Managing the Statutory Requirements for
Assessment
April 2011
Purpose of the Day
1. To ensure a greater understanding of the statutory
assessment arrangements for introduction in 2012/13
2. To consider the management and coordination issues
associated with the development of Numeracy and
meeting the statutory requirements for assessment of
Using Mathematics
3. To start to consider and plan the next steps within your
own school
Overview of the Day
1.The Statutory Requirements …. What is required? By when?
2. Assessing Using Mathematics – Key Messages
3. Managing and Coordinating the Assessment Requirements
i. Planning for Assessment
ii. Assessment Tasks for Using Mathematics
iii. Quality Assurance of Assessment Outcomes
4. Planning the Next Steps
The Statutory Requirements
What is required? By when?
Dates for Implementation
“… the future new statutory assessment arrangements
for Communication and Using Mathematics will be
introduced in the 2012-13 school year, and the
arrangements for Using ICT one year later in 2013-14.”
(Department of Education, 17 September 2010)
Dates for Implementation
Academic Year
Year Group
2010/11
Year 10
Transitional Levels
2011/12
Year 10
2012/13
Year 10
Incoming Levels of Progression:
Communication and Using Mathematics
(Year 8 in 2010/11)
2013/14
Year 10
(Year 8 in 2011/12)
Incoming Levels of Progression:
Communication, Using Mathematics and
Using ICT
Proposed Support Programme
November
2010
April
2011
August 2011
to
March 2012
September 2012
to
May 2013
- Awareness raising for Principals and Senior Managers
- Managing the Statutory Requirements for Assessment:
Communication and Using Mathematics
- Cluster-based, full system training: 3 to 5 schools per cluster;
average of 12 teachers per school
- Task Approval System
- Agreement Trials
- Moderation (rolling programme begins)
Assessing Using Mathematics
Key Messages
Levels of Progression
1
2
3
4
5
6
7
Primary: Levels 1 to 5
Key Stage 3: Levels 1 to 7
Expected Outcomes:
End of Key Stage 1
Level 2
End of Key Stage 2
Level 4
End of Key Stage 3
Level 5
Department of Education Circular No. 2010/06
“The Department is also making clear
its expectation that every pupil should
progress at least one level during each
Key Stage.” (para 2.12)
(Department of Education, 2011)
Levels of Progression
Expansion of the Levels of Progression
“ An emphasis on literacy and
numeracy exists across the
curriculum.”
(Department of Education, 2009)
Assessing Using Mathematics
“It is important that post-primary
schools ensure that teachers of all
subjects help to develop and
promote pupils’ literacy and
numeracy skills through a whole
school approach.” (para 4.25)
(Department of Education, 2011)
“While recognising that Communication and
Using Mathematics are cross-curricular,
the mathematics and English (and, in Irishmedium schools, Irish) departments should
lead the assessment of numeracy and literacy
and be provided with sufficient time and
support from school leaders to undertake this
role. The cross-curricular nature of
Communication and Using Mathematics
should be reflected through the whole-school
approach to planning for literacy and
numeracy, with assessment supported by
feedback to the English and mathematics
(and, in Irish medium schools, Irish)
departments as appropriate.” (para 4.27)
(Department of Education, 2011)
Reflection
Consider the messages presented so far today.
Where are you now?
What is already happening?
Managing and Coordinating
Managing and Coordinating the
Assessment Requirements
Planning for Assessment
Planning for Assessment
Count Read: Succeed
4.8 To support pupils’ development of literacy and numeracy
skills the principal, in particular, must ensure that:
(a) all staff have high expectations of all pupils
(b) The school has a written policy making clear that the
development and promotion of literacy and numeracy are
whole-school priorities;
(c) there is a culture of accountability for literacy and
numeracy outcomes at Senior management Team level
and throughout the school;
Count Read: Succeed
4.8 continued:
(f) Teachers undertake robust tracking and monitoring of
pupils’ work with a particular focus on literacy and
numeracy, using statutory assessment tools alongside
their own professional judgement;
(g) in conjunction with the literacy and numeracy coordinators there are opportunities for teachers to share
and learn from good practice;
Count Read: Succeed
4.12 Other staff with leadership roles must ensure a focus
on literacy and numeracy in their area of responsibility, in
line with the whole-school approach.
4.16 It is essential that the whole-school approach to the
development and promotion of literacy and numeracy skills
is broad and balanced and promotes progression…….There
must remain an emphasis on teachers using a range of
strategies to meet the needs of every child.
Acquisition and Development
Pupils should be able to:
• demonstrate a range of practical skills in undertaking experiments, including the
Learning
Outcomes
The learning
outcomes
require the
demonstration
of skills and
application of
knowledge and
understanding
of Science.
safe use of scientific equipment and appropriate mathematical calculations;
• use investigative skills to explore scientific issues, solve problems and make
informed decisions;
• research and manage information effectively, using Mathematics and ICT
where appropriate;
• show deeper scientific understanding by thinking critically and flexibly, solving
problems and making informed decisions, using Mathematics and ICT where
appropriate;
• demonstrate creativity and initiative when developing ideas and following
them through;
• work effectively with others;
• demonstrate self management by working systematically, persisting with tasks,
evaluating and improving own performance;
• communicate effectively in oral, visual, written, mathematical and ICT formats,
showing clear awareness of audience and purpose
Assessment and Reporting
Development
Acquisition
Assessment
Promoting
Demonstrating
Applying
Transferring
Reporting
Planning for Assessment
How to make this happen?
Consider:
- the experience of the pupil in Years 8, 9 and 10?
- evidence of progression?
- schemes of work?
- coordination over the three years?
Workshop
Assessment Tasks for Using Mathematics
Assessment Tasks for Using Mathematics
 Purpose of assessment tasks
 Assessment task approval processes
 Assessment task design
 Support materials
Workshop
1. Task structure
2. Task templates
3. Task Writing Tool
4. a. Levels of Progression
b. Expansion of the Levels of Progression
Quality Assurance of Assessment
Outcomes
Quality Assurance of Assessment
Outcomes
 Agreement Trials for Using Mathematics
 Internal Standardisation
 Moderation arrangements
Planning the Next Steps
Plenary
Evaluation