Teacher assessment and MCP ‘The best way to predict the future is to invent it’

1. Teacher assessment and MCP ‘The best way to predict the future is to invent it’ Presentation to Dorset LA, Annual Assessment Conference Janet White November 2006

2. Why now? • QCA Curriculum Division work on English 21 in 2004-5 • speaking and listening • creativity • permeable classrooms • current national curriculum review for key stage 3 and functional skills initiatives • assessing pupils’ progress in English and mathematics throughout key stage 3 • renewal of the Primary National Strategy frameworks • Every child matters and Excellence and enjoyment

3. Why Dorset schools? • LA aspirations for Dorset schools and pupils • leading role by Dorset schools in key stage 1 Building a picture development • thirteen key stage 2 schools taking part in the English and mathematics monitoring children’s progress (MCP) 2006-7 pilot project

4. Where is this leading? • a greater repertoire of assessment methods • taking up the challenge to give more prominence to speaking and listening across the curriculum • enabling pupils to demonstrate independence and choice in what they know and can do • encouraging creativity and choice in planning teaching and learning • interacting with worlds beyond the classroom

5. Key stage 2 English and mathematics MCP pilot project

6. What is MCP? • a QCA and Primary National Strategy (PNS) research and development project funded by DfES • a structured approach for teachers • a model of assessment that is both diagnostic and keyed to national standards • a system which enables tracking of pupils’ progress at intervals defined by teachers throughout the key stages

7. Scope of the project Key stage 2 • piloting with approx. 100 schools with data collection and reports in 2006-7 • developing guidance and support materials • development of assessment guidelines for speaking and listening Key stage 1/EYFS • research into assessment opportunities for English and mathematics

8. Example assessment guideline for English Child on L3/L4 borderline Make ‘best fit’ assessment against L3 and L4 criteria Make overall level judgement

9. The MCP model • developed from the 2005-6 MCP Year 5 English and mathematics pilot looking at levels 3 and 4 • based on assessment focuses that underpin national curriculum assessment • supports the new Primary National Strategy frameworks • in literacy moving from word, sentence and text to the bigger picture • in numeracy embedding AT1, using and applying

10. The MCP model • nationally valid assessment embedded in classroom teaching and learning National curriculum + Level descriptions Assessment focuses National curriculum test (sample) MCP in the classroom (full context) National curriculum level

11. Benefits of MCP • embraces both formative and summative assessment • supports teachers in aligning their judgements systematically with national standards • increases consistency and reliability of teacher assessment • is systematic and adaptable to local contexts • contributes to teachers’ professional judgements • provides high quality evidence to inform reporting on children’s progress within school and to parents • contributes to improved learning and more responsive teaching

12. Implications • when and how assessment is undertaken • balance between teacher assessment and testing • progress reviews • involvement of TAs and other adults • what’s passed on to the next teacher

13. Developing ‘Teacher learning communities’ * • other classroom teachers • subject leaders • school senior management teams • external moderators • local authority staff • QCA and PNS colleagues * Does Assessment Hinder Learning, Dylan Wiliam, ETS, July 2006

14. Is this for you? • If so, what next?