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Responding to Recent Debates in Education: Review of KS2 Testing, Assessment & Accountability

Responding to Recent Debates in Education: Review of KS2 Testing, Assessment & Accountability. Christine.Merrell@cem.dur.ac.uk. www.cemcentre.org. Scope of Independent Review. Led by Lord Bew, Published June 2011 How best to ensure that an assessment system can improve standards

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Responding to Recent Debates in Education: Review of KS2 Testing, Assessment & Accountability

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  1. Responding to Recent Debates in Education:Review of KS2 Testing, Assessment & Accountability Christine.Merrell@cem.dur.ac.uk www.cemcentre.org

  2. Scope of Independent Review • Led by Lord Bew, Published June 2011 • How best to ensure that an assessment system can improve standards • How to ensure that schools are accountable for the progress of every pupil on the basis of objective and accurate assessments • How to reduce over rehearsal and reduction in productive learning

  3. Scope of Independent Review • How to ensure that tests are rigorous, and as valid and reliable as possible, within an overall system of assessment (including teacher assessment) • Enable international comparisons to be made • How to make administration of the system as simple and cost-effective as possible, with minimal bureaucracy

  4. CEM’s Response • Monitoring national standards • The present statutory system tries to do too many things • We recommended sampling

  5. CEM’s Response • Data for parents, schools and children • Recognised the challenge to avoid league tables • Don’t collate information centrally • Government specify minimum criteria for assessment and then encourage schools to select their own high-quality scheme which contains national norms

  6. CEM’s Response • Diagnostic assessments • Making use of computer-adaptive methods

  7. CEM’s Response • Marking open ended work

  8. Bew’s Recommendations • 3 main uses of statutory KS2 data • Holding schools accountable for pupils’ attainment and progress • Informing parents and secondary schools about performance of pupils • Benchmarking between schools, monitoring local and national standards

  9. Bew’s Recommendations • A greater focus on progress • Broader accountability measures • Greater range of published information • Publish 3-year rolling averages • Benchmarking against similar schools, local and national norms

  10. Bew’s Recommendations • Publication of summative teacher judgements • Teachers’ assessments submitted before tests

  11. Bew’s Recommendations • Computer-delivered assessment “We believe the potential of computer-administered testing is enormous, but it needs to be approached with caution. We believe it should be explored further and piloted with a view to exploring the possibility of introducing it in the long term. We recommend the same approach should be taken with computer adaptive testing, given the advantages associated with pupils being able to sit their own personalised test according to their level of attainment.”

  12. Traditional approach Low Average High

  13. Adaptive approach Low Average High

  14. Monitoring the Progress of Older Children: The Importance of Developed Ability Vocabulary Acquisition and Non-verbal Ability

  15. Start of school Early maths average for his age End of First Year Maths average for his age End of Second Year Maths average for his age

  16. At end of 2nd Year, Ian’s Picture Vocabulary and Non-verbal Ability are also assessed

  17. Combined, these assessments give a picture of Ian’s ‘Developed Ability’

  18. Ian’s Developed Ability score suggests that he is a very able boy, far above average

  19. Ian might be able to do better in maths but without the added dimension of Developed Ability (Vocabulary and Non-verbal Ability), it would be difficult to identify this

  20. InCAS • InCAS • Administer at any time of year • CD (installed on school network) • Group assessment • Feedback • Within 24 hours

  21. Developed Ability Content • Picture Vocabulary • Non-verbal ability • Attitudes • Word recognition • Word decoding • Text comprehension • Spelling • Mental arithmetic • General maths

  22. Beginning to Read Children need different types of knowledge: • Global and cultural awareness • Vocabulary and basic understanding of language • Conventions of print • Phonological awareness

  23. Word recognition/decoding Reading – an Interactive Compensatory Process Comprehension

  24. Problems with Literacy Acquisition Dyslexia Found across the whole intelligence range Continuum of severity 3 males : 1 female

  25. Types of Difficulties Phonological deficit Visual memory Speed of processing These can overlap

  26. Impact of Spelling Difficulties Spelling problems Slow writing & poor quality Poor note taking and exam performance

  27. Areas of Maths • Mental arithmetic • General maths • Number (informal, verbal, counting, place-value) • Number (formal, algebra) • Measures, shape and space • Handling data

  28. Demonstration • What does each module look like?

  29. Achievement InCAS

  30. Reading Modules

  31. Longitude Charts

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