Commission_on_Assessment_Without_Levels_-_report
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Commission_on_Assessment_Without_Levels_-_report
Final report of the Commission on Assessment without Levels42248Chaired by John McIntosh CBEContentsForeword from the chair of the commission3Executiv Commission_on_Assessment_Without_Levels_-_reportve summary5Introduction10The rationale for the removal of levels12The purposes and principles of assessment18The purposes of assessment18The principles of assessment22Guidance for assessment policies25Data collection and reporting30Evaluating external assessment systems32Accountability and inspectio Commission_on_Assessment_Without_Levels_-_reportn35Ensuring a fully inclusive approach to assessment38Teacher education40Next steps43Annex492Foreword from the chair of the commissionIt was with consCommission_on_Assessment_Without_Levels_-_report
iderable pleasure that I accepted the invitation to chair the Commission on Assessment Without Levels. Throughout my career in teaching I have always Final report of the Commission on Assessment without Levels42248Chaired by John McIntosh CBEContentsForeword from the chair of the commission3Executiv Commission_on_Assessment_Without_Levels_-_reporte 1990s and more recently as a member of the National Curriculum Review Committee. It goes without saying that assessment goes hand-in-hand with the curriculum: but it is high quality formative assessment that goes to the very heart of good teaching.While few would dispute the need for a robust acco Commission_on_Assessment_Without_Levels_-_reportuntability framework, there is no doubt that the measurement of the performance of schools and of the system as a whole has exerted undue influence onCommission_on_Assessment_Without_Levels_-_report
the assessment of individual pupils.The changes to the National Curriculum and its assessment go well beyond mere changes of content. They invoke verFinal report of the Commission on Assessment without Levels42248Chaired by John McIntosh CBEContentsForeword from the chair of the commission3Executiv Commission_on_Assessment_Without_Levels_-_reportbuilt on. the analysis of the importance of ‘curriculum coherence'. which was essential to the National Curriculum Review and highlighted in the Expert Panel report'. Deriving from Bill Schmidt's work on high-performing systems, this emphasises the alignment of curriculum, assessment, inspection, an Commission_on_Assessment_Without_Levels_-_reportd other key elements of arrangements2.Our analysis similarly places great importance on the necessary alignment of purpose, form and processes withinCommission_on_Assessment_Without_Levels_-_report
assessment and the alignment of assessment with other key aspects of curriculum and accountability policy.Our consultations and discussions highlighteFinal report of the Commission on Assessment without Levels42248Chaired by John McIntosh CBEContentsForeword from the chair of the commission3Executiv Commission_on_Assessment_Without_Levels_-_reportassroom teaching, while at the same time collecting assessment data which will be used in very high stakes evaluation of individual and institutional performance. These conflicted purposes too often affect adversely the fundamental aims of the curriculum, particularly regarding breadth of content an Commission_on_Assessment_Without_Levels_-_reportd depth of learning Our guidance and recommendations aim to support better curriculum coherence in the system. The successful implementation of the neCommission_on_Assessment_Without_Levels_-_report
w national curriculum requires a radical cultural and pedagogical change, from one which has been too dominated by the requirements of the national asFinal report of the Commission on Assessment without Levels42248Chaired by John McIntosh CBEContentsForeword from the chair of the commission3Executiv Commission_on_Assessment_Without_Levels_-_reportt.3There is overwhelming evidence that levels needed to go and the Commission strongly endorses the decision to remove them. However, the system has been so conditioned by levels that there is considerable challenge in moving away from them. We have been concerned by evidence that some schools are t Commission_on_Assessment_Without_Levels_-_reportrying to recreate levels based on the new national curriculum. Unless this is addressed, we run the risk of failing to put in place the conditions forCommission_on_Assessment_Without_Levels_-_report
a higher-attaining, higher-equity system.Changing the culture of levels is not only the key to implementing the new curriculum, but is the key to raiFinal report of the Commission on Assessment without Levels42248Chaired by John McIntosh CBEContentsForeword from the chair of the commission3Executiv Commission_on_Assessment_Without_Levels_-_reportd skills. This is an opportunity the profession cannot afford to miss.During the life of the Commission it has been a pleasure to engage with teachers, school leaders, teaching unions and associations. We have found it extremely helpful to discuss their concerns and their views about how these might Commission_on_Assessment_Without_Levels_-_report be addressed. There is a great deal of common ground among the profession, shared by the Commission, regarding assessment without levels, which we haCommission_on_Assessment_Without_Levels_-_report
ve tried to capture and address in this report.The Commission has been impressed by the way teacher associations and unions have already responded to Final report of the Commission on Assessment without Levels42248Chaired by John McIntosh CBEContentsForeword from the chair of the commission3Executiv Commission_on_Assessment_Without_Levels_-_report have a very important part to play in its implementation.The report does not provide schools with a template for assessment without levels but offers guidance and support to help schools in designing their own assessment policies, in parallel with their curriculum policiesI should like to express m Commission_on_Assessment_Without_Levels_-_reporty gratitude to members of the Commission for their time and expertise, to the secretariat at the Department for Education for their very professionalCommission_on_Assessment_Without_Levels_-_report
and unstinting support, and to all others who have contributed to the work of the Commission.John McIntosh CBE4Final report of the Commission on Assessment without Levels42248Chaired by John McIntosh CBEContentsForeword from the chair of the commission3ExecutivFinal report of the Commission on Assessment without Levels42248Chaired by John McIntosh CBEContentsForeword from the chair of the commission3ExecutivGọi ngay
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