Assessment without levels: the NAHT framework

1. Course leader Assessment without levels: the NAHT framework

2. The (National) Curriculum – assessment without levels 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 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 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 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 Again, the content is driven by the theme used to deliver the curriculum 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 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 Assessmentcriteria are taken from the NNC Key performance indicators (KPIs) describe a group of individual criteria 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

5. 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 Assessmentcriteria are taken from the NNC Key performance indicators (KPIs) describe a group of individual criteria

6. 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 Again, the content is driven by the theme used to deliver the curriculum Term two 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. Key performance indicators National and school curriculum - measuring and recording progress across key stages – NAHT assessment model 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 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: listening to and discussing a wide range of poems, stories and non-fiction at a level beyond that at which they can read independently 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 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

12. Reporting progress: descriptive reporting Has shown expected progress in … Now needs to develop… Align with school assessment framework

13. 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.

14. Reporting progress: numerical reporting 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 sion.humphreys@naht.org.uk for further details