The waters have yet to settle, but Clare Hodgson, HfL Assessment Adviser, reflects on what has gone, what is worth salvaging, and what we do know about the new Teacher Assessment Frameworks for writing.
Another new school year, another assessment framework – but just how different is it? Kirsten Snook succinctly maps where things have gone, stayed the same or been subtly changed, following the government’s consultation with schools. Click on the links for an extremely helpful shortcut to an outline of the new expectations.
In the first of a two part blog, Martin Galway shares his thoughts on presenting a pair of workshops (one on grammar and, here, a late-notice addition on reading comprehension) at this year’s researchED conference.
With the launch of yet another new system for assessing writing, Penny Slater reflects on how to ensure that children’s writing tasks remain purposeful and meaningful at times of change.
Martin Galway completes his series of blogs on the Greater Depth writing standard for year 6 writing and makes good on his earlier promise to return to the subject of “Selecting verb forms for meaning and effect”.
Penny Slater serves up a postscript to her earlier blog on modelling shifts in formality.
You may recall my blog from February 2016 (A Model of Formality) when I offered a lesson/resource suggestion based on securing shifts in formality. It was a phrase that back then, we were just beginning to get our heads around. Now, thanks to the collective endeavour of the teaching profession (those teachers and advisors who have had to work tirelessly to interpret the sometimes obscure meaning of some of the ITAF statements, such as my colleague has done here, here and here), I think that we all feel a little more comfortable with what a ‘shift’ looks like.
In this blog (a direct follow up to her popular entry from last year) Jane Andrews once again analyses the questions served up in the KS2 reading paper and updates her question stem resource for 2017, for use in school.
Penny Slater unpicks the 2017 reading paper and concludes that despite the concepts within the texts being more easily accessible for most children, the challenge of the reading test remains high.
Following last week’s SATs, we now have two tests that we can analyse in order to gain a better understanding of what the DFE mean by ‘greater challenge’. What follows is an attempt to unpick this year’s reading test, and gain a better understanding of where those elusive assessment goal posts now stand.
Martin Galway wraps up his short series of blogs on managed shifts of formality as required to award ‘Working at Greater Depth (GDS) within the expected standard’ under the Interim Teacher Assessment Framework (ITAF) for writing.