Last week the government announced details of their latest attempt to introduce Baseline Assessment into Reception classrooms in England. As widely reported, this policy will cost £10 million, with the sole aim of producing data on children aged four which can be compared with their test results seven years later. The return of Baseline, after an unsuccessful foray into testing four-year-olds in 2015, is based on the idea that the best way to judge schools is to measure their ‘value added’. The outcome of the Primary Assessment Consultation was that the best place to establish this starting point was in the first weeks of school in Reception.
There is a certain logic to this, and the resultant possible downgrading of Key Stage 1 Sats to non-statutory in 2023 (as they will no longer be needed as a starting point) may be popular. But, the findings from my research on the previous version of Baseline (with Guy Roberts-Holmes), suggest that (more…)
Alice Bradbury and Guy Roberts-Holmes.
In its response to the consultation document Primary Assessment in England the Government announced its intention to make baseline assessment statutory (along with the existing EYFS Profile) from Autumn 2020. Justine Greening’s Ministerial forward states that the Reception Baseline Assessment ‘must produce data that is reliable and trusted’.
However our research into the 2015 Reception Baseline Assessment, which involved interviewing Reception teachers and a nationwide survey of teachers, found that the data it produced were unreliable and not trustworthy. Even with a newly introduced cohort level analysis we contend that Reception Baseline Assessment will still produce inappropriate, flawed and inaccurate data.
This announcement follows the failed policy of Reception Baseline Assessment, introduced (more…)
If you want to change what teachers teach, should you change the curriculum, or change the assessment? For the last three years, all six-year-olds in England have had to take a Phonics Screening Check test, which they can either pass or fail. The introduction of this test by the coalition government was controversial, as there is much debate over the use of phonics in the teaching of reading. This year’s results have just been heralded as a victory for phonics as a greater proportion of children passed. However, if we look back at the evolution of this policy, as I have done in a paper presented last week at BERA and now published in the Oxford Review of Education, we can see that the purpose of the Phonics Screening Check has always been surrounded by confusion.