Transcript Assessment framework presentation [pptx / 821KB]

•Course leader
Assessment without levels: the NAHT framework
The (National) Curriculum – assessment without levels
2
A revised national curriculum from 2014 for all maintained schools
Academy/free schools do not have to follow the national curriculum
But all schools have the same assessment requirements
No more assessment levels
Each school is responsible for publishing its curriculum and assessment
framework
Schools will be held to account both on the progress they make and on how
well their pupils achieve
One attainment target
By the end of each key stage, pupils are expected to know, apply and
understand the matters, skills and processes specified in the relevant
programme of study
3
NAHT and assessment without levels
The NAHT Commission on Assessment - February 2014
Recommendation 4
Pupils should be assessed against objective and agreed criteria rather
than ranked against each other
Recommendation 6
In respect of the national curriculum, we believe it is valuable – to aid
communication, comparison and benchmarking – for schools to be
using consistent criteria for assessment. To this end, we call upon the
NAHT to develop and promote a set of model assessment criteria
based on the new national curriculum
4
National and school curriculum - measuring and recording progress across key stages – NAHT assessment model
Term one
Content of the
curriculum is
taken from the
school’s
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 year’s
delivery
Assessment criteria are
taken from the NNC
Key performance
indicators (KPIs) describe
a group of individual
criteria
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 one
KPIs clearly
stated for each
topic or theme
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 two
KPIs clearly
stated for each
topic or theme
From individual pupil’s 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
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
Term three
KPIs clearly
stated for each
topic or theme
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 pupil’s 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
National and school curriculum - measuring and recording progress across key stages
NAHT assessment model
Content of the curriculum is taken
from the school’s 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 year’s delivery
Assessment criteria are taken from
the NNC
Key performance indicators (KPIs)
describe a group of individual
criteria
Term one
The content here is driven by the
topic or theme used to deliver the
curriculum and provide
assessment opportunities
Term one
KPIs clearly stated
for each topic or
theme
Term two
Term two
Again, the content is driven by the
theme used to deliver the
curriculum
KPIs clearly stated
for each topic or
theme
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
Term three
KPIs clearly stated
for each topic or
theme
7
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 pupil’s 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 pupil’s 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
8
Extract from the year 1 programme of study
Reading – word reading
Statutory requirements
Pupils should be taught to:
• apply phonic knowledge and skills as the route to decode words
• respond speedily with the correct sound to graphemes (letters or groups of letters) for
all 40+ phonemes, including, where applicable, alternative sounds for graphemes
• read accurately by blending sounds in unfamiliar words containing GPCs that have
been taught
• read common exception words, noting unusual correspondences between spelling
and sound and where these occur in the word
• read words containing taught GPCs and –s, –es, –ing, –ed, –er and –est endings
• read other words of more than one syllable that contain taught GPCs
• read words with contractions (for example, I’m, I’ll, we’ll) and understand that the
apostrophe represents the omitted letter(s)
• 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
• re-read these books to build up their fluency and confidence in word reading
The National Curriculum in England Framework Document September 2013 . English Page 21
9
Extract from the year 1 programme of study
Reading – word reading
Statutory requirements
Pupils should be taught to:
•
•
•
•
•
•
•
•
•
apply phonic knowledge and skills as the route to decode words
respond speedily with the correct sound to graphemes (letters or groups of letters) for all
40+ phonemes, including, where applicable, alternative sounds for graphemes
read accurately by blending sounds in unfamiliar words containing GPCs that have been
taught
read common exception words, noting unusual correspondences between spelling and sound
and where these occur in the word
read words containing taught GPCs and –s, –es, –ing, –ed, –er and –est endings
read other words of more than one syllable that contain taught GPCs
read words with contractions (for example, I’m, I’ll, we’ll) and understand that the apostrophe
represents the omitted letter(s)
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
re-read these books to build up their fluency and confidence in word reading
Then reading – comprehension….
10
National and school curriculum - measuring and recording progress across key stages – 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
With reference to the KPIs
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:
1. listening to and discussing a wide range of
poems, stories and non-fiction at a level
beyond that at which they can read
independently
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
11
The NAHT assessment model – Year 1
National Curriculum Assessment.
Mathematics Year 1
Key Performance Indicator
Number and Place value
Counts to and across 100, forwards and backwards,
beginning with 0 or 1, or from any given number.
Counts, reads and writes numbers to 100 in
numerals; counts in multiples of twos, fives and
tens.
Given a number, identifies one more and one less.
Addition and Subtraction
Represents and uses number bonds and related
subtraction facts within 20.
Multiplication and division
Not expected at this age
Fractions (including decimals)
Recognises, finds and names a half as one of two
equal parts of an object, shape or quantity.
Measurement
Compares, describes and solves practical problems
for:
1.lengths and heights [for example, long/short,
longer/shorter, tall/short, double/half];
2.mass/weight [for example, heavy/light, heavier
than, lighter than];
3.capacity and volume [for example, full/empty,
more than, less than, half, half full, quarter];
4.time [for example, quicker, slower, earlier, later].
Tells the time to the hour and half past the hour
and draws the hands on a clock face to show these
times.
Properties of shape
Recognises and names common 2-D and 3-D
shapes, including:
1.2-D shapes [for example, rectangles (including
squares), circles and triangles];
2.3-D shapes [for example, cuboids (including
cubes), pyramids and spheres].
Position and direction
Not expected at this age
Performance Standard
With reference to the KPIs:
By the end of Y1 a child should be fluent with
whole numbers and counting.
A child has a developing knowledge of addition and
subtraction using concrete objects and pictorial
representations.
English Reading Year 1
Key Performance Indicator
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 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.
A child is beginning to recognise simple fractions.
Develops pleasure in reading, motivation to read,
vocabulary and understanding by:
Pupils should read and spell mathematical
vocabulary, at a level consistent with their
increasing word reading and spelling knowledge at
key stage 1.
Performance Standard
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.
Reads common exception words.
A child can describe and compare different
quantities such as length, mass and
capacity/volume.
A child is beginning to tell the time.
Pupil progression.
1.listening to and discussing a wide range of
poems, stories and non-fiction at a level beyond
that at which they can read independently;
2.becoming very familiar with key stories, fairy
stories and traditional tales;
Understands both the books they can already read
accurately and fluently and those they listen to by:
1.checking that the text makes sense to them as
they read;
2.as they read correcting inaccurate reading;
3.discussing the significance of the title and events;
4.predicting what might happen on the basis of
what has been read so far.
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.
A child can retell some familiar stories that have
been read to him and discussed with him or that
he has acted out.
A child can listen to stories, poems and non-fiction
that cannot yet be read independently, and
understand how written language can be
structured, such as how to build surprise in
narratives, and the characteristic features of nonfiction.
A child can take part in a discussion, considering
the opinions of others, with support.
Sheet 1 – Year 1
English Writing Year 1
Key Performance Indicator
Begins to form lower-case letters in the correct
direction, starting and finishing in the right place.
Writes sentences by:
1.sequencing sentences to form short narratives;
1.re-reading what has been written to check that
it makes sense.
Spells words containing each of the 40+
phonemes already taught.
Names the letters of the alphabet in order;
Writes from memory simple sentences dictated
by the teacher that include words using the GPCs
and common exception words taught so far.
Introduces capital letters, full stops, question
marks and exclamation marks to demarcate
sentences.
Performance Standard
With reference to the KPIs:
By the end of Y1 a child should be able to
compose individual sentences orally and
then write them down and be able to spell
correctly many of the words covered in year
1 (see Appendix 1) as well as name the
letters of the alphabet in order.
A child is able to make phonically-plausible
attempts to spell words that have not yet
been learnt and can form individual letters
correctly.
A child can sound and blend unfamiliar
printed words quickly and accurately using
the phonic knowledge and skills that have
already been learnt.
A child can read back words that have been
spelt.
A child can spell some words in a phonically
plausible way, even if sometimes incorrectly.
A child can write simple dictated sentences
that include words taught so far.
A child is able to form letters correctly and
confidently.
A child can demonstrate the skills and
processes essential to writing by thinking
aloud as he collects ideas, sequence the
ideas, draft, and re-read to check that the
meaning is clear.
A child can recognise sentence boundaries in
spoken sentences and use the vocabulary
listed in Appendix 2 when writing is
discussed.
A child is beginning to use some of the
distinctive features of Standard English in her
writing. ‘Standard English’ is defined in the
glossary.
12
Reporting progress: descriptive reporting
1. Has shown expected progress in …
2. Now needs to develop…
Align with school assessment framework
Extract from a year 1 descriptive report
Nina
Nina has performed very well in school this year. She has
settled quickly into a learning routine and regularly performs
beyond the levels we would expect of someone of this age.
She reads fluently and accurately, from a range of texts,
including both poetry and prose. Nina spells accurately and
applies the rules of spelling that she has been taught. She
forms letters accurately and legibly. She can also write in
simple sentences accurately, using the basic punctuation
marks.
Next year I would like her to extend the range of the books she
reads, perhaps choosing one or two that would not normally
appeal to her, especially the non-fiction texts.
13
14
Reporting progress: numerical reporting
1. Is working towards…
2. Has met the expected standard for year…
3. Has exceeded…
Align with school assessment framework
15
Recording performance using KPIs
16
Recording performance using KPIs
17
Thank you
Contact [email protected] for further details