Managing Assessment Change
February/March 2008
Leading Learning
Learning Outcomes
Principals will:• be aware of the statutory assessment and
reporting arrangements for the N.I. Curriculum• have greater understanding of the different types
of assessment and their purposes• have considered the implications of the statutory
assessment and reporting arrangements for their school and the integration of these into their School Development Plan
Overview
Introduction
Session 1 – Statutory Assessment
Session 2 – Pupil Profile
Conclusion – Support and Professional Development
Session 1
Statutory Assessment
Legislative Requirements
The Education (NI) Order 2006
Article 9: Assessment
9 (1) The curriculum for every grant-aided school shall require each pupil in each key stage at the school to be assessed in each school year in accordance with such assessment arrangements as are specified in relation to that pupil and that key stage under paragraph (2).
(2) The Department may by order specify, in relation to –
(a) an area of learning;(b) a cross-curricular skill; and(c) any other skill specified under Article 8(1)(b),
such assessment arrangements as it considers appropriate for pupils in each key stage.
Legislative RequirementsThe Education (NI) Order 2006
Article 9: Assessment
(3) Assessment arrangements specified under paragraph (2)(b)-
(a) must, in the case of pupils in key stages 1, 2 and 3 … require pupils to be assessed by reference to levels of progression …
“levels of progression” means levels determined for the purpose of measuring the progress of pupils in the development of a cross-curricular skill.
Article 8: Skills
(2) The cross-curricular skills are-
(a) communication;(b) using mathematics;(c) using information and communications technology.
(http://www.opsi.gov.uk)
What does this mean for schools?
Cross-Curricular Skills • Communication• Using Mathematics• Using ICT
Yrs 3 - 7 pupils assessed each year using Levels of Progression (2009/10)
Foundation Stage – pupils assessed each year (Levels of Progression - not statutory)
What does this mean for schools?
Areas of Learning – assessed and reported annually using qualitative comments
Other Skills (TS&PC) – also assessed and reported annually using qualitative comments
Changing EmphasisFrom To
Detailed Programmes of Study and Attainment Targets
Level Descriptions in English (Irish) and Mathematics
End of Key Stage assessment in English (Irish) and Mathematics
Ongoing teacher assessment
Assessment Units
Moderation
Annual Report
Areas of Learning
Levels of Progression in Communication, Using Mathematics and Using ICT
Annual assessment (Yrs 3 - 7)
Diagnostic Assessment (InCAS Yrs 4 - 7 statutory)
Ongoing teacher assessment
Assessment tasks and activities
Moderation
Annual Pupil Profile ReportAnnual Parent Meeting
Levels of Progression
• Draft – subject to regulation• Statutory criteria for teacher assessment• Communication, Using Mathematics and Using
ICT• Common criteria for Key Stages 1, 2 and 3• 7-Level scale (Key Stages 1-3)• Competence-based (‘Pupils can…’)• Supplementary Guidance
DRAFTLevels of Progression in Communication
Requirements for
Communication Levels 1-5‘Pupils can….’
Levels of Progression in Using MathematicsDRAFT
Requirements for
Using Mathematics
Levels 1-5‘Pupils can….’
Levels of Progression in Using ICT DRAFT
Requirements for
Using ICT
Levels 1-5‘Pupils can….’
Using the Levels of Progression
• Annual assessment (Yrs 3 – 7)• Teacher judgement• Range of assessments over time• Optional CCEA assessment tasks• ‘Best fit’, holistic judgement
Consistency of Standards
• Internal Standardisation
• Moderation
• Voluntary Accreditation
Implications for your school
Managing the assessment of the Cross-Curricular
Skills in your school
Consider:• raising staff awareness • reviewing policies • school development planning
Legislative Requirements: Skills and Capabilities
The Education (NI) Order 2006Article 8: Skills
‘The curriculum for a grant-aided school must ensure, wholly or mainly through the teaching of the minimum content of areas of learning and religious education, the acquisition and development by pupils of-(1) the cross-curricular skills
(a) communication(b) using mathematics(c) using information and communications technology.
(2) any other skills specified under Article 8(1)(b).’
Website and support materials
Session 2
Pupil Profile
Update
1. Annual Pupil Profile Report
2. Report Writer Training
3. Evaluation of InCAS Computer-Adaptive Assessments (December 2007)
4. Implementation Timetable
5. Moving forward
Annual Pupil Profile Report
Standardised:• Statutory minimum content• Fixed headings• Attendance
Flexible:• Headings labelled ‘optional’ can be removed • Optional Content can be re-named• Box sizes• Font style and size• Length• Logo
Report Writer Training
• C2k• Report Co-ordination• On-line training• C2k helpdesk 0870 6011666• Comment banks
Evaluation of InCAS
• carried out in December 2007
• available at: www.nicurriculum.org.uk
Implementation Timetable
Year InCAS Assessments
Parent Meeting Annual Pupil Profile Report
2007-2008
(transition)
Yr 5 Yrs 1-3: Flexible timing
Yr 5: Autumn term
Yrs 1 and 5
2008-2009 Yrs 5 and 6 Yrs 1-3: Flexible timing
Yrs 5 and 6: Autumn term
Yrs 1, 2, 5 and 6
2009-2010 Yrs 4-7 Yrs 1-3: Flexible timing
Yrs 4-7: Autumn term
Yrs 1-7
Moving Forward
Implications for your school: • Annual Pupil Profile Report / Profiles 7• Managing InCAS• Using InCAS feedback• Sharing InCAS feedback with parents
Conclusion
Support and Professional Development
Support and CPD
• InCAS Yr 6 training – May/June 2008• Whole school Professional Development in
assessment - 2008/09• Range of guidance materials• Assessment tasks• Exemplification
• Website: www.nicurriculum.org.uk