Contents:
1.0 Foreword and Acknowledgements ...... 2-6
2.0Nationaland Regional Guidance–the current context ...... 7-12
3.0 The Case Study Questionnaire (all Schools) ...... 13
4.0The proposed Standardisation and Moderation Framework (for P Scales and Lower levels of NC Attainment): ………………… 14
4.1 Guiding principles – Aims, objectives, monitoring and review procedures ...... 14
4.2Overview – Standardisation and Moderation procedures(internal and external to the school) ...... 15
4.3School self-review audit tool ...... 16
4.4 Standardisation and Moderation Challenges: School identified solutions ...... 19
5.0Additional Moderation Guidance materials – P Scales and Lower Levels of National Curriculum Attainment ...... 21
6.0 Appendix 1: COMPLETED CASE STUDIES (See separate document)
1.0 Foreword & Acknowledgements
In January 2010at a North West Regional Progression Meeting, we were invited to bid for a small amount of funding to develop work on P Scale assessment and Moderation. It was reported that QCDA were involved in redrafting their P scales materials in relation to assessment and moderation andit was further suggested that RAISEonline may well become more dependent on moderation andimproved reliability of teacher judgments.
With this in mind, National Strategies were keen to encourage local authorities to further develop their thinking about assessment and moderation for learners working well below age related expectations. They commented that the small amount of money that was available was to support Local Authorities (LAs) in the region to put together an Assessment and Moderation framework (including any associated materials). The anticipation was to produce a simple assessment and moderation framework that would illustrate some key principles and have examples of good/emerging practice throughout the region. The first draft was expected to be completed by March 2010.
Wirral and Liverpool LAs expressed their keen interest to develop this work; they were nominated and accepted by the regional members of the group to take a joint lead in this new initiative.
Our work in recent months since January has been quite frenetic. We have constructed, implemented and shared the outcomesof a standardisation and moderation case study questionnaire. This has been a central source of providing us with hard data that has informed us suggesting indicators for effective standardisation and moderation practice in schools (and LAs).
Within the overall process of developing these P scale materials for SEND pupils we have become aware of important documentation that illuminated the ‘big’ picture as well as making us constantly focus on the key practical regional outcomes we want to achieve from our involvement in this initiative.
In terms of the ’big picture’ these assessment materials and suggested P-scale moderation framework are intended to contribute towards all teachers, SEND support staff and local authority assessment teams having a broad range of assessment materials and moderation procedures that will enable them to accurately identify what all children ‘CAN DO’ at all levels of ability. This, of course, should include assessment materials that are able to identify both their academic and social strengths.
Recent DCSF publications and Government reports reiterate the need for high expectations of Special Educational Needs and Disabilities (SEND)pupils’ achievements. They also comment on the need for all SEND support personnel to ensure that parents have ownership and participation in the process of assessment.
Over the last year key independent and government representatives have stated:
“ ... Parental confidence in the special educational needs system needs to be improved; parents need to be listened to more, face to face communication with parents, treating them as partners; need for improved relationships between parents, schools and local authorities to ensure a clear focus on the outcomes and life chances for children with SEN and disability”
Lamb B, Final Report 16th December 2009
“ ..... For too long we have not set high enough ambitions for children with special educational needs. Special educational needs should not lead to low expectations or be used as an excuse for poor attainment. Rather, they should be a prompt to put in place the support that is required to help children learn and succeed.”
Diana Johnson, Parliamentary Under-Secretary of State for Schools & Learners, Progression Guidance 2009-10, 00553-2009BKT-EN, DCSF, 2009.
“ .... to make the country the best place in the world for all children and young people to grow up in which includes children and young people with special educational needs and disabilities.”
Sarah McCarthy-Fry, Parliamentary Under-Secretary of State for Schools & Learners, Achievement for All, DSCF-00633-2009, DCSF, 2009
Practically, the information presented in this document is intended to:
- Inform all teachers of what could be seen to constitute effective progress for standardisation and moderation in their schools
- suggest a model for standardisation and moderation that could be amended and made more local authority specific ( with particular reference to P-scales and lower levels of NC attainment <L2)
- provide additional guidance sources to both local authorities and schools on –
effective standardisation and moderation indicators outlined in a school self –review audit tool
current resources for P scales assessment and exemplification materials used nationally & regionally
We hope that these draft materials prove practically useful to teachers and Local Authority support staff who are often passionately engaged in the process of trying to use whatever assessment tools they have available to demonstrate that pupils are making good progress during lessons and at different time periods during their school careers. As we all know, the process of accurate baseline assessment to inform teaching, target setting and termly/annual review is highly dependent on every school having reliable and school-based assessment processes. It is also reliant on all school support staff (including Ofsted inspectors, School Improvement Partners and local authority school improvement advisors/officers) all sending out the same consistent messages.
Our overall intention is that the information provided for schools in this document makes a significant contribution to ensuring that all schools receive the same reliable and consistent advice about what is a shared view of effective assessment processes across all types of schools regardless of the local authority each pupil attends.
Bob Franks(Principal Manager, SEN & Inclusion, Wirral LA) & Patricia Gillon(Inclusion Development Officer, Liverpool LA)
(NW Regional Joint Leads)
Acknowledgements
Special thanks to: Karen Gleave - Co-ordinator, North West Regional Hub
Acknowledgements to: Diane Hollis – Principal Manager Primary & Assessment Team, Wirral LA
Ben Cribb – Secondary Assessment Team, Wirral LA
Julie Southern – Secondary Assessment Team, Wirral LA
HayfieldPrimarySpecialSchool, Wirral LA
EllerayParkPrimarySpecialSchool, Wirral, LA
WoodlandsPrimary School, Wirral LA
WoodchurchHighSchoolEngineeringCollege, Wirral LA
John Egerton Statutory Assessment Lead, Liverpool LA
DonnaStrettonSchool Improvement Officer, Liverpool LA
BarlowsPrimary School, Liverpool LA
MillsteadSpecialSchool, Liverpool LA
RedbridgeHigh School, Liverpool LA
SpringwoodHeathPrimary School, Liverpool LA
North West Regional LA colleagues
2.0 National Guidance
The National Strategies make the following points related to the area of National Curriculum assessment and P-scales guidance:
Using the standards files (for ‘all’ pupils)
The standards files enable classroom teachers to have a common understanding of different levels, and the nature and demands of the assessment focuses (AFs) that underpin each one.
There are different ways of using the standards files:
- to standardise judgements, that is, to ensure that teachers' judgements are in line with national standards before making assessments
- as a reference when assessing your own pupils
- to support moderation activity
- to clarify what it means to make progress
- to exemplify the APP approach.
Standardisation materials
To ensure that judgements made by teachers in your school are in line with national standards, standardisation training in school could use the materials in the following ways.
- Each teacher assesses one pupil, and agrees the level judgement with a colleague by comparing and contrasting the pupil's work with that of a standards file pupil at that level.
- Teachers assess the work of one standards file pupil, using a training version of the standards files with the references to level judgements removed, and then compare their judgements with those in the full standards file.
- Teachers copy one or two collections of work from their own pupils, without any annotation or commentary, and ask colleagues to identify pupils in the standards files to which each is closest in performance.
- Using two standards files at the same level (e.g. low 3 and secure 3) with all the annotations but without the assessment summaries or assessment guidelines sheets, groups discuss and agree which is low and which is secure.
- To clarify progress, look through all standards files that cover one identified AT to track the evidence for a particular AF or group of AFs.
Reference
When assessing your own pupils you should use the standards files for reference:
- as a benchmark when making periodic assessment judgements
- to compare the performance of your pupils at a particular level with exemplars that have been assessed against national standards
- to check what constitutes sufficient evidence of attainment in an AF at a specific level
- to refine your judgement of what is typical of performance in adjacent levels, for example comparing two collections of work in the same AT, one on either side of a level borderline
- to check what progression in a particular AF looks like.
Supporting in-school moderation
Moderation activity generally involves a group of teachers reviewing a sample of class teachers' initial assessments, reconciling any disagreements and agreeing a final judgement. The standards files are essential tools in this process of bringing differing views to agreement in an evidence-based way that is in line with national standards. Disagreement can be resolved by recourse to the question: How does the pupil under discussion compare with pupil X or Y from the standards files?
Exemplifying the APP model
Subject leaders, and others running training sessions, could use selected pupil standards files to illustrate how the principles that underpin the APP model of periodic assessment operate in practice, or to illustrate particular aspects of assessment. Discussion can be focused, for example, on:
- attainment at a particular level in different year groups, or in a particular AF at different levels
- the range of potential evidence in using and applying mathematics or reading, for example how much evidence of attainment for a particular AF is required to support a judgement
- differences between evidence gathered from oral work, practical science activities and from writing
- whether it is harder to find evidence for some AFs than others
- identifying the next steps in teaching and learning for a particular pupil or groups of pupils.
The P Scales (QCDA , 15th April 2009,)
The P scales are differentiated performance criteria. They outline attainment for pupils working below level 1 of the national curriculum and describe some of the important skills, knowledge and understanding that pupils may gain from the programmes of study and the national curriculum.
There are P scales for each subject in the national curriculum and for religious education. The P scales use eight performance levels to illustrate the learning that leads to national curriculum level 1.
- Levels P1 to P3 show the earliest levels of general attainment with subject-focused examples.
- Levels P4 to P8 show subject-related attainment.
The P scales, like the programmes of study they relate to, should be used with pupils from 5 to 16 years of age. They are relevant to pupils with learning difficulties, whose attainments may not register on the national curriculum level descriptions.
On the QCDA website there is general P Scales guidance on:
English:Reading; Writing and Speaking & Listening
Mathematics: Shape, space and measures; number, and using & applying mathematics;
Science and
Information and Communication Technology
There are P level descriptions for every National Curriculum subject, including RE,PSHE and citizenship. These can be downloaded from the QCM website () or from EM-RP resources section of the Pscales.com website (See:- Appendices 1 & 2)
See:
In 2001 QCA published a set of documents called 'Planning, teaching and assessing the curriculum for pupils with learning difficulties'. These guidelines draw on effective practice across a range of schools and can be used in mainstream and special primary and secondary schools, specialised units and independent schools. They also provide support to the range of services that support these schools. Copies are available from QCA and are downloadable from the web site.
At this time QCA also produced a document ‘Supporting the Target Setting process (revised March 2001) which was guidance
on effective target setting for SEN pupils and outlines different performance criteria from P1 to P8 in English, Maths and Science (
Personal and Social development
In addition, in the same year (2001), QCA brought out a booklet, Supporting School Improvement – Emotional and behavioural development, which stated criteria for measuring emotional and behavioural development (EBD) See;
Most recently, 2009, QCA have published a guidance document entitled: planning, teaching and assessing the curriculum for pupils with learning difficulties – personal, social and health education and citizenship ()
Current P Scales reporting status(
From September 2007, schools are required to submit data, using the P scales, for pupils aged 5-16 with SEN who are working below level 1 of the National Curriculum. Attainment data (P levels) are needed for English, Mathematics and Science. Pupil data would previously have been reported as 'W' in this annual data collection process.
Early Years Perspective: Foundation Stage( = force_uj)
The P scales have not been designed for use in the Early Years Foundation Stage (EYFS).
The P Scales and the early learning goals have been written for different purposes and have been constructed in different ways.
- The early learning goals specify expectations for children’s progression by the end of the Foundation Stage, while the P Scales were written for use with children of National Curriculum age who are working towards level 1 or who are working within levels 1 or 2 of the National Curriculum for extended periods of time. They were written primarily for supporting target setting in the context of the National Curriculum.
- The early learning goals themselves (and consequently items 4–8 in any scale) are not necessarily hierarchical and do not necessarily reflect progression.
For these reasons P scales should not be used in the Early Years Foundation Stage.
The current P Scales Guidance Booklet (2005, -
Regional Guidance
Regional Assessment and Moderation Framework – Pupils working within the P scales
The following regions areinthe process of developing P-scale materials which will inform the content and development of a National P Scales framework:
- North East; 2. East Midlands; 3. North West; 4. South West; 5. London South; 6. East Region; 7. North London; 8. Yorkshire & Humberside.
3.0 The Case Study Questionnaire (See separate document – P-SCALE CASE STUDY DATA) The case study questionnaire involved in-depth discussions with both assessment teams from the Wirral and Liverpool. It attempted to reflect key points raised in the original remit, such as ensuring P Scale assessment was accurate and consistent. It also attempted to explore the usefulness of the current APP materialsin the process of identifying high, secure and low Level 1/2 attainment. Each school involved in the pilot questionnaire was also asked to highlight one area related to effective assessment that they were particularly proud of. Overall, the questionnaire had sixkey sections these were:
STANDARDISATION
- Exemplification – The school makes effective use of appropriate benchmarking instruments
(a) What exemplification materials are you using to develop effective and accurate P-scale assessments and lower levels of NC assessment in Maths, English, Science, and PSD?
2. The school ensures teacher’s judgements are consistent
(a)How does the lead teacher ensure teachers’ judgements are standardised?
(b)How is the lead teacher/subject co-ordinator involved with preparing teachers for moderation?
3. The lead teacher/subject co-ordinator is actively involved in ensuring accurate assessments are taking place
(a) For assessing P-scales and the lower levels of National Curriculum Assessment? (<L2)
(b)By using the national standard files and engaging with the APP guidelines/grids to establish a greater understanding of how pupils have achieved a particular standard
4. The school has effective procedures in place for resolving differences in teachers’ assessments
5. The school makes sure that there is adequate evidence to support each assessment focus
(a) How does the school ensure that there is child/pupil involvement in the assessment process?
(b) How does the school ensure that there is evidence of parental involvement in the assessment process?
(c)How does the school ensure that the evidence shows the child’s performance over a range of contexts over
the year and not just their recent work?
(d)How does the school make sure the evidence is predominantly based on assessments made whilst the child was working independently and consistently?
(e)Does the school have a clear strategy for appeals?
MODERATION: 6. The LA has an active role in supporting standardisation and moderation procedures in school
4.0 The proposed Standardisation & Moderation Framework
4.1 Guiding principles – Aims, Objectives, Monitoring & Review procedures
The main principle that was supported by regional colleagues was that the proposed framework should fit into existing whole school assessment practices, i.e. be an integral part of all school’s current Assessment, Recording and Reporting Policy. This would mean:
for ‘all’ pupils – effective assessment practice should: