Question-level analysis in departments provides usable insights: if 80% of students in class A answered a question about the Blitz well, but only 40% in class B did so, it seems highly likely that the teacher of class A has done something her colleague would benefit from learning about. I can assure all teachers, heads and governors that the Ofsted inspection framework has been changed to reflect ‘life without levels’. We need more assessment, but of a different kind. Schools know when and through which contexts they are teaching particular ideas. You can change your cookie settings at any time. This requires effort and expertise. As one former teacher, Henry Fletcher-Wood, wrote recently on his blog: I’m not arguing for less assessment, I’m arguing for frequent, useful assessment. These changes have restored the vital content lost in the 2007 changes to the national curriculum, and are the basis for a more secure assessment system that no longer uses the notion of ‘levels’. This commission will continue the evidence-based approach to assessment which we have put in place, and will support primary and secondary schools with the transition to assessment without levels, identifying and sharing good practice in assessment. This means that the score that your child is given may not be the result they achieved in their SATs, but a score based on SATs results, classwork and the teacher's observations. But international comparisons tell us that fast-improving countries around the world do not use levels - Singapore does not, Finland did not during its time of rapid improvement, Hong Kong does not, nor does Massachusetts. Don’t include personal or financial information like your National Insurance number or credit card details. They have driven undue pace as Ofsted insisted on ‘progress against levels’. In all National Curriculum subjects, and Religious education, the criteria for assessing learners’ progress are set out in descriptions of performance at nine levels for each attainment target (levels 1 to 8 and ‘exceptional performance’). A score is produced for each topic and then used to provide an average score. In these schools there is no notion of ‘fixed ability’, but a model akin to that in schools in Singapore and Finland; namely, that a child is capable of anything, depending on how it is presented to them, and the effort which they put into learning it. That means 102,000 more 6-year-olds are on track to be reading more effectively as a direct result of this policy. It is early days, but I have visited schools where the changes have been enthusiastically embraced, where rich question and answer permeates class time, where workbooks encourage children to practise and demonstrate both to themselves and others their thinking, where progress is seen clearly against the revised detail in the national curriculum. It is worth But there is another key idea which we would wish to see embedded in assessment practice - the idea of ‘production’, a term coined by Tim Oates who has been exploring this with Dame Alison Peacock at Wroxham Primary School.
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