Transcript Awareness Raising for Principals/Senior Managers Presentation

Awareness Raising for Principals/
Senior Managers
November 2010
New Statutory Assessment Arrangements
from 2012/13
Intended Learning Outcomes
By the end of the conference Principals/
Senior Managers should:
 have a greater understanding of the statutory
assessment arrangements from 2012/13;
 be aware of the timescales for implementation and the
programme of training and support;
 have a greater understanding of the current statutory
requirements for reporting;
 begin to consider the implications of the assessment and
reporting arrangements for their schools.
Overview of the Day
1
2
3
4
5
Implementation of Statutory Assessment
Assessing the Cross-Curricular Skills
Reporting at Key Stage 3 (and 4)
Consultation on Moderation - Questionnaire
Plenary
Session 1
Implementation of Statutory Assessment
Dates for Implementation
“… the future new statutory assessment arrangements for
Communication and Using Mathematics will be introduced in the
2012-13 school year, and the arrangements for Using ICT one year
later in 2013-14.”
(Department of Education, 17 September 2010)
Dates for Implementation
Academic Year
Year Group
2010/11
Year 10
Transitional Levels
2011/12
Year 10
2012/13
Year 10
Incoming Levels of Progression:
Communication and Using Mathematics
(Year 8, 10/11)
2013/14
Year 10
(Year 8, 11/12)
Incoming Levels of Progression:
Communication, Using Mathematics and
Using ICT
Proposed Support Programme
November
2010
April
2011
August 2011
to
March 2012
September 2012
to
May 2013
- Awareness raising for Principals and Senior Managers
- Other CCEA development work (e.g. online training in task design)
- Coordinators’ Events
- Communication and Using Mathematics
- Cluster-based, full system training
- 3 schools per cluster; average of 12 teachers per school
- Task Approval System
- Agreement Trials
- Moderation (rolling programme begins)
Levels of Progression
1
2
3
4
5
6
7
Primary: Levels 1 to 5
Key Stage 3: Levels 1 to 7
Expected Outcomes:
End of Key Stage 1
Level 2
End of Key Stage 2
Level 4
End of Key Stage 3
Level 5
Department of Education Circular No. 2010/06
In addition …
“ …. a very clear expectation that individual pupils
should progress at least one level between each
Key Stage.”
(Department of Education, May 2010)
Broader Context
Every School a Good School:
A Policy for School Improvement
(Department of Education, 2009)
Longer term targets for improving educational outcomes
(Department of Education, 2009)
Broader Context
Together Towards Improvement:
A Process for Self-Evaluation
(ETI, 2010)
‘The Quality Indicators’
Reflection
Consider your stage of readiness for the
introduction of the statutory assessment
arrangements in 2012/13.
What are the key messages for you from this
first session?
Session 2
Assessing the Cross-Curricular Skills
Assessing Communication and
Using Mathematics
“ .... our expectation is that assessment of Communication (literacy) and
Using Mathematics (numeracy) (and Using ICT) …. will have a clear focus
on helping pupils to develop their skills in literacy and numeracy and will
therefore need to be led in post-primary schools through the English (or
Irish) and Maths Departments, with support being provided by other
departments.”
(Department of Education, May 2010)
Assessing Communication and
Using Mathematics
“We also want to ensure that assessment tasks and approaches in this area
are neither artificial nor contrived – the focus must be on connected learning
and good practice in planning for the consolidation of core skills in literacy,
numeracy and ICT.”
(Department of Education, May 2010)
Session 3
Reporting at Key Stage 3/4
The Education (Pupil Reporting) Regulations 2009:
For Pupils in Key Stage 3
Information to be provided annually to the parents of each pupil in key stage 3 in relation to his
educational and other achievements
The assessment of the pupil’s progress in relation to Communication (taking account of his
achievement in the Language and Literacy area of learning) and Using Mathematics (taking account of
his achievement in the Mathematics and Numeracy area of learning).
Brief particulars of the pupil’s achievement in any other area of learning or activity which forms part of
his curriculum including:
• Using information and communications technology
• Other Skills:
- Thinking, Problem-Solving and Decision Making
- Self Management
- Working with Others
- Managing Information
- Being Creative
• Modern Languages
• The Arts
• Environment and Society
• Science and Technology
• Learning for Life and Work
• Physical Education
• Religious Education (optional)
• Interests and Strengths
• Focus for Development
• Any further Optional Content.
The Education (Pupil Reporting) Regulations 2009:
For Pupils in Year 10
Additional Information to be provided to the parents of each pupil in the final year of key
stage 1, 2 or 3
In the case of a pupil in the final year of key stage 1, 2 or 3

the level of progression he has achieved in any cross-curricular skill in which he has been
assessed in the final year of that key stage in accordance with the assessment
arrangements for that key stage;

a statement of the level of progression expected for a pupil at the end of that key stage in each
cross-curricular skill;

a statement of the percentage of pupils in the final year of that key stage in the school:
- attaining each level in that cross-curricular skill;
- attaining the expected level or above in that cross-curricular skill;
- working towards the level expected for a pupil at the end of that key stage, but who have not yet
attained that level in that cross-curricular skill;
- exempted from assessment in that cross-curricular skill.
Where a pupil has been exempted from any part of the assessment arrangements in that school
year a statement to that effect should be included.
The Education (Pupil Reporting) Regulations 2009:
For Pupils in Key Stage 4
Information to be provided annually to the parents of each pupil in key stage 4 in
relation to his educational and other achievements
The assessment of the pupil’s progress in relation to Communication (taking account of his
achievement in the Language and Literacy area of learning) and Using Mathematics (taking account
of his achievement in the Mathematics and Numeracy area of learning).
Brief particulars of the pupil’s achievement in any other area of learning or activity which forms part of
his curriculum including:








Using information and communications technology
Other Skills:
- Problem-Solving
- Self Management
- Working with Others
Learning for Life and Work
Physical Education
Religious Education (optional)
Interests and Strengths
Focus for Development
Any further Optional Content.
Reflection
Who do you need to communicate these
messages to in your school?
What decisions have you made in relation to the
involvement of departments?
Who are the most appropriate teachers to attend
the training sessions planned for 2011 and
2012?
Session 4
Moderation Arrangements
Moderation
… a robust model of moderated teacher- assessment
that:
a. recognises the primacy and professionalism of
teachers; and
b. provides consistency and rigour.
(Department of Education, May 2010)
Characteristics of Moderation
 Approved assessment tasks
 Tasks embedded in ongoing teaching and
learning
 Rolling programme commencing 2012/13
 Possibility of Accredited schools
 Training and support material
Consultation on Moderation
Key Elements:
1.
2.
3.
4.
5.
6.
7.
8.
9.
task approval system;
Agreement Trials;
online exemplification materials;
Internal Standardisation;
rolling programme;
portfolios of evidence;
use of teacher-moderators;
Code of Practice for Assessment;
Possibility of Accredited Schools.
Consultation on Moderation
Plenary