Assessments – migration and evolution

David Vincent, Sales Director

GL Assessment

The Assessment (R)evolution

• Where we seem to be heading with Assessment in schools

• Life after KS3 SATs extinction

• An Introduction to e Assessment

Where we were

• Mandatory ‘End of Key Stage’ tests (SATs)• Optional SATs• Teacher assessment• Commercial assessments, summative and formative

Where we are

• Optional end of Key Stage 3 National Tests• Teacher assessment• Commercial assessments

Where next?

• Assessing Pupils’ Progress (APP)

• Daily, periodic and transitional assessments

(including assessment of summative and formative type)

• School Report Card

Assessing Pupils’ Progress (APP)

• ‘Assessment is at the heart of an effective curriculum and is a fundamental part of good teaching and learning’

• ‘Assessment enables learners to recognise achievement and make progress, and teachers to shape and adapt their teaching to individual needs and aspirations’

• ‘Central to achieving this vision are the assessing pupils’ progress (APP) materials’

Mick Waters, Head of Curriculum, QCA

The APP rollout

The DCSF Assessment for Learning Strategy (May2008) sets out the financial and professionaldevelopment support available to your school to helpdevelop APP.

The expectation is that by 2011 all schools will haveembedded the APP approach to teacher assessment.

Timetable for APP materials

Published 2008/9 Future

Key Stage 2

Reading,

writing and

mathematics

Key Stage 3

Reading, writing and Mathematics (revised)

Key Stage 1

Reading, writing and Mathematics

Key Stage 3 Science

Key Stage 3 ICT

Key Stage 3

Foundation Subjects

Key Stages 1, 2 and 3

Speaking and Listening

Primary

Science

‘Daily’ assessment opportunities

• Extended or shorter focused pieces of writing in a variety of different forms for a range of purposes

• Information from different curriculum areas• Text annotation or visual organisers such as thought

mapping, storyboards or timelines• Oral work, such as pupil presentations to the class• Contributions to class discussions, drama activities or

discussions with teachers• Observations of learners’ behaviour and interactions• Learners’ self-assessment (AfL implications)

Formal assessments

• To make a holistic judgment need supporting information. – We have looked at day to day data and assessment

opportunities but we will also need information from periodic and transitional assessments, of both summative and formative types.

• What can GL Assessment offer?– ‘Periodic’– ‘Transitional’

The Guardian

‘Sats don't have all the answers’

Fran Abrams, Tuesday 21 October, 2008

The Guardianwww.guardian.co.uk/education/2008/oct/21/sats-schooltables

‘Transitional’ assessments

Cognitive Abilities Test (CAT)

Reports

CAT KS2 Report

‘Transitional’ assessments

Suffolk Reading Scale (SRS)

The School Report Card

Aims of the School Report Card Target Group

• Provide a clear set of outcomes against which a school will be judged• Recognise the value of schools’ work for all children• provide a balanced account of outcomes achieved and the degree of challenge facing schools

Schools

• provide a balanced and comprehensive account of each school’s performance• Inform parents choice of school and improve schools’ accountability to parents• Provide information in an easy to understand format

Parents

• Provide a means of supporting the vision for 21st century schools• Help to hold schools to account for what is most important• Incentivise schools in the right way

Government

• Support the school inspection process Ofsted

The School Report Card

An Introduction to e-Assessment

• Online testing from GL Assessment• Tests available online• The Testwise online delivery system• Why test online?• Report function• Live demo• Q&A

Online tests from GL Assessment

• Assessment is our business - over 3 million students take our tests each year

• Over 40 tests for students of all ages• Measuring reasoning ability, processing skills, literacy and

numeracy skills and screening tests for SEN• Our five most popular tests are now available online –

CAT, SRS, GRT, PiM and PiE• Our online delivery, scoring and reporting system (Testwise)

manages the process• Over 500,000 online tests taken in 2008

Online tests from GL Assessment

Cognitive Ability Test

(CAT) Age 7:6 - 17

Suffolk Reading Scale

(SRS) 6 - 14

Group Reading Test

(GRT) 6 - 14

Progress in English

(PiE) 7 - 11

Progress in Maths

(PiM) 6 - 14

Testwise online delivery system

• Suite of administrative tools used to load and assign candidates to tests, manage the users and maintain the database

• Delivers the test to the student • Reporting tools that can perform complex analysis, processing

and reporting functions

Why do e-Assessments anyway?

• Same rigorous results as paper and pencil tests• No more marking - results available automatically, seconds

after the tests are complete• Detailed, diagnostic reports that highlight areas of strength

and need• Online testing is motivating for students with the test feeling

less formal and intimidating• Compatible with most MIS systems• Better knowledge, better teaching• Reclaim (some of) our Sunday evenings

Reporting results

• A variety of analyses of the same data• Reports can be run more than once to enable inclusion of

‘catch-ups’ in the analysis• Information can be imported as csv data file or downloaded

as a pdf• Reports include rich, meaningful data on ability, knowledge

and potential, and offer grade indicators for public examinations, if required

Live Demo

An Introduction to e-Assessment

Assessments – migration and evolution

David Vincent, Sales Director

GL Assessment

Assessments – migration and evolution

David Vincent, Sales Director

GL Assessment