Exams and Assessment

Ensuring consistent assessment approaches

Faced with an inconsistent approach to assessment strategies, tests and tracking methods across the school, deputy headteacher Amelia Nelson set out to turn things around. She explains how.

Avoiding the transition dip

The transition dip is a well-known and ongoing problem in our education system. Primary head Anna Traer-Goffe reports on a transition programme undertaken with their partner secondary school and some of the lessons they have learnt.

The new reception baseline assessment

In March 2014, the Department for Education announced plans to introduce a baseline assessment for all children at the start of reception. Catherine Kirkup, from NFER’s Centre for Assessment, answers some of the big questions that schools have been asking

Saying goodbye to levels

Will Millard explores some of the new approaches schools are devising to replace curriculum levels

Weighing up the assessment revolution

You could be forgiven for feeling a little dizzy with all the changes to assessment policy and practice, not least the removal of levels. The NFER’s Liz Twist offers a summary of the changes to date and advice on handling the new assessment regime

Assessment – what we know so far

Deciphering the new assessment and accountability requirements for primary schools is no small challenge. Camilla Erskine and Sue Walton discuss what is proposed and what it means for schools

Preparing for English and mathematics

We’ve left the basics until last. In the final article in our series on preparing for the new curriculum, Suzanne O’Connell focuses on the national curriculum for English and maths and the advice available for those gearing up for September 2014

Are you ready for life after levels?

‘Levels’ and ‘sub-levels’ are key vocabulary in staffroom discourse. What will happen when this established method of assessing pupil progress is removed from the primary school glossary? Suzanne O’Connell investigates.

Creative approaches to literacy and the SPAG tests

Will the new spelling, punctuation and grammar tests produce an assembly line of rote-learning at the expense of creativity? Alison Wilcox looks at how we can tackle the tests, but still engage our pupils

Case study: Supporting transition

Using its Pupil Premium funding, Frederick Bird School has engaged the services of clinical and educational psychologists as part of its work to help prepare their year 6 pupils for transition to secondary school. Headteacher Christine Lockwood explains

Raising the primary standards bar, again

Just when schools thought they were safe, the floor standards have been raised again. Suzanne O’Connell looks at what the new expectations will mean for primary schools

Closing the poverty- attainment gap

The Future Leaders charity works to develop outstanding school leaders in challenging secondary schools. It is now expanding its work to the primary sector and is appealing for applicants. Heath Monk explains

The grammar test

Suzanne O’Connell takes a look at the new grammar, punctuation and spelling test and some of the criticism it has received

Assessment advice

Assessment in primary schools must be appropriate to the learning context and the learner’s needs. Rebecca Clarkson and Liz Twist consider what good assessment looks like and offer their research-based advice on effective practice

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