“… all assessment and other processes should bring people back to the content of the curriculum (and the extent to which it has been taught and learned), instead of focusing on abstracted and arbitrary expressions of the curriculum such as levels”.
Meaningful use of Data
- How can pupils’ attainment and progress be assessed without National Curriculum levels?
- What will inspectors expect to see in relation to assessment, recording and tracking?
- How should attainment and progress be recorded and tracked by teachers?
- In what ways should schools report to parents that is clear and accessible?
There are a number of compelling reasons why National Curriculum levels have been dropped. While the original idea of levels was that children worked their way up the levels, they have become overly influenced by other factors. Children were labelling themselves and comparing themselves to others in an adverse way, and they have been encouraged to move at an undue pace through the levels. But what are schools and individual teachers doing to respond to these changes and will these responses be acceptable to inspectors?
This course is designed for school leaders and Assessment coordinators looking for the answers to how to develop a rigorous system of assessment and tracking which will stand up to external scrutiny.
This course could be offered as one to one or small group mentoring.
JMC Mentoring can be either face to face or online.
We have an extensive range of Primary/Secondary/Independent and International school leaders ready to act as your mentor or critical friend.
See Mentoring & Coaching
What makes Great Assessment in schools?
- Fundamentals of great assessment in schools
• Measuring & tracking attainment and progress
• What approaches are being developed for recording attainment and progress?
• Inspectors expectations in relation to assessment, recording and tracking
Reducing teacher workload around Assessment
- Cut out unnecessary data collection
- Rethink outdated assessment policies
- Adopting assessment strategies which improve pupil progress
Assessment practice which support pupils’ learning as it happens
• Embedding effective language for learning
• Dialogic teaching
• Impact of a Growth Mindset
• The role of formative and summative assessments
Reporting and Communicating with Parents
• Established best practice in schools
• How can you report to parents in a way that is clear and accessible?
To register an interest or raise any questions about his course please use the registration form below or use our Enquiries page.