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Rudyard Kipling Assessment Update 14-01-14

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Ben Massey

on 13 January 2015

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Transcript of Rudyard Kipling Assessment Update 14-01-14

Rudyard Kipling Assessment Update 14-01-14
There is currently no guidance from the Government about assessment measures.
The DfE stipulates that:
"The curriculum must include an assessment system which enables schools to check what pupils have learned and whether they are on track to meet expectations at the end of the key stage, and to report regularly to parents."

According to Tim Oates, Chair of the Expert Panel on Assessment, levels have been removed to:
Rudyard Kipling Assessment Update 14-01-14
EYFS Assessment:
Rudyard Kipling Assessment Update 14-01-14
DfE EYFS Statutory Framework:

"Ongoing assessment (also known as formative assessment) is an integral part of the learning and development process. It involves practitioners observing children to understand their level of achievement, interests and learning styles, and to then shape learning experiences for each child reflecting those observations. In their interactions with children, practitioners should respond to their own day-to-day observations about children’s progress and observations that parents and carers share.

"Practitioners should address any learning and development needs in partnership with parents and/or carers, and any relevant professionals."
Rudyard Kipling Assessment Update 14-01-14
KS1 & 2, Reading, Writing & Maths
Rudyard Kipling Assessment Update 14-01-14
Attainment and progress expectations for each year group are detailed in Pupil Progress and Tracking Sheets.
Rudyard Kipling Assessment Update 14-01-14
Monitoring, reporting and moderation:
Rudyard Kipling Assessment Update 14-01-14
Termly Pupil Progress Meetings
Parents’ Consultations
Annual reports
City-wide moderation across the LA
In-school moderation
New Curriculum
Rudyard Kipling Assessment Update 14-01-14
New Curriculum milestones and age-related objectives have been incorporated into maths and literacy planning to ensure that teaching is targeted at an age-appropriate level .
Computing and Science
Rudyard Kipling Assessment Update 14-01-14
The progress of 6 sample children representative of the class will be tracked and assessed in the three sciences and against the Computing Programme of Study statements.
Foundation Subjects
Rudyard Kipling Assessment Update 14-01-14
Milestone Maps broken down into assessment criteria for each key milestone indicator (adapted from the ‘Essentials’ New Curriculum guidance) are used to track the coverage and progression of skills across the school.

Termly report
Observational assessments using 2Simple software
Currently trialling an upgrade to the software to enable parental comments and feedback on Learning Journeys.
Development Matters and Early Learning Goals to track age and stage, progress and attainment.
Average Point Score (APS) used to measure and track attainment and progress across the school.
APP-based assessment grids used to assess RWM on an ongoing basis.
Guided reading planning incorporates the APP-based assessment criteria.
Staggered approach to introduce new KS2 attainment expectations.
In addition, all children will be asked to carry out a self-assessment task at the end of each Computing unit to review their confidence and understanding.
New National Curriculum key stage milestones and objectives have been incorporated into the planning of all subjects across the school.
Stop encouraging children to think of themselves as defined by a level and to celebrate progress.
Ensure that children have a deep understanding of key content.
Reduce the risk of 'low validity' test levels - you could be teetering on the edge of a level or be moving on without a 'deep' understanding.
The school is working with the following groups:
Rudyard Kipling Assessment Update 14-01-14
Brighton & Hove Tracking Working Party
Talk 4 Writing Subject Leaders Group
Deans Assessment Group
Formative assessment:
Rudyard Kipling Assessment Update 14-01-14
Talk Partners
Growth Mindset
Learning Muscles
Worthwhile Questions
Random Questions
Working Walls
Self & Peer Assessment
Child-led learning
Full transcript