Thoughts on assessing progress and attainment in English at Key Stage 3
This post is based closely on an article for NATE‘s Teaching English (Issue 8, Summer 2015) I’ve re-posted it here since ‘post-levels’ assessment continues to be a major concern.
Post-levels, it was left to schools to decide on how to track progress at Key Stage 3. A number of teaching schools were funded to work on and share ‘approaches’, and these can be found published online; many other schools have formulated their own approaches, and are sometimes sharing these.
However, this juncture has presented English departments with a clear opportunity to assert some important, positive principles.
Progress in English is not linear
Progress in the knowledge, skills, understandings and sensibilities which compose ‘attainment’ in English is not smoothly linear. Children don’t usually progress to their ‘expected’ or ‘better than expected’ final outcome via a series of neatly spaced milestones, but will have periods of accelerated progress in certain aspects and of slower progress in others. This is normal. Continue reading “Post-Levels: tracking progress in English at Key Stage 3”