Primary assessment and accountabilty under the new National Curriculum

AnonyMouse_3307 · 2013-07-18T07:49:07+0000

https://www.education.gov.uk/consultations/index.cfm?action=consultationDetails&consultationId=1920&external=no&menu=1 Although this may not at first look like it has anything to do with you be warned. Section 5.6 has something that could be used to measure pre school effectiveness it would seem. The removal of any end of key stage/end of EYFS assessment based on observation and professional judgement of people who know the child, to replace it with a notional assessment "test" on entry is a dangerous thing in my opinion. This starts to build the removal of reception children from the EYFS in essence making them part of the Primary school assessment process and removes the principled pedagogical approach of current national assessments for those children. The assessment knowledge of the child from pre school providers would be universally ignored. Assessment of the child would only be seen to start when they start in reception. Tests could be completed through commercial products which in my experience would not be based on what a child can do but rather record what they cannot. I think that this is a cynical DfE move to sneak this into a consultation which the EYFS sector would not look at usually. This is off th back of Michael Wilshaw's comments on the EYFSP not meeting the needs of the Primary assessment/curriculum I feel. Please read and if you can respond please do. It may not be about EYFS to you but it is about EYFS children. Proposals: 5.6Introduce a baseline at the start of reception Key stage 1 tests, at the end of year 2, are not a genuine baseline for primary schooling. Measuring a baseline from the end of key stage 1 gives schools no credit for the crucial work they do in reception, year 1 and year 2. There is also a perverse incentive for schools not to focus resources on early interventions, in order to maximise their progress measures. We could instead take a baseline shortly after pupils entered reception. Progress measures would therefore reflect the whole time that a pupil spent in a school, and would reward schools which taught well from the very start. It could also provide valuable national information on the effectiveness of different types of early years provision. 5.7We could introduce a simple check at the start of reception, to be used as a baseline to measure progress and to inform schools about each pupil’s strengths and weaknesses on entry. Schools often assess what pupils can and cannot do when they begin school. The baseline check could be administered by a teacher within two to six weeks of each pupil entering reception and would be subject to external monitoring similar to that used at key stage 1. The results of the check would be collected to provide the baseline for progress measures. We would develop or procure a statutory baseline check. 5.8To avoid any increase in the overall assessment burden, if we introduced a baseline check at the start of reception, the EYFS Profile would be made non-statutory. Although schools could still choose to assess using the EYFS Profile, they would not be required to do so. The remainder of the EYFS framework would remain statutory. We would not collect EYFS Profile data or moderate its outcomes. Question 6: Should we introduce a baseline check at the start of reception? 5.9Another approach we could consider is to allow schools to choose and administer a baseline check from a range of providers, and report the results to be used as a baseline. Research studies would be required to ensure that the available baseline checks were comparable and consistent. We could also consider whether the reception baseline check could be optional for schools. Schools that were particularly concerned about the assessment burden at the start of primary could choose not to administer the check to reduce the amount of testing. These schools would be judged by attainment alone in performance tables and floor standards. They would still track pupils’ progress internally and make this data available to Ofsted. Question 7: Should we allow schools to choose from a range of commercially-available assessments? Question 8: Should we make the baseline check optional? 5.10If we measured progress from the start of reception, the need for key stage 1 assessments to provide school accountability measures would reduce. End of key stage 1 tests would continue to provide an important accountability measure for infant schools and should remain statutory for them. Infant schools’ key stage 1 test results would provide the baseline to measure progress in junior schools. However, we could consider making end of key stage 1 national curriculum tests non-statutory for all-through primary schools. Since key stage 1 tests provide an important way for schools to benchmark themselves nationally and identify pupils at risk of under-performance, the Standards and Testing Agency would continue to make them available for use on an optional basis.

By AnonyMouse_3307
July 18, 2013 in Reception: Observation, Assessment and Planning

https://beta.eyfs.info/forums/topic/37550-primary-assessment-and-accountabilty-under-the-new-national-curriculum/

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