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.
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’).
Using high quality pictures to support writing for effect
By Jane Andrews (Teaching and Learning Adviser – English)
Using a picture as a stimulus for writing is a well-known approach, particularly exemplified in The National Gallery’s ‘Take One Picture’. Let’s explore how one picture can spark children’s imagination, develop their reading skills and refine their understanding of writing for effect. Continue reading “Painting the Picture with Words”