So yesterday I delivered a session about progression in History in a post-levels world at the Leeds Learning Network History Conference. The most valuable part of the day for me, other than the excellent sessions, was the chance to speak to other heads of department about how their schools were approaching the issue of assessment and reporting in Key Stage 3. The major worry across the board was that we end up replacing the Levels system with something essentially identical. In the worst cases, schools seemed set on keeping Levels and not updating assessment and reporting arrangements at all. The main reason for this seems to come down to the age old issue (or is that actually a recent issue) of accountability.
This got me to thinking. Is there any point in replacing our progression systems if we end up keeping a debunked system of assessment and reporting? Now I completely accept that schools are (in our current culture) going to have to show evidence of pupil progress, as it forms a major part of the Ofsted framework. However, I think there may be some ways we can make something which both satisfies the need for data reporting and allows us to develop and use our meaningful models of progression which we have been crafting over the last few months. Once again, I would like to thank Helen Snelson at the Mount and Michael Fordham at Cambridge for their inspiration on these issues! What is crucial for me, as for many others, is that we don't let our progression revolution die a death at the hands of data systems wedded to an outmoded way of thinking.
This got me to thinking. Is there any point in replacing our progression systems if we end up keeping a debunked system of assessment and reporting? Now I completely accept that schools are (in our current culture) going to have to show evidence of pupil progress, as it forms a major part of the Ofsted framework. However, I think there may be some ways we can make something which both satisfies the need for data reporting and allows us to develop and use our meaningful models of progression which we have been crafting over the last few months. Once again, I would like to thank Helen Snelson at the Mount and Michael Fordham at Cambridge for their inspiration on these issues! What is crucial for me, as for many others, is that we don't let our progression revolution die a death at the hands of data systems wedded to an outmoded way of thinking.
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