Assessment without levels – where are you now?

Along with the new National Curriculum came the news that the levels were to be no more.  Of course we know that they were far from perfect, but many teachers have known nothing else and the thought of replacing them with something unknown strike fear into the hearts of the most experienced teacher.

Last year we decided to stick with national curriculum levels while we investigated a replacement.  I had a good idea what I wanted my assessment structure to look like (based on ideas from Activate in science) but life is rarely that simple.

We wanted a system that looked similar across the school, and then we had an additional consideration – we needed a structure that worked across the whole of the trust.  That is a system that worked across a mainstream secondary and secondary special school, with the possibility of working with a mainstream primary school as well.  On top of this we need a system that allows progress to be rigorously tracked and analysis of data to be done.

I recently received an email from Capita with the following infographic.

The infographic paints a depressing picture and it shows that schools have had difficulty making use of the new freedoms given to them by the government.   I’d guess that other schools have been faced with many of the same considerations that we have (the phrasing of the questions suggest that this data doesn’t include academies)

During the summer term we decided to buy into the system that Capita had developed to run in SIMS.  We played with the primary version but were waiting for the secondary version to be released to see what that looks like.

I paid more attention to the science system than maths and English since that affects me directly as a science teacher.  The primary science system has a bank of statements that teachers made a judgement against, with 4 different grades.  It will be interesting to see what the secondary science system looks like where the content is less tightly prescribed by year group.  What seems evident at the moment is that assessment windows will have to be looser with teachers inputting data when appropriate rather than at tracking windows, and that a lot more data will be collected (rather than a single level and a prediction).  Of course SIMS will do some computational magic and turn our statements into a numerical value that we can do whole school analyses with.

I’d be interested to see where other schools are up to at implementing a system to replace national curriculum levels.  Please leave a comment below