Assessment Without Levels

Assessment without levels at Winkleigh School  Explained

(Years 1 -6)

 

1. WHAT IS ASSESSMENT WITHOUT LEVELS?

We use the term ‘attainment’ when referring to children’s levels of achievement (e.g. end of year test scores).

We use the term achievement when we talk about the progress children have made.

Schools are required to have an assessment system that monitors each child’s progress (achievements and attainments).

The tracking, monitoring and evaluation of a child’s attainment and progress takes place daily in lessons through: questioning, marking and talking to children about their learning. It takes place weekly, termly and annually through end of unit assessments and tests (see below).

The tracking, monitoring and evaluation of a child’s progress and attainment informs curriculum planning enabling areas for development to be swiftly addressed.

2. THE PRINCIPLES THAT UNDERPIN OUR NEW ASSESSMENT SYSTEMS ARE:

We believe that every child can achieve to the best of their ability. It is our job to support and challenge children at all levels of ability. Teachers in our school have the mindset, ‘What do I need to do to help each child achieve?’

We expect the vast majority of children to make 12 months progress in a twelve month period. This target is set against the National Curriculum objectives. Our target is also that the vast majority of children will have a deep level of understanding of learning in each subject.

We expect nearly all children to be working towards achieving their end of year expectations throughout the year. We will not expose children to the next year’s objectives until we have exhausted every possible way of exploring their current year’s objectives in a richer and deeper manner.

Our expectation of all teachers is that they will use assessment effectively and accurately, every day, to ensure that the correct scaffolding is built into lessons to ensure that all children achieve at an appropriate level, and to an appropriate depth.

3. NO MORE LEVELS?

Stages of learning in every class: Years 1–6
We use the same terminology in each year group. The stages in learning are:

 

Terminology

What does it mean?

When is it expected?

Emerging

Has shown an emergent grasp of the year group objectives.

Beginning of First phase of key stage learning

Toward Independence

Secure in approximately half of the objectives.

Beginning of Second Phase of Key Stage of learning

Mastery

Have achieved virtually all of the end of year expectations and can use and apply skills confidently.

End of Key Stage

Working Above

Has achieved all of the end of Key Stage expectations and has a deep understanding of  the end of year expectations.

End of Key Stage

 

What does this mean for our children?

A child who is in Y2 and is working at age related expectations will be:


  • By the end of the autumn term: emerging towards achieving the Year 2 key objectives ;
  • By the end of the spring term: working towards achieving the Year 2 key objectives;
  • By the end of the summer term: achieved the Year 2 key objectives.

 

The focus is now on the breadth and depth of a child’s learning. This means that we approach concepts from various angles in order to deepen a child’s understanding and application of their learning.

For each key objective, we use in school the following colours to explain how deep a child’s knowledge, skills and understanding are.  These colours are in cohesion with our marking policy.

During each term, the child will be assessed as to how well they have achieved various objectives.

All books will provide valuable evidence base for cross-curricular assessment.  Star stickers, using the tracking grid below will be placed appropriately in books, annotated with initials E – English, M – Maths, T – Topic, R – RE, S – Science and GR for Guided Reading with the date to support monitoring.

Terminology

What does it mean?

Yellow

Emerging

Child has been unable to grasp the concept, even with support.

Green

Towards Independence

Child is able to work with scaffolding, and prompts

Pink

Mastery

Child is able to use and apply knowledge and skills confidently and independently.

Purple

Working Above

Child is able to use and apply knowledge and skills and reason with absolute confidence and independence

 

 

 

4. TRACKING PUPIL PROGRESS

We track and record children’s progress against each key objective from within their year group’s part of the National Curriculum. The year group’s half termly or termly overviews can be found on each year group’s termly newsletters in the year group section of our school website. Each year groups learning ladders (their key objectives) can be found on the home page of assessment without levels, on the school website.

All books will provide valuable evidence base for cross-curricular assessment.  Star stickers, using the tracking grid above will be placed appropriately in books, annotated with initials E – English, M – Maths, T – Topic, R – RE, S – Science and GR for Guided Reading with the date to support monitoring.

 

At Winkleigh, we track and monitor pupil progress on a daily basis, through:

  •          Questioning, observation and dialogue;
  •          Children knowing what they are being asked to learn, and more importantly, why;

 

  •          Children discussing, formulating and agreeing the success criteria are during lessons. Work is then assessed against the success criteria by the child, the teacher, or both; 

  •          Three-way feedback - pupil – peer – teacher – which clearly identifies next steps – This can be verbal or written feedback; 

  •          Regular pupil work scrutiny by the senior leadership team, subject co-ordinators or whole staff. 

  •          End of unit and end of term assessments, which help us to assess progress over time.
  •          Each child’s attainment of objectives, which are recorded on a tracking system. Patterns can then be analysed and support targeted accordingly;
  •          Children’s work in books to demonstrate progress. We frequently monitor books to make sure teachers are providing the best possible learning opportunities and feedback for children. 

  •          Astute differentiation, which ensures that tasks are matched to children’s abilities and that they provide high challenges for all. 


 

5. HOW DO WE TEST?

Year Group

Statutory Testing

Internal Tests

Nursery

The children are continually assessed against the EYFS Early Learning Goals

Nursery Baseline

Reception

Reception baseline testing (upon entry to reception)

The children are continually assessed against the EYFS Early Learning Goals – These are reported at the end of the reception year.

 

Year 1

Phonics Test

 

Year 2

Phonics Tests retake for those children who didn’t pass in Year 1.

KS1 SATs – Tests in Reading, Writing, Maths and GPS (grammar, punctuation and spelling)

 

Year 3

 

Rising Stars Tests for reading, GPS and maths

Year 4

 

Rising Stars Tests for reading, GPS and maths

Year 5

 

Rising Stars Tests for reading, GPS and maths

Year 6

KS2 SATs – Tests in Reading, Writing, Maths and GPS.

 

 

SATS ASSESSMENTS AT THE END OF Y6

In order to be ‘secondary ready’, a child needs to meet the end of Key Stage 2 expectations (Year six programmes of study – see above). Y6 children take Statutory Assessment Tests (SATs) in May each year. We believe that the following system is likely to be introduced by the government. See the table above for which tests Year 6 pupils take.

Terminology Y6 – END OF YEAR REPORTING for SATs results

We believe that the government will introduce a points system for Y6 SATs scores in 2016. (Until the first Y6 test results have been analysed there is no defined points system from which the government can set the scales.)

The table below shows possible scores of how the results will be shown (still to be confirmed)

End of Year 6 standards

Year 6 standardised scores

Below the national standard

81-84

Working towards the national standard

85-99

At the national standard

100-119

Above the national standard

120-124

Mastery standard

125+

 

SATS ASSESSMENTS AT THE END OF YEAR 2

Subjects to be tested in the end of Year 2 SATs tests are: reading, writing, grammar, spelling and punctuation and maths

EARLY YEARS – NURSERY AND RECEPTION

Children in Nursery and Reception continue to be assessed against the Prime and Specific areas of Learning in the EYFS profile.

Assessments are be based on daily activities and events. At the end of Reception, for each Early Learning Goal, teachers will judge whether a child is meeting the level of development expected at the end of the Reception year:

Emerging – not yet reached the expected level of development;

Expected – they are at the expected level of development for their age;

Exceeding – beyond the expected level of development for their age.

Progress will be tracked using a points system.

CHILDREN WHO ARE PRESENTLY HIGH ATTAINERS (OLD TERM – MORE ABLE PUPILS)

For children who have securely met their end of year objectives, rather than moving on to the next year’s curriculum, these children will work on ‘mastering’ their knowledge through the application of skills in different contexts – they will be deepening their learning.

The depth and application of a child’s learning is an important marker of their achievement and progress.

CHILDREN WHO HAVE SPECIAL EDUCATIONAL NEEDS

Less able children have specific learning plans that will meet their needs. They will be expected to make progress in line with their peers, but they may not, because of their special needs, meet year group objectives. Our assessment and tracking systems, however support, challenge and monitor their progress.

CHILDREN WHO ARE FALLING BEHIND

Any child who is working below the age-related expectation, is given personalised learning opportunities to help them reach their potential. We have intervention systems that aim to address misunderstandings or difficulties as soon as they arise. On a daily basis, intervention strategies allow children to catch up ready for the next lesson. Over time, intervention systems and quality first teaching help children with large gaps to make accelerated progress and catch up with their peers.

6. HOW DO WE REPORT TO PARENTS / CARERS

We use the following systems to keep parents informed about their child’s achievement and progress:

  • End of school year annual reports (July);
  • Parents evenings – November, February, July;
  • Meetings arranged as appropriate where concerns or worries have arisen.