Morning, Thursday, 2nd April 2020
THIS EVENT IS CPD CERTIFIED
This seminar will examine the next steps for primary assessment in England, looking at:
- the national rollout of the baseline assessment;
- the future for primary assessment beyond reception; and
- assessment of children below the national curriculum standard.
Speakers and their expected contributions
The agenda includes keynote addresses from:
- Implementation of baseline assessment in England and the wider primary assessment landscape - with Jim Magee, Head of Assessment Policy, Standards and Testing Agency, Department for Education;
- Priorities for assessments that meet the needs of pupils working below the national curriculum standard - with Jon Gibson, Member, NASEN Advisory Group;
- How primary assessment can be effectively developed to support improved outcomes for young people - with Tim Oates, Group Director, Assessment Research and Development, Cambridge Assessment; and
- The development of the baseline assessment, and how it will work in practice - with a senior speaker confirmed from NFER.
There will be further speaking contributions from:
- The experience of an MAT in the implementation and use of the baseline assessment - with Claire Harnden, Deputy Chief Executive Officer, South Farnham Educational Trust;
- Views of school and college leaders on the introduction of the baseline assessment - with Tiffnie Harris, Primary Specialist, ASCL;
- Implementation of the baseline assessment, and wider views on assessments at primary level - with Kerry-Jane Packman, Development and Membership Director, Parentkind; and
- The experience of how primary assessment can be most effectively utilised, as well as the impact of the multiplication checks - with Cassie Young, Head of School, Brenzett CoE Primary School, Kent.
- What constitutes good primary assessment;
- Policy priorities for the reforms to Primary Assessment;
- Reception Baseline Assessment: facts v myths;
- Preparing for the statutory introduction of baseline assessment and its likely impact - the design of the test, use of data, and the impact on pupils and teachers;
- Primary assessment beyond reception - measuring school progress, the use of formative assessment, and the implementation of multiplication checks; and
- Assessing the needs of learners below the standard of the national curriculum tests - progress since the Rochford Review.