A quick recap (courtesy of schoolsweek.co.uk) of the headline issues raised in Justine Greening’s October 2016 announcement on primary assessment changes.
Instead it will focus on the steps needed for children “catches up on lost ground”. Re-sit papers will be available for teachers to use it if they wish.
Tests will continue to be at the teacher’s discretion.
A period of relative calm in the name of “greater stability”.
It will also look at the implications for accountability.
And it’s point five the implications for accountability that The Education Committee’s second evidence session, held on 18th January 2017, focused on.
Implications for accountability including the reliability of data, and the impact of assessment, as well as the design of the new tests and potential alternative assessment systems.
Say Rising Star Assessment, the key points included:
Whilst accountability is of course important, says Nick Brook, Deputy General Secretary of the Association of Headmasters, believes it is important to, “Review how statutory assessment data is used to hold schools to account”, he continues “Over-reliance on statutory assessment data raises the stakes of testing and ultimately distorts curriculum emphasis and outcomes….
Poor test results can trigger an avalanche of interventions, based on a presumption of school failure, which are distracting at best and career ending at worst. It is easy to understand why schools in this shadow struggle to recruit teachers and leaders.
Little wonder so many schools are now turning to new assessment tools in an effort to avoid a poor test results scenario and any subsequent avalanche of interventions.
Assessment that helps them spot lesson problems before they turn into test problems.