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National Curriculum Assessments:
               The view from the regulator




8th February 2011
Dennis Opposs, Ofqual Director of Standards
Ofqual


 Ofqual - The Office of Qualifications and Examinations Regulation
 Regulator of qualifications, exams and tests in England and
vocational qualifications in Northern Ireland.


 Ofqual's role is to ensure:
       all learners get the results their work merits
       standards are maintained
       qualifications are correctly valued and understood, now and
        in the future.
Ofqual’s objectives


 To secure standards of regulated qualifications
 To promote standards of regulated assessments
 To promote confidence in assessment arrangements
 To promote awareness and understanding of regulated
qualifications
 To secure efficiency and value for money.
Ofqual’s objectives


 To secure standards of regulated qualifications
 To promote standards of regulated assessments
 To promote confidence in assessment arrangements
 To promote awareness and understanding of regulated
qualifications
 To secure efficiency and value for money.
Regulating 3-14 assessments


 Ofqual must encourage the development of assessments that give
a reliable indication of achievement and attainment
 Ofqual must keep under review all aspects of statutory national
assessment arrangements. We look at
      consistency
      reliability
      how responsible bodies perform their tasks
      how results are used
 Ofqual must produce regulatory frameworks for National
Curriculum and Early Years Foundation Stage assessment
arrangements. These set out what we expect from responsible
bodies.
Changes to the National Curriculum


 Ofqual cannot influence curriculum – but must take interest as we
will regulate assessments


 Less prescription and greater freedom for schools
 Slimmed down curriculum
 Tighter model of knowledge which every child should master in
core subjects
 Changes to what is statutory and what is optional
Review of the National Curriculum


 Launched in January 2011
 First phase to report back in autumn 2011
 Expert panel includes assessment experts – inter-dependency of
curriculum and assessment.
Recent and forthcoming changes to 3-14
assessments

 End of key stage 3 tests (Oct 2008)
 Switch from science key stage 2 full cohort tests to sample tests
(2010)
 New phonics screening check at age 6 – testing ability to decode
words (pilot in 2011)
 Further tests at 11 and 16
 New suite of optional tests at key stage 3
 Bew review currently looking at key stage 3 assessment
arrangements
 Tickell considering assessment at end of Early Years Foundation
Stage (EYFS).
Changes to 3-14 assessment


 The National Curriculum – originally a “guide to study” intended
to ensure students were acquiring the knowledge to progress
 Need to consider:
   – Assessment points: what a child might be expected to know at
      each stage?
   – What will the assessment tell us?
   Primary and secondary curriculum coherence
     Opportunity for greater consistency in the assessment system
     Assessment must feed into each other and be meaningful at all
       stages, and support transition.
Changes to 3-14 assessment: The White Paper


 Tests to assess the essential knowledge and understanding
pupils should be expected to have achieved
      New Assessments?
       Tell parents for the first time whether their children have the
       knowledge and skills for success as they move ‘from one phase to
       the next’ (White Paper, 4.42 )
      Test Purpose & Manageability?
       School accountability for pupil progress without encouraging
       over-rehearsal of test questions
       Simple for schools / teachers to administer
       Provide parents with good quality information on their child’s
       progress.
Lord Bew review – KS2 testing, assessment and
accountability

Looking at
 Making schools accountable to pupils, parents and the taxpayer
 Ensuring parents have good quality information on the progress
of children and success of schools
 Avoid “teaching to the test”
 Ensuring performance information is used and interpreted
correctly without crude judgements made
 Launched in November 2010, set to report in June 2011.
Dame Tickell review of EYFS


Looking at
 If there is need for prescriptive curriculum for under- fives
 Whether childcare providers face too much bureaucracy
 Ofqual submitting two reports on EYFS as part of this
 Launched in July 2010, report in spring 2011.
Regulation activity


 Ofqual cannot advise on curriculum – but can advise to clarify
purpose of assessment
 New National Assessment Arrangements Regulatory Framework
to be launched imminently – will be reviewed regularly
 Keeping all existing national assessment arrangements under
review
 Key stage 2 assessments under review – Ofqual to be kept
informed
 Ofqual can advise on pilots resulting from recommendations from
reviews – we will state what we need to allow informed judgments
to be made.
Promoting public confidence


 Ofqual’s public confidence objective – “to promote public
confidence in regulated qualifications and regulated assessment
arrangements”
 To maintain and improve confidence, parents and carers must be
clear on what is proposed for assessments
 Parents must understand what assessments can tell us – and
what they can’t.
Thank you…. Any questions?

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National Curriculum Assessments - The view from the regulator

  • 1. National Curriculum Assessments: The view from the regulator 8th February 2011 Dennis Opposs, Ofqual Director of Standards
  • 2. Ofqual  Ofqual - The Office of Qualifications and Examinations Regulation  Regulator of qualifications, exams and tests in England and vocational qualifications in Northern Ireland.  Ofqual's role is to ensure:  all learners get the results their work merits  standards are maintained  qualifications are correctly valued and understood, now and in the future.
  • 3. Ofqual’s objectives  To secure standards of regulated qualifications  To promote standards of regulated assessments  To promote confidence in assessment arrangements  To promote awareness and understanding of regulated qualifications  To secure efficiency and value for money.
  • 4. Ofqual’s objectives  To secure standards of regulated qualifications  To promote standards of regulated assessments  To promote confidence in assessment arrangements  To promote awareness and understanding of regulated qualifications  To secure efficiency and value for money.
  • 5. Regulating 3-14 assessments  Ofqual must encourage the development of assessments that give a reliable indication of achievement and attainment  Ofqual must keep under review all aspects of statutory national assessment arrangements. We look at  consistency  reliability  how responsible bodies perform their tasks  how results are used  Ofqual must produce regulatory frameworks for National Curriculum and Early Years Foundation Stage assessment arrangements. These set out what we expect from responsible bodies.
  • 6. Changes to the National Curriculum  Ofqual cannot influence curriculum – but must take interest as we will regulate assessments  Less prescription and greater freedom for schools  Slimmed down curriculum  Tighter model of knowledge which every child should master in core subjects  Changes to what is statutory and what is optional
  • 7. Review of the National Curriculum  Launched in January 2011  First phase to report back in autumn 2011  Expert panel includes assessment experts – inter-dependency of curriculum and assessment.
  • 8. Recent and forthcoming changes to 3-14 assessments  End of key stage 3 tests (Oct 2008)  Switch from science key stage 2 full cohort tests to sample tests (2010)  New phonics screening check at age 6 – testing ability to decode words (pilot in 2011)  Further tests at 11 and 16  New suite of optional tests at key stage 3  Bew review currently looking at key stage 3 assessment arrangements  Tickell considering assessment at end of Early Years Foundation Stage (EYFS).
  • 9. Changes to 3-14 assessment  The National Curriculum – originally a “guide to study” intended to ensure students were acquiring the knowledge to progress  Need to consider: – Assessment points: what a child might be expected to know at each stage? – What will the assessment tell us?  Primary and secondary curriculum coherence  Opportunity for greater consistency in the assessment system  Assessment must feed into each other and be meaningful at all stages, and support transition.
  • 10. Changes to 3-14 assessment: The White Paper  Tests to assess the essential knowledge and understanding pupils should be expected to have achieved  New Assessments? Tell parents for the first time whether their children have the knowledge and skills for success as they move ‘from one phase to the next’ (White Paper, 4.42 )  Test Purpose & Manageability? School accountability for pupil progress without encouraging over-rehearsal of test questions Simple for schools / teachers to administer Provide parents with good quality information on their child’s progress.
  • 11. Lord Bew review – KS2 testing, assessment and accountability Looking at  Making schools accountable to pupils, parents and the taxpayer  Ensuring parents have good quality information on the progress of children and success of schools  Avoid “teaching to the test”  Ensuring performance information is used and interpreted correctly without crude judgements made  Launched in November 2010, set to report in June 2011.
  • 12. Dame Tickell review of EYFS Looking at  If there is need for prescriptive curriculum for under- fives  Whether childcare providers face too much bureaucracy  Ofqual submitting two reports on EYFS as part of this  Launched in July 2010, report in spring 2011.
  • 13. Regulation activity  Ofqual cannot advise on curriculum – but can advise to clarify purpose of assessment  New National Assessment Arrangements Regulatory Framework to be launched imminently – will be reviewed regularly  Keeping all existing national assessment arrangements under review  Key stage 2 assessments under review – Ofqual to be kept informed  Ofqual can advise on pilots resulting from recommendations from reviews – we will state what we need to allow informed judgments to be made.
  • 14. Promoting public confidence  Ofqual’s public confidence objective – “to promote public confidence in regulated qualifications and regulated assessment arrangements”  To maintain and improve confidence, parents and carers must be clear on what is proposed for assessments  Parents must understand what assessments can tell us – and what they can’t.
  • 15. Thank you…. Any questions?