Primary Assessment in England (statutory summative assessment); consultation closes on 22.06.17. Reduce teacher workload No big changes before 2018/19 Reduce pressure on children No decisions on intervention in schools will be made on data alone; consider broader context and performance history. Data is a starting point for Ofsted discussions. Consultation asks for views on: Assessing a child’s readiness for school Retaining the Early Years Foundation Stage Profile (EYFSP) going forward, improving it Retaining but improving moderation of the EYFSP and reducing teacher workload Establishing reliable baseline to measure progress from start of reception to end Year 6 In reading, writing and maths Aligned with the EYFSP Not published at school level Starting in 2019/20 academic year OR make Key Stage 1 baseline more reliable (not preferred) Key Stage 1 assessments Could make these non-statutory Schools could choose to use nationally available materials There would be some sampling of Key Stage 1 assessment Grammar, punctuation and spelling test to remain non-statutory Some consideration is made for Infant and Junior schools. No reference to phonics check. Key Stage 2 Possibly remove requirement to report teacher assessment in reading & maths (report tests) Retain use of teacher assessment in science and writing and for children working below Online multiplication tables check Desire to introduce this in 2018/19 academic year – not sure which year group (4, 5 or 6) Not to be used as a school accountability measure Publish nationally and by local authority Improving end of Key Stage teacher assessment sooner (2017/18 academic year) Continue to use the interim frameworks BUT move from secure fit back to best fit in writing and explore improvements Review the ‘pupil can’ descriptors further in reading, writing and maths Moderation Build on changes in 2017 eg tests for moderators Consider peer moderation; there will be a pilot Chris Malone, 30.03.17.
Primary Assessment in England (statutory summative assessment); consultation closes on 22.06.17. Reduce teacher workload No big changes before 2018/19 Reduce pressure on children No decisions on intervention in schools will be made on data alone; consider broader context and performance history. Data is a starting point for Ofsted discussions. Consultation asks for views on: Assessing a child’s readiness for school Retaining the Early Years Foundation Stage Profile (EYFSP) going forward, improving it Retaining but improving moderation of the EYFSP and reducing teacher workload Establishing reliable baseline to measure progress from start of reception to end Year 6 In reading, writing and maths Aligned with the EYFSP Not published at school level Starting in 2019/20 academic year OR make Key Stage 1 baseline more reliable (not preferred) Key Stage 1 assessments Could make these non-statutory Schools could choose to use nationally available materials There would be some sampling of Key Stage 1 assessment Grammar, punctuation and spelling test to remain non-statutory Some consideration is made for Infant and Junior schools. No reference to phonics check. Key Stage 2 Possibly remove requirement to report teacher assessment in reading & maths (report tests) Retain use of teacher assessment in science and writing and for children working below Online multiplication tables check Desire to introduce this in 2018/19 academic year – not sure which year group (4, 5 or 6) Not to be used as a school accountability measure Publish nationally and by local authority Improving end of Key Stage teacher assessment sooner (2017/18 academic year) Continue to use the interim frameworks BUT move from secure fit back to best fit in writing and explore improvements Review the ‘pupil can’ descriptors further in reading, writing and maths Moderation Build on changes in 2017 eg tests for moderators Consider peer moderation; there will be a pilot Chris Malone, 30.03.17.
Synopsis%20assessment%20consultation%2030.03.17..docx