Assessment without levels
Why did the DfE get rid of levels?
We delve into some of the reasons from the DfE which explain their reasoning around removing levels - many of which also explain why we must not seek to recreate levels.
How do we ensure impact on progress?
There are two main data areas in Classroom Monitor - the Assessment Markbooks and the Attainment and Progress module. As a member of SLT or a teacher, we need to delve a bit into each of these areas to get the information we need to ensure that formative assessment is having an impact.
How can we avoid recreating levels?
Different schools are at different places along the journey to leaving levels behind. While in many cases, levels are no longer used explictly, it's also important to change the mindset- harnessing data for the sake of pupil progress rather than for the sake of data.
What information should we share within school?
We take a look at the data which is useful in school, how it can be interpreted and what you can use within Classroom Monitor to find out what you need to know in order to plan resourcing across the school, ensuring intervention happens quickly and effectively.
How do we get data without levels?
Data without levels is definitely possible, and indeed still necessary, for the purpose of using it to impact on pupil progress - particularly for comparing cohort groups. The difference in a post levels world is finding out when data is useful, when it is not, and how to interpret the data we have.
What information should we share externally?
Sharing data outside of the school is very tricky without a consistency between schools, year to year. So we look here at what is useful to share - whether with parents, governors or LA/Ofsted. Find out what is consistent, what is not and how to ensure you focus only on what is necessary.