Mixed-Up on Assessment Make-Up

This is a mixed-up post that reflects the mixed-up status of where we are at. In the mixed-up world of life after levels we are striving to find stability, a validity and a robustness to our assessment procedures.  We started back in 2013 with

a reflection of the learning ladders that we were using. Many descriptors used where archaic and not a reflection of the curriculum and the learning that took place. We had a robust writing assessment system – a little bit paper/time heavy but one that Ros Wilson had produced. We decided to redo our Learning Ladders and use what we knew to try to get ahead of the game. As the new government and new curriculum came in and out went levels, we forged ahead with our ‘new’ system. The first thing that happened is that with the mastery curriculum in Maths we changed our Maths Learning Ladder to reflect this single year group set of attainment targets. Our Reading and Writing Learning Ladders used Ros Wilson and the philosophy that learners can be at a variety of different levels to create continuums to track progress. Sound philosophy, redesign, implementation and BOOM! Slowly over the course of two years it all went downhill. The sound philosophy led to an overwhelming presentation of options to the regular teacher. The difference between the use of the Maths Learning Ladder and the English Learning Ladders meant confusion rained down. There wasn’t a set methodology to lay out to teachers. Now teachers don’t want complications with their assessment system – they want the simplest system to give the maximum information. We’ve battled with these systems over the last couple of years and that brings us to today.

Comparative judgement, descriptor non-validity, data triangulation. Our current journey is the one upward through the miasma of different ideas and conflicting theories. But its okay. No, it really is. We all want the same outcome. Clarity, simplicity (as much as possible) and return to focusing on learning. This current battel has temporarily swamped the important cultural shift or paradigm change of that from teaching to learning. Roll on the next two years.