Awaiting some ministerial decisions

What a joke! This from them today:

Changes to 2016 tests and assessments We are aware that schools are waiting for additional information about changes to the national curriculum tests and assessments to be introduced for the next academic year. We are still awaiting some ministerial decisions, in particular in relation to teacher assessment. We will let you know in September, as more information becomes available

Only they’re not kidding. Mike Tidd comments on the same here, but I was unrealistically (and uncharacteristically) optimistic that something would come out before we had to have everything in place in September. Should we laugh or tear our hair out that they are ‘awaiting ministerial decisions’? What – the ministers haven’t been able to decide after 2 years? I won’t hold my breath for anything sensible then. Of course, ‘teacher assessment’ should be a matter for serious consideration, but I doubt that their decisions are delayed for the types of reservations I have on the matter. Whilst it seems to have become the global panacea for all assessments that are too complex to manage, I keep banging on about how inappropriate and unreliable it is. If we are to expect pupil attainment to be a criterion for teacher appraisal and progression, then how can we possibly expect teachers to carry out that assessment themselves? That would be wrong, even if we had extremely reliable tools with which to do it, but we don’t. We have nothing of the sort and we never will have, as long as we assess by descriptive objectives.

So what do I really want? Well, to be honest, although I believe in the essential role of testing within learning, I really want to stop assessing attainment in the way it has become embedded within English culture.¬† It’s a red herring and has nothing to do with education. I never thought I’d say that – I always had highly ‘successful’ results within the old levels system – but I’m very much questioning the whole notion of pupil attainment as currently understood. It’s based on a narrow set of values which, in spite of all the rhetoric of ‘closing the gap’ are never going to be brilliantly addressed by all pupils. That’s an inescapable statistical fact. And why should they be? Attainment is not the same as education in the same way that climbing the ladder is not the same as being equipped to make informed decisions.

But if we must, then give us all the same tools – the same yardstick. At the end of Year 6, all pupils will be assessed by written tests for maths, reading, spelling and grammar. Their results will then be effectively norm referenced (after a fashion). Do that for all the year groups. I’d prefer it if we moved into the latter half of the 20th century in terms of the effective use of technology, but even an old Victorian style paper is better than the vague nonsense we are currently working with.

So, anyway, as it stands, are we justified in Autumn 2015, when we are visited by OFSTED, in having an assessment system in disarray or are we supposed to have sorted it all out, even though they haven’t?


6 thoughts on “Awaiting some ministerial decisions

  1. The problem is that if you don’t assess attainment, you end up celebrating “progress”. I’ve never understood why very few people object to selection and the celebration of attainment in the world of sport, but so many dislike it for academic work. Imagine the Olympic Games with medals awarded for “progress” rather than attainment!

  2. I don’t believe it’s an either/or situation. In order to assess ‘progress’ you have to have assessed attainment and I’m beginning to see why summative assessment is such a spanner in the works of education. The key to the Olympic Games is that we can assume the competitors are themselves seeking that attainment. I have no issue with that kind of purpose, and in fact, I think it should be the reason for assessing attainment. That’s not how it works in the first 14 years of education, though. There’s little choice in the matter or the things being assessed and the purposes have be corrupted.

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