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SATs

To Sat or Not to Sat?

With the deadline for registering pupils for the KS2 tests on NCA Tools fast approaching (17th March), there is one particular question that I have been asked quite frequently in recent days: Is it better for me to enter my child with (insert description of a particular set of Special Educational Needs and/or Disability here) for the SATs or to disapply them?
Continue reading “To Sat or Not to Sat?”

Primary assessment: reflection and feed-forward

Ben Fuller is Lead Assessment Adviser at Herts for Learning

Welcome to the inaugural blog post from the Herts for Learning Assessment team. The aim of this blog is to periodically bring you important updates, ideas and suggestions in the world of school assessment.

I will start with some brief reflections on 2015/16, which has certainly been an interesting year in statutory assessment, with new approaches to the ways in which pupil performance has been measured and evaluated at the ends of Key Stages 1, 2, 4 and 5, as well as ongoing developments in the debate around Reception baseline assessment.

In this post I will focus on the primary phase, where teachers in Years 2 and 6 this year had to contend with new tougher tests and a new system for teacher assessment, based on the Interim Teacher Assessment Frameworks (‘ITAFs’) – which use what has been referred to as a “secure fit” (rather than “best fit”) system.  (Personally, I prefer to call it a “must have everything” approach, as I think it an unusual use of the word ‘secure’).

20160831_104309 Continue reading “Primary assessment: reflection and feed-forward”

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