Assessment and Accountability Ruth Packwood

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Assessment and Accountability Ruth Packwood
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The brief

• The importance of accuracy in assessment for
  learners, teachers and for the purpose of being
  accountable how to achieve all three.

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Attainment and Achievement

• 70 of children who achieved Level 4 in 1997
  achieved 5 A - C at GCSE
• 12 of children who did not achieve Level 4 in
  1997 achieved 5 A - C at GCSE
• Source UK Statistics 2004 in Excellence and
  Enjoyment

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Accuracy

• Student
• Meeting the students needs effectively
• Continuity and progression
• Teaching staff
• Confidence
• Accountability
• Integrity of judgements

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The Education Leeds Context

• 222 Schools KS1/KS2
• Statutory and non-statutory responsibilities
• Two Assessment Consultants
• Data analysis and data collection functions
  separate

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Starting Points

• High expectations consistent message
• Structured support
• Development within a framework
• Manageability

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Developments

• High quality training
• Differentiated support
• Rigorous monitoring
• High quality moderation
• Reflection on and refinement of our working
  practices.
• Development of independence with support

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Key Information

• 10 Key Features
• Assessment Calendars
• Fortnightly Newsletter
• Dedicated area of Intranet
• Generic starter powerpoints, training, model
  policies etc.

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Partnership Working

• Assessment for Learning Conference
• Audit
• Establishing Networks

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Assessment for Learning
Assessment Team
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The four key aspects of Assessment for Learning
The active involvement of pupils in their own
learning
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Changes at KS1

• The Impact of the changes to Statutory Assessment
  at end of KS1 from 2004
• consultation with Head Teachers
• raising the confidence levels of teachers
• the accuracy of assessments tracking progress
  within school

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Using Foundation Stage Data

• not as a predictor of future attainment but to
  review pupil progress and address issues of
  teaching and learning

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It is very important statistically that you
dont track a single area to a single area. We
used an aggregate of all the FSP points divided
by the 13 areas. When Leeds operated the
Baseline data system the data linked to end of
KS1 was always based on an aggregation of all
literacy and numeracy elements as well as PSE
elements.
FSP total total FSP points gained in 13
areas FSP/13 FSP points divided by 13
6 achieving 6 points or more across all areas
is recognised as good achievement by NAA and we
highlighted children who achieved this so we
could look at their progress separately.
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• There is something I don't know
• that I am supposed to know.
• I don't know what it is I don't know,
• and yet I'm supposed to know,
• and I feel I look stupid
• if I seem both not to know it
• and not know what it is I don't know.
• Therefore I pretend I know it.
• This is nerve-wracking
• since I don't know what I must pretend to
  know.
• Therefore I pretend to know everything.

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• I feel you know what Im supposed to know
• but you cant tell me what it is
• because you dont know that I dont know what it
  is.
• You may know what I dont know, but not
• that I dont know it,
• and I cant tell you. So you will have to tell
  me everything.
• R D Laing Knots 1970