I have written many times before about the processes involved in designing a new assessment system to assess without levels. The purpose of this blog is not to provide more information, but to hopefully gain it.
On the 4th July, I am presenting a session on overcoming problems with developing an assessment system at PedagooLondon15. The main basis of my presentation is based on my own experiences, but I would love to hear how other schools have got on with assessing without levels.
I am very happy with the system we are using in school, but as yet, I have not developed any kind of measure of what “expected progress” looks like to aid target setting. Maybe I won’t even do that. Jamie Pembroke has discussed developing “Progress Pathways” over time to map out what progress looks like , if I feel that I need a progress measure. I like this idea, and am happy to do this over the next 12 months and beyond, but my only concern is the dreaded “O” word – visit due next year. I am perfectly happy to discuss and defend this decision with Ofsted: I am not prepared to set random, meaningless and possibly unrealistic targets for the sake of ticking a box, and I know I have the support of the SLT in this, but I hate to think that my decision could affect any judgement made on the school.
I would love to hear any experiences that schools have had this year with Ofsted, in particular with regard to progress measures against Age Related Expectations. I would be interested to hear your experiences in the following:
- Did you roll out your assessment system across the whole school, or trial in one year group?
- Have you developed your own progress measures?
- Have you set ARE targets individually, and if so, what did you base these on?
- Were Ofsted expecting to see specific targets for individual children?
- Were there any aspects of your assessment systems that were particularly praised or criticised during your inspection.
Thank you in advance for your help!