important in 17+ retention as are the number of GCSEs or
vocational equivalents (8 not 5)
17+ attainment
• London is below the national average on all L3 attainment
measures (except attainment of two L3 awards at 18) and
notably on total points – 682 compared to 706 nationally
• Broader attainment at KS4 produces better outcomes post16:
 About 30% of L3 learners in London schools in 2011/12 did not
have A*-C grades in GCSE E&M and scored on average 540 points
 Those who had at least 5 GCSE A*-C grades including E&M scored
on average 753 points at L3.
 Those with 8+ GCSE A*-C grades including E&M scored on
average 795 points.
17+ participation, attainment &
retention in Kent: a brief comparison
Much higher than national average GCSE results (5
GCSE A*-C grades incl’ maths and English)
Above national average in A Level per student scores –
818/796 but slightly below national average on other
measures of A Level outcomes
Enormous inter-institutional variation – 1600/252 – for
scores per student
Overall retention (78%) and transition retention (84%)
looks about average or slightly above
17+ risk factors for schools
17+ risk factors for GFEs
and SFCs
School strategies at Key
Stage 4
10
School strategies in Year 12
11
GFE and SFC strategies at
17+
2. Tracking
performance and
organising
individualised
interventions
1. Tightening
admissions
criteria and
offering
alternative routes
3. Providing
individual
support and
additional
activities
Supporting
the
'vulnerable'
advanced
level learner
Recommendations
1. The need for a pan-London focus on 17+ participation, attainment and
progression
2. A Post-16 London Challenge focused around the 17+ issue
•
•
•
Addressing institutional and borough-based variation
A step change in the sharing of good practice on the 17+ issue particularly
on high quality A Level teaching and learning and underpinning support
systems
Raising performance through increased partnership working
1. Effective 14-19 Careers Education, Information Advice and Guidance
2. An emphasis on building in progression skills at KS4
3. Increasing the supply of high quality vocational (or mixed
academic/vocational) L3 provision and apprenticeships
4. Developing planned ‘three-year sixth’ programmes and reinstating funding for
18 year olds
Alps
Advanced Level Performance Systems
The Implications of Post 16 Reform
Guiding your students safely through the rapidly changing
Post-16 landscape from now to 2018
Kent LA
November 2014
John Philip
Outline of this session
• A Level Reform – how best to prepare your
school / college for September 2015
implementation
• How and when are A Levels changing
• Preparing your school or college for the linear A
Levels
• The implications for Information & Guidance and
monitoring
Alps
Vision & Ethos
Alps
Not just a book of numbers
A process not a product
A culture that raises student and school
achievement
Basic principles
An individual
Everyone is:
An Exception
To be valued
Behind each piece of data is a young person
Challenging Times
• In the rapidly changing landscape making
decisions that have the interests of each
student at heart will be crucial.
• Decisions that you make now may have a
huge impact on the future life choices of
the students who enrol in the sixth form in
Sept 2015 & subsequently.
Why and when are
A-Levels
changing?
Why are A-Levels changing?
• In the Ofqual ‘Update on the Reforms
Being Made to AS Qualifications and ALevels’ (April 2014) 4 reasons are cited:
1. There are too many resits;
2. Too many assessments disrupt teaching;
3. Too many assessments can have a negative
effect on other subjects;
4. The modular system isn’t giving students a
broad range of knowledge.
2015 - 17
•
•
•
•
•
•
•
•
•
•
•
Linear A-Levels Sept 2015
English language
English literature
English language and
literature
The sciences (Bi; Ch; Ph)
History
Psychology
Art and design
Sociology
Business studies
Economics
Computing
These ones go linear from Sept 2015 for Y11
•
•
•
•
•
•
•
•
•
Modular A-Levels
Mathematics and further
maths
MFL and ancient languages
Geography
Religious studies
Design and technology
Drama
Dance
Music
Physical education
These ones go linear from Sept 2016 for Y10
Linear A-Levels from 2017
• All other A-Level subjects offered by the
English boards will become linear too for
teaching from September 2017 or will be
withdrawn from being A-Levels.
• The Ofqual Consultation Completing GCSE,
AS and A level reform (4 June) suggested
which subjects may be ‘discontinued’ and
which ‘reformed’.
As of 10 October no absolute decisions on the
Ofqual website http://ofqual.gov.uk
AS / A Level subjects Ofqual are proposing to
discontinue (June 2014)
Subject
(proposed last award 2016)
UK awards
2012
Related continuing subject(s) (for first teaching
2015 and first award 2016)
Science in society
Applied science
Environmental studies
Human biology
Applied art & design
Humanities
Economics and business
942
5,141
2,370
3,995
645
N/A
2,890
Sciences
Sciences
Sciences
Biology
Art & design
History; Geography (2017)
Economics; Business studies
Applied business
9,841
Business studies
Home economics (food, nut. & health) 506
DT: food technology
Engineering
Performance studies
Performing arts
Subject
(proposed last award 2017)
Quantitative methods
Use of mathematics
DT: systems and control technology
Dance; Drama and theatre studies
Dance; Drama and theatre studies
Related continuing subject(s) (for first teaching
2016 and first award 2017)
Mathematics
Mathematics
These ones may not exist from
Sept 2017 for Y9
N/A
1,220
1,873
UK awards
2012
2,998
One argument is that the subjects on
the left are similar or overlapping
with those in the column above
AS / A subjects Ofqual are proposing to ‘reform’
(turn linear) for first teaching Sept 2017 (June 2014)
Subject
Accounting
Anthropology
Applied information and communication technology
Archaeology
Citizenship studies
Classical civilisation
Classics
Communication and culture
Creative writing
Critical thinking
Electronics
Film studies
General studies
Geology
Subject
Government and politics
Health and social care single award
History of art
Information and communication technology
Law
Leisure studies
Media studies
Media: communication and production
Music technology
Philosophy
Statistics
Travel and tourism
World/global development
These ones may go linear from Sept 2017 for Y9
Last award of unreformed AS Levels = 2018 (still exist for Y9 too)
Standalone AS Levels
• In March 2013 the Government decided that AS
qualifications should be separated from A-Levels, making
them completely freestanding.
• Separating them means students will be able to take new ALevels without also taking an AS in the subject (if students
take an A-Level after doing the AS, they’ll be reassessed on
the material they’ve covered).
• The challenge of the new AS qualifications will be the same
as now. They will be assessed at the same level of demand
as they are now.
• Exam boards are able to design AS qualifications so
schools and colleges can (if they want) teach them
alongside the first year of the A-Level in that subject.
Why ignore them?
• Cost might drive the decision. After all
doing these exams is not compulsory.
• University may not use the results for
offers if they are not ‘universal’.
• Will enable teachers to spend two years
teaching towards the skills required for
success in the harder A-Level papers
without being distracted by the
demands of the AS.
Why use them?
• Will you be risking students spending 2
years on A-Level courses and failing if
you don’t enter them for AS in Y12?
• How accurate are your current teacher
progress grades? Can you rely on their
professional judgement alone to guide
your assessment of student progress?
• Universities may use the results for
offers even if they are not ‘universal’.
Core Maths
• “The government has set out an ambition for the
overwhelming majority of young people in
England to study mathematics at least to age 18
by 2020. We lag behind our competitors
internationally both in the proportion of students
studying maths to age 18 and in the proportion
studying the subject to advanced levels, yet these
skills are increasingly essential to higher
education study, young people’s future careers
and the economy more generally.”
DfE Jan 2014
Core Maths
• Core Maths qualifications should be designed to be taken
over two years. These new qualifications will be around
half the size of an A-Level.
• Core Maths content should focus on:
1. the application of mathematical knowledge to address
problems and questions;
2. representing situations mathematically; and
3. use of mathematical and statistical knowledge to make
logical and reasoned arguments in a variety of contexts.
• Core Maths will be available for first teaching in
September 2015 and is not currently a statutory
requirement.
• The DfE is piloting Core Maths from September 2014.
Timeline
From AQA website
General Election 2015
• On Monday 11 August Labour announced that they
would put on hold all A-level reforms due to be
introduced next year and scrap the central plan to
abolish AS-levels.
• However there are at least two unknowns:
• Will Labour win the 2015 General Election?
• Will it be possible to make changes to the reforms before
September 2015 (given the time and money Exam
Boards have put into developing specifications,
specimen papers and actual papers for the new
reformed A Levels)?
• In our view it would be unwise to assume there is
no need to plan for the linear A Levels.
Preparing your school /
college for the new
A-Levels
Engaging with staff, students and parents to
ensure a smooth transition
Sixth Form Brochure
• Perhaps entries for the linear subjects (from
Sept. 2015) should all be grouped together at
the front of the brochure;
• Perhaps follow with those that will then
become linear in Sept. 2016: then all other A
Levels, then other L3 qualifications then
GCSEs
• The brochure could explain that more precise
subject guidance for the linear subjects will
be issued when available.
New Linear Specifications for Sept. 2015
• In theory the exam boards were to have these
available from September 2014 (this has
slipped for some specifications*).
• Having discussions with subject leaders about
their criteria for choosing one might help
•
•
•
•
Content
Assessment objectives
Specimen papers
Co-teachable AS (unless you don’t intend to use
Standalone ASs)
* As of 10 October
Art & Design
AS – 1 out of 4 specifications accredited
AQA
A level – 1 out of 4 specifications accredited
AQA
Biology
AS – 3 out of 6 specifications accredited
AQA OCR A OCR B
A level – 3 out of 6 specifications accredited
AQA OCR A OCR B
Business
AS – 3 out of 4 specifications accredited
AQA OCR Pearson
A level – 3 out of 4 specifications accredited
AQA OCR Pearson
Chemistry
AS – 0 out of 5 specifications accredited
A Level – 0 out of 5 specifications accredited
Computer Science
AS – 1 out of 3 specifications accredited
AQA
A level – 1 out of 3 specifications accredited
AQA
Economics
AS – 5 out of 5 specifications accredited
AQA Pearson A Pearson B
WJEC Eduqas OCR
A level – 5 out of 5 specifications accredited
AQA Pearson A Pearson B
WJEC Eduqas OCR
English Language
AS – 3 out of 4 specifications accredited
AQA OCR Pearson
A level – 3 out of 4 specifications accredited
AQA OCR Pearson
English Language and Literature
AS – 2 out of 4 specifications accredited
AQA
OCR
A level – 2 out of 4 specifications accredited
AQA
OCR
English Literature
AS – 1 out of 5 specifications accredited
OCR
A level – 1 out of 5 specifications accredited
OCR
Approved
specifications
16 Oct 2014
History
AS – 1 out of 4 specifications accredited
Pearson OCR
A level – 2 out of 4 specifications
accredited
Pearson OCR
Psychology
AS – 1 out of 4 specifications accredited
AQA
A Level – 1 out of 4 specifications
accredited
AQA
Physics
AS – 4 out of 5 specifications accredited
AQA OCR A OCR B Pearson
A level – 4 out of 5 specifications
accredited
AQA OCR A OCR B Pearson
Sociology
AS – 3 out of 3 specifications accredited
AQA OCR WJEC Eduqas
A level – 3 out of 3 specifications
accredited
AQA OCR WJEC Eduqas
Check HoDs are getting prepared
• Make sure HoDs have made an informed
choice of specification – not simply stuck with
the ‘devil they know’.
• Then set some deadlines for the preparation
of materials:
• Scheme of work (will it include co-teachable AS?)
• Other key resources – are new textbooks
required (or desired)?
• Student facing materials such as Learning
checklists / content guides to enable them to
understand the course.
Learning checklist exemplar
Week
Topic Area
Key Ideas
1
1) Introduction to
Economics
2) The economic problem
3) Scarcity and choice
2
4) Economic resources
5) Production possibility
diagrams
The nature and purpose of economic activity,
positive and normative statements
Needs and wants, economic welfare, production
and consumption
The allocation of scarce resources, incentives,
the environment, opportunity cost
Land, labour, capital and enterprise, the factors
of production
Production possibility frontiers, opportunity cost,
spare capacity
RAG
rate
Green
Topic understood, learned and applied in my work
Amber
Topic understood in class but I have had difficulty
applying what I learned when tested
Red
Either
•I was absent for some or all of this topic
or
•I did not understand this topic
Learning checklist exemplar
History: Assessing the importance of turning points (Synoptic unit)
Can and use themes or criteria to assess the importance of the named
turning point in the question
Can identify other turning points during the hundred year period that are
relevant to the key issue in the question and use themes or criteria to
assess their importance
Can compare, using themes or criteria, the relative importance of the named
turning point and other selected turning points
Compares the relative importance of at least two turning points in each
paragraph using themes or criteria
Compares the relative importance of at least two turning points in most
sentences using themes or criteria
Key
B grade
A* quality
BTEC
Changing too
BTEC Assessment Rules from Sept. 2014
• ‘Assessors
should move the
focus of their
feedback away
from achieving
specific grades
and onto how
learners can
learn and
progress’
Edexcel: Guide to Internal Assessment
June 2014
Impact on BTEC Provision
• Setting high aspirations in class by
a clear focus on ensuring students
understand how to meet Distinction* /
Distinction criteria (or at least Merit)
before they start each assignment is
now critically important.
Vocational Qualifications 2016-18
• The DfE is reforming post-16 Level 3 vocational qualifications in a similar
way to that seen at Key Stage 4.
• The proposal divides Level 3 vocational qualifications into two types:
applied and technical. A list of the Applied qualifications that meet the
interim requirements and can be counted in the 2016 tables was
updated in April 2014. A list of the Technical qualifications that meet the
interim requirements and can be counted in the 2016 tables was
updated in May 2014.
• These lists will be updated annually and by autumn 2015 they will
publish the list of Level 3 qualifications that meet the new requirements
(including a strong emphasis on synoptic and external assessment).
• These new qualifications will be first taught in September 2016
and will be reported in the 2018 tables.
Information and
Guidance
Information and Guidance
In terms of recruitment of current Year 11 for September 2015 start
thinking about:
1. Which students would cope best with linear A-Levels (as some
A-Levels will still have modular AS units up to May 2017)?
2. Will teaching need to change to support the full range of learners on
linear courses?
3. Whether students on the linear pathway would take 3 or 4
A-Levels in Y12 (with many dropping to their chosen / best 3 in Y13
based on mocks / teacher assessment / stand alone AS results)?
4. Whether to enter students on the linear A-Levels for stand-alone
AS exams in the summer of Y12?
Study Programmes
• Ofsted published ‘Transforming 16 to 19 education and training: the early
implementation of 16 to 19 study programmes’ in September 2014.
• In it they state that ‘school and academy leaders interviewed were
unaware of the full extent of the requirements of the study programmes
and the implications for their sixth form provision. Implementation was
generally too slow in these types of institutions’.
• The key requirements of study programmes are that they should:
•
•
•
•
be individualised and provide progression to a higher level of study than learners’ prior
attainment to meet clear educational and career aspirations
include qualification(s) that stretch the learner and link clearly to progression routes to
training, employment or higher education, or include an extended period of workexperience/work preparation for those learners who are not ready to study for a
substantial qualification at level 2, or a traineeship
include continued teaching, to enable learners to work towards achieving English and
mathematics GCSE grades A* to C, for those who do not already hold these, or other
interim/stepping stone qualifications towards achieving these GCSEs
allow for meaningful work experience (related to the vocational area) or other nonqualification activity to develop learners’ personal skills and/or prepare them for
employment, training or higher/further education.
Get Your Curriculum Right for all Students
• ‘A common feature of less effective sixth forms is
a poor match between the curriculum and
students’ abilities. This is sometimes
exacerbated by weaknesses in information,
advice and guidance, particularly when students
are directed to courses which are inappropriate
for their needs and capabilities.’
•
Annual Report of Her Majesty’s Chief
Inspector of Education, Children’s Services and
Skills
Strategic Decision - 1
• In our view school / college leaders
need to make strategic decisions
about how they will deal with some of
the issues:
 Will teaching need to change to support
the full range of learners on linear
courses?
 Will all sixth formers be equally suited
to the demands of linear assessment?
3 or 4 AS / A-Levels in Y12
• A tough decision – clearly it will cost more in
terms of teaching to put them on 4 AS rather
than 3 – but will they be fully funded
students?
• How confident will you be in allowing current
Y11 to choose 3 linear subjects?
• And what about the students who want to do
some subjects that retain the current
‘counting’ AS 2015-17 alongside some that
are linear?
Strategic Decision - 2
• In our view school / college leaders
need to make strategic decisions
about how they will deal with some of
the issues:
 Will Y12 students start with 4AS/A
Level subjects as at present or will they
start with 3 as was common prior to
Curriculum 2000?
Recruiting Students: An Example
• You are interviewing me for a place in your
Sixth Form from September 2015;
• After a discussion about post-18 ambitions
and current GCSE predictions I ask if I can
take:
• Biology
(linear)
• Geography
• Mathematics
• Psychology
(linear)
All sorts of issues
• Should I be allowed 4 or limited to 3?
• How many hours will I be taught per week per
subject and will I be a full-time student on 3?
• Will I be doing AS in Geography and Maths
but not ‘standalones’ in Biology and
Psychology?
• If so, which subjects will I work hard in during
Y12?
• How will you (and / or I judge which subject to
discontinue in Y13)?
• Will my ‘core aims’ in the October census be
AS in 2016 or A-Level in 2017?
Current AS Results
• Although most students who complete Y13
pass A-Levels, the A-E pass rate at AS has
been around 87% for some time;
• In most schools the grade Us are not
equally shared across all subjects;
• Success rates at AS based on starters –
those who were on AS courses in October
is even lower – 75.5% in 2013.
• They are especially low in some subjects
such as Psychology.
IAG at the end of Y12
• In 2016 you will have AS results for subjects that
are still modular.
• You will not have AS results for the first group of
linear A Levels (unless taking the ‘standalones’).
• The following exercise models the Student
Performance Report for a school where students
have not sat standalone AS exams.
• Have a careful look and consider which students
could not progress to Y13 and which students it
would prove difficult to help them decide which
subjects to continue to A Level.
To Stand Alone .... or not?
• Unless you teach in a school with exclusively able
students (and teachers) you might consider retaining
the 4AS / 3A structure at least for the first two ‘guinea
pig’ years (2015-17 & 2016-18) and entering students
for all AS whether standalone or ‘counting’ as many /
most students may well be on a mix of courses.
• We certainly think that any more marginal Sixth Formers
need to be on an AS pathway regardless of whether
they are on linear or ‘still modular’ A Levels (and
possibly limiting their choice of linear A Levels to a
maximum of 2) simply to ensure that if things go wrong
they leave at the end of Y12 with something.
Strategic Decision - 3
• In our view school leaders need to
make strategic decisions about how
they will deal with some of the issues:
 Will the school use stand alone ASs (at
least for 2016 and 2017)?
The implications for
students in lower years
• Y10 will be the first GCSE cohort measured
against the ‘Progress 8’ accountability
framework in 2016.
• They will then start A Levels in September 2016
with many more becoming linear for them.
• Y9 will take new-style GCSEs in English and
maths (graded 1-9)to be taught from Sept 2015
• Y9 will then start exclusively LINEAR A Levels in
September 2017.
• All GCSEs for current Y8 will be linear (graded
1-9) as will be all A Levels.
Strategic Decision - 4
• In our view school leaders need to
make strategic decisions about how
they will deal with some of the issues:
 What preparation needs to be done
between now and September 2017 to
develop greater independence and
resilience with students in younger year
groups?
CPD / Training
Training Issues
• Any teachers who started Sixth Form in
September 2000 (or later) have no
experience of linear A-Levels even as a
Sixth Form student.
• How best to prepare staff for teaching
more challenging content?
• How best to ensure staff are able to
assess progress accurately?
A post-16 Linear A-Levels focus group
• The introduction of a Sixth Form Teaching and
Learning group can provide schools with a positive
forum for discussing effective teaching, learning and
assessment of Sixth Form students.
• In the early years of the new millennium I ran such a
group. In our first year we met once each half term
with a single agenda item: What does outstanding
teaching and learning in the Sixth Form look like?
• This would be a good idea for any school / college in
the new and challenging educational landscape. Get
representatives of your AS/A-Level departments
together to discuss how to structure, teach and
assess linear A-Levels.
Lessons that have pace, rigour
and, if possible, thrill: the joy of
learning / discovery /
accomplishment
Lessons that have
clear objectives
and an overt link
to the examination
/ assessment
requirements
An effective
scheme of
work for
teachers and
students to
follow
If the 3 part lesson is a good idea at KS3
and KS4, what about KS5?
Outside the Box / Classroom
Students able and willing to extend
their learning beyond the classroom,
reinforcing skills and knowledge learnt
in lessons.
Development of Website to give the
students the ability to access our
classrooms at home.
Practice
Testing
Working through past
questions
Regular reinforcement of key learning
objectives; testing from an early point
(before half-term in first term in Y12)
Modelling of good answers;
examples written by teacher or
student. Use of relevant sections
of mark schemes and Examiner’s
Reports
Clear outline of unit and its assessment requirements:
the ‘road map’: to include feedback to students from
Exam Reports / Exam board meetings
Support in place
for those who
require more
help
Teacher
Well-organised
Positive
Confident
Helpful
Approachable
Good relationships between students and
the teacher. Teacher aims to treat students
as adults, expecting in turn an adult
response / approach.
Students understand the AS / A-Level
system, e.g. the relationship between AS
and A and the importance of UMS
marks.
Regular feedback (e.g. through
marking and individual
discussion) that enables the
individual student to target
improvements in the standard
of his or her work by
understanding how this can be
done.
Students increasingly
encouraged and able to take
responsibility for their own
learning: professional students.
Students developing into
independent learners.
Assessing the
New A-Levels
Assessing the new A-Levels
• In general there has been a conscious
decision to reduce or eradicate teacher
assessment from the new linear A Levels.
Assessing the new A-Levels (2015-2017)
English language
2015 Exams – 80%
English literature
Non-exam assessment – 20%
2015 Exams – 80%
English language and
literature
Non-exam assessment – 20%
2015 Exams – 80%
Biology
Non-exam assessment – 20%
2015 Exams – 100%
Chemistry
A separate assessment for practical skills
2015 Exams – 100%
Physics
A separate assessment for practical skills
2015 Exams – 100%
Psychology
A separate assessment for practical skills
2015 Exams – 100%
Art and design
2015 Non-exam assessment – 100%
Business studies
40% is allocated to tasks set by exam
boards and completed in a specified time
2015 Exams – 100%
Computer science
2015 Exams – 80%
Economics
Non-exam assessment – 20%
2015 Exams – 100%
History
2015 Exams – 80%
Sociology
Non-exam assessment – 20%
2015 Exams – 100
Students will either pass or fail the practical
skills assessment
Students will either pass or fail the practical
skills assessment
Students will either pass or fail the practical
skills assessment
Introduced to improve consistency across
exam boards and specifications
Assessing the new A-Levels (2016-2018)
The Ofqual consultation on the assessment of these A Levels finished on 22
September 2014. The outcomes have not been announced as of 10 October 2014.
Assessing the new A-Levels (2016-2018)
The Ofqual consultation on the assessment of these A Levels was launched in
September 2014. The closing date for responses is Monday, 19th November 2014.
6 The A level and AS qualification are titled ‘Drama and theatre’.
Linear A-Levels (2016-18)
Summary of current proposals
• The current proposals are:
• the continued but reduced use of non-exam assessment in dance,
music and physical education at GCSE and A level and in modern
foreign language A levels
• 60% non-exam assessment in AS & A Level Drama and theatre
• the reintroduction of the assessment of fieldwork to A level
geography
• exam only assessment in A level mathematics and further
mathematics
Tracking and
Monitoring
Student Progress
An assessment issue
• With linear A-Levels accurate in year
assessment will become critical for
students and schools / colleges;
• Thinking through when assessments /
mock exams are scheduled (and how
many should happen each year) needs
doing sooner rather than later.
Strategic Decision - 5
• In our view school leaders need to
make strategic decisions about how
they will deal with some of the issues:
 What will the Sixth Form monitoring
and assessment calendar look like from
September 2015?
Recording student data
Several issues to consider
• How often do you want teachers to record
fresh student data?
• What grades do you want them to record?
• How can you make sure both teachers
involved if subject taught by 2 teachers?
• What grade criteria do you want them to
use?
• How can you ensure they do?
Clear definitions
• Minimum target grade
• A statistical starting point NOT a ceiling
• Student individual target grade
• A professional judgement of their potential
• Progress grade
• A professional judgement of their outcome
based on current evidence
• Effort or attitude to learning grade
So what is a progress grade?
Based on their current work and all
available evidence, the most
realistic grade you think the student
will achieve in their AS /A / BTEC if
they do not change their current
working habits and standards
Consequences of inaccurate
student progress grades
• Incorrect students are identified for
intervention
• Students apply for inappropriate university
courses
• School/college resources are targeted in the
wrong curriculum areas
• Outcomes in the summer come as a surprise
• With linear courses, accurate teacher
assessment mid-course will be essential
Some teachers tell SLT and / or what they think they want to hear?
Multi-faceted monitoring
Monitoring all aspects of data helps tell the student’s
story and will ensure that there are no surprises when it
comes to Results Day
• Attendance by student, by subject, by teacher, by month
• Punctuality (as above) – consistency is needed
• High grade/pass rate performance by subject, by
teacher, by paper, by module, by coursework, by
Faculty, by school
• Value added performance (as above)
• Retention rates throughout the year
• Progression numbers from AS to A2 by subject
The importance of monitoring
attendance
Recent research confirmed the following:
• If you compare students of equal ‘ability’ – those
with attendance of over 95% perform one grade
higher per subject than those with attendance of
85% or less
• Each further 10% fall reduces this by another
grade
N.B. One week’s holiday per year during term time = a 3% fall in attendance. Tell the
students and their parents this is the reason why holidays will never be authorised
during term time.
An attitude to learning grade
4. Outstanding attitude to learning. Takes personal
responsibility for his / her own learning; always ready to
learn.
3. A positive attitude to learning; working hard to improve
the quality of his/her work and usually ready to learn.
2. An inconsistent attitude to learning, requiring an
improvement in this subject; sometimes ready to learn.
1. A poor attitude to learning and a cause for concern;
rarely ready to learn.
Encourage teachers to enter Y in mark sheets to indicate specific
concerns (such as coursework) and to recommend for special praise
Alps Monitoring
Reports
Alps Monitoring Reports
• Taking value added to a new level.
• ‘If students achieved these
monitoring/progress grades at the end of
their course what would the value added
performance of our students and the
institution be?’
• Formative rather than summative Alps
Reports.
Alps Monitoring Reports
• May become a crucial progress indicator
for all schools with the onset of linear A
Levels
• Accurate teacher assessments will be
absolutely crucial for schools and colleges
however.
Post-16
Accountability
Ofsted
• The re-introduction of the Sixth Form
Grade in September 2014 brings an even
sharper focus on sixth form provision in
schools.
When is Post-16 accountability
changing?
• It is changing radically in 2016;
• In 2017 you will receive your first linear ALevel results so essentially there is a
‘double whammy’. How the students are
being assessed is altering radically and so
is how your school / college is assessed
post-16.
Accountability – Headline Measures
from 2016
•Progress between key stage 4 and graded level 3 qualifications, expressed as a proportion
of a grade above or below the national average level and a combined attainment/completion
measure. Minimum floor standards will be set based on PROGRESS.
•Attainment data for each type of qualification
• Level 3 academic qualifications an A-Level style grade, e.g. C- or B+.
• Applied General qualifications, Tech Levels and substantial vocational qualifications at
level 2 a vocational grade, e.g. D- or M+
•English and Maths GCSE – for students without at least a grade C at 16
•Retention - show the proportion of students who are retained by a provider and complete the
‘core aim’ (for academic programmes this typically means at least one A-Level (or equivalent);
for vocational programmes this means the substantive vocational qualification representing at
least half a study programme)
•Destinations - showing the percentage of students progressing to sustained education,
employment or training, including data at local authority level, so that destinations for students
in the same area can be compared.
Vocational Exemplar
•This diagram gives an indication of how the headline measures could
look on a school or college’s website. It shows progress and attainment
for Tech Level qualifications, but users would be able to switch from the
default view to show results for academic qualifications, Applied
General and level 2 substantial vocational qualifications.
Minimum Standards
• New, more rigorous minimum standards will
replace the current interim standards from 2016.
• Minimum standards will be set separately for
academic, Applied General, Tech Level and
substantial vocational qualifications at level 2.
• Not meeting the minimum standard in any one of
these categories would identify the provider as
underperforming.
• For level 3 Academic and Applied General
qualifications, minimum standards will be based
on the Value Added progress measure.
John Philip
Please ring or e-mail anytime with questions
or issues on T & L, target setting, Alps
indicators, training etc...
You can contact me via
training@alps-va.co.uk
01484 887600