Assessment: An inclusive approach  

Natalie Packer examines whether current approaches to assessment reflect the needs of all pupils.

Evaluation article: The future of Key Stage 1 and Key Stage 2 assessment  

John Viner looks at the consultation on primary assessment and what this means for schools.

Disadvantaged pupils: Measuring impact and setting targets  

Tony Powell looks at how your school can use RAISEonline data to analyse the performance of disadvantaged pupils to set targets and measure the impact of the pupil premium.

Evaluation article: Unlocking the assessment conundrum  

Rachael Marshman discusses the changing assessment landscape and examines what schools should consider when designing a new assessment system.

Assessment without levels: Final report  

The Final report of the Commission on Assessment without Levels was published in September 2015. Suzanne O'Connell summarises its findings.

Evaluation article: Assessment and the new national curriculum  

John Viner looks at what assessment under the new national curriculum means for schools.

National curriculum tests from 2016  

John Viner provides a summary of the draft proposals for national curriculum key stage 1 (KS1) and key stage 2 (KS2) tests.

Report of the NAHT Commission on Assessment  

A look at the NAHT commission 1st report on testing and assessment.

Form – Key Stage 2 progress: All and by low, middle and high prior attainment  

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Form – Key Stage 1 attainment at expected or above: All and by EYFS early learning goals  

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Form – Key Stage 4 progress: All and by low, middle and high prior attainment  

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Form – Planning sheet for developing assessment  

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Handout – Final report of the Commission on Assessment without Levels  

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Q. What should we expect from primary assessment in the future?  

A. It’s no secret that there was wide dissatisfaction with the way that primary assessment worked last year. Now, the government has just released its primary assessment consultation. This gives an indication of what the DfE perceives to be the key issues and the direction of travel. 

Q: Having managed to survive through 2015/16 assessment arrangements, what can we expect next year?  

 

Q: We are relieved as a school that the requirement to complete baseline assessment has been dropped, but are baffled as to why this is. Can you explain?  

A. Concerns had already been raised in the research They are children… not robots, not machines commissioned by the Association of Teachers and Lecturers (ATL) and the NUT. But it was really the Reception baseline comparability study which heralded the end of the baseline testing experiment. 

Q. How will primary schools’ progress scores be calculated in 2016?  

Q.Have we come to any clear decision about what a ‘coasting school’ actually is?  

A. The term 'coasting school' has been used for a while, but only since the threat of these schools becoming academies has the need to make the definition clearer arisen.

Q At our last inspection our school was 'good'. What can we expect from our next inspection under the new arrangements?  

A. Most 'good' schools will be pleased with what the new Common inspection framework means for them from September 2015. They can still expect an inspection every three years, but it will take a substantially different form from the current section 5 inspection.