![References:
Department for Education (2013a). Assessing Without
Levels [online]. Available: www.education.gov.uk/schools/
teachingandlearning/curriculum/nationalcurriculum2014/
a00225864/assessing-without-levels](https://image.slidesharecdn.com/issuesinenglish-140522162014-phpapp01/85/Issues-in-english-6-320.jpg)
Issues in english
- 1. Issues in English Assessing without levels
- 2. Assessing without levels The current issue: The Government have stated that: ‘As part of our reforms to the national curriculum , the current system of ‘levels’ used to report children’s attainment and progress will be removed. It will not be replaced.’ (DfE, 2013) It seems that it is the complexity of levels which has been a deciding factor in their abandonment. This is seen in the DfE’s argument that the ‘system is complicated and difficult to understand, especially for parents.’ They feel that Schools should have the freedom to decide how to assess their pupils
- 3. Assessing without levels The debate: The removal of Ks3 assessment levels has left a mixed reaction.
- 4. Assessing without levels The impact: The impact within English will be that Schools will need to devise a new format for providing summative feedback. Although this may seem to add to a teachers workload, it can also enable teachers to provide feedback which doesn’t define their pupils to a certain number. It could provide teachers with the opportunity to develop an effective way of communicating current attainment to learners and providing them with ways in which they can develop their learning and make the progress they need to.
- 5. Assessing without levels The suggestions: Students need to understand how they are being assessed An all-aspects approach, rather than blocks of isolated study, is best Schools should develop a thematic curriculum that stretches students, rather than assessing them on regurgitating information Assessment should encourage creativity and skills developmen Using success criteria to create a language for assessment. Quality feedback so that the student can make progress. Every department needs to define its standards. It should be student centred. We can ask: what knowledge and skills are essential for an exceptional English student? No matter what starting point, we are aiming for every student to make exceptional progress which is relative to their starting point. Setting the highest standards possible for our students is essential
- 6. References: Department for Education (2013a). Assessing Without Levels [online]. Available: www.education.gov.uk/schools/ teachingandlearning/curriculum/nationalcurriculum2014/ a00225864/assessing-without-levels