Primary Assessment Updates
April 2014
Ben Fuller
Joint Lead Assessment Adviser
Herts for Learning Ltd.
THIS PRESENTATION MAY BE USED BY ANYONE
PROVIDED IT IS ACKNOWLEDGED THAT IT WAS
PRODUCED BY HERTS FOR LEARNING LTD.
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Statement from DfE, June 2013
As part of our reforms to the national curriculum, the current
system of ‘levels’ used to report children’s attainment and
progress will be removed. It will not be replaced.
We believe this system is complicated and difficult to
understand, especially for parents. It also encourages teachers
to focus on a pupil’s current level, rather than consider more
broadly what the pupil can actually do. Prescribing a single
detailed approach to assessment does not fit with the curriculum
freedoms we are giving schools.
www.education.gov.uk/schools/teachingandlearning/curriculum/
nationalcurriculum2014/a00225864/assessing-without-levels
(June 2013)
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What do we know so far?
• KS1 and KS2 assessment 2014 and 2015 – still using
levels (assessment based on current NC)
• Slight changes to KS2 tests (reading and maths papers)
• KS1 assessment unchanged
• 2016 – new tests for the new curriculum (standardised
scores rather than levels)
• KS2 writing remains a teacher assessment
• KS1 remains as teacher assessment informed by tests
(including a new Grammar test)
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2016 Assessment in more detail
• DfE document: www.gov.uk/government/consultations/new-nationalcurriculum-primary-assessment-and-accountability
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Reception baseline assessment from Sept 2016 (or 2015) - schools can choose a commercially
provided assessment – or choose not to use one at all!
EYFS Profile no longer statutory
KS1 still teacher assessment informed by tests (externally set but internally marked)
KS2 tests for reading, maths, grammar. Teacher assessment for writing and science.
Progress (2023) measured from Reception to KS2 for an all-through primary – not from KS1 (except for
a Junior school!)
From 2023, if you haven’t administered Reception baseline (2016) you will only have attainment data
(2022, progress from either Reception or KS1, whichever is better.)
Floor standard – you will be above floor if either pupils make “sufficient progress” (whatever that is) in
all 3 of reading, writing and maths or 85% meet the expected attainment standard (based on
standardised score)
The idea of ‘deciles’ has been dropped, but the basic concept of a standardised score for each pupil is
retained
Writing will be a teacher assessment – therefore we need some ‘performance descriptors’ (like levels?)
which will be produced for Years 2 and 6. The KS1 descriptor will be available this autumn – it doesn’t
say when the KS2 one will be available.
New test specifications – KS1
• www.gov.uk/government/collections/national-curriculumassessments-test-frameworks
• KS1 maths – paper 1 (arithmetic); paper 2 (mathematical
fluency, problem-solving and reasoning)
• KS1 reading – 2 papers, second one harder than first.
Teachers use judgement when to withdraw child from
test. Majority of marks on comprehension, up to 30% on
inference, a few on language for effect
• KS1 GAPS – paper 1 (short written task – focus on
grammar and punc.); paper 2 (questions on grammar,
punc. and vocab.); paper 3 (spelling)
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New test specifications – KS2
• www.gov.uk/government/collections/national-curriculumassessments-test-frameworks
• KS2 maths – paper 1 (arithmetic); papers 2 & 3
(mathematical fluency, problem-solving and reasoning)
• KS2 reading – 1 paper. 40-60% on comprehension, 2040% on inference, 10-25% on language for effect, up to
10% on themes and conventions
• KS2 GAPS – paper 1 (questions on grammar and
punc.); paper 2 (spelling)
© Herts for Learning Ltd
What about in-between the Key
Stage assessment points?
• No national system
• No levels
• Schools have the freedom to develop their own
approach to assessing progress
However
• Ofsted will still need to see robust evidence that pupils
are making good progress in learning
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So why remove levels?
Good Practice:
Less good practice:
• A very broad tool, to be
used periodically as a check
on standards
• Levelling every single piece
of work
• Detailed level descriptions
useful to help teachers
consider gaps in pupils’
learning and plan next steps
• Labelling children (“I’m a 3c”)
• Using level descriptors as
children’s targets or as
success criteria
• Differentiating lessons
according to fixed pupil
groups, based on their levels
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What do we believe about good
practice assessment?
Assessment = an evaluation
of what children have learnt
at a given point in time
Assessment = an ongoing
process which is integral to
teaching and learning
Good quality assessment
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Rich open-ended tasks
No ceilings
Investigation, problem-solving, choice
Group work, dialogue
Integral to teaching and learning
The principles of good assessment have not
changed. Stick with what you believe in.
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10 Principles of Good Assessment (ARG)
Formative Assessment should:
be sensitive
and
constructive
foster
learners’
motivation
promote
be part of
understanding effective
of learning
planning
goals and
criteria
develop
learners’
capacity for
self
assessment
help learners
know how to
improve
recognise all
educational
achievement
be central to
classroom
practice
focus on how
students
learn
www.aaia.org.uk/afl/assessment-reform-group
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be a key
professional
skill for
teachers
Challenges
• Summative assessment
undermines the benefits of
formative assessment
• Tracking of pupil progress may
be required for accountability –
but don’t over-do it
(termly is enough!)
• Be clear about purpose – for the
school or for the learners?
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An Opportunity
• Revitalise assessment practice in your schools
• What is working? What needs changing?
• Good quality formative assessment, true to the 10
principles
• Freedom to develop approaches that are right for your
pupils
• HfL are here to help and are developing tools to
support you
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“Life after Levels” – HFL developments
Coming soon…
Herts for Learning are developing a comprehensive suite of
materials to support schools, including:
• Guidance on the new National Curriculum, including
planning documents
• Development of detailed assessment criteria for all core
subjects
• An electronic tracking system, built onto SIMS
Assessment Manager 7 – precise details of this will be
released early in the Summer term
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