ɫèAV

"If you are [...] waiting for the 'right' thing to happen, you might wait for a long time. It's like waiting for all the traffic lights to be green for five miles before starting the trip." - Robert Kiyosaki

Waiting for more clarity on assessment? You’re not alone! Our consultants are hearing from schools daily that they need something to help them with assessment.

At the Education Show last week teachers crammed liked sardines into Colin Watson’s update on Assessment post-Levels. (Colin Watson is the Deputy Director of Assessment Policy and Development at the DfE). However, if they were looking for an epiphany, they were likely disappointed.

There was little in the presentation that we didn’t already know - perhaps with the exception of a little further clarity on the ‘progress measure’ being more around added-value rather then set expectations of progress. There was also confirmation that we won’t know detail about the scaled score for SATs until the first set of tests have been marked.

The truth is, there is nothing really to wait for. Levels were disbanded because they didn’t fit with the freedom of the new curriculum, and they are not being replaced for the same reason.

Yet this freedom comes along with much higher expectations for school performance: 85% of pupils reaching a level equivalent to a 4b (in old money) in the core subjects. Against this backdrop, it is understandable that assessing without a really clear, accredited framework matched to the new curriculum, feels like merrily swinging on a trapeze without a safety net.

Of itself, assessment should not be a scary thing. However, assessment of children has for too long been analogous to teacher accountability. Schools may be forgiven for worrying that if they get assessment ‘wrong’ they are heading towards disaster at their next��inspection. So of course they are looking for some direction; some reassurance their approach is on the right lines.

The DfE recently recognised this apprehensiveness by setting up the Commission on Assessment Beyond Levels. We were delighted to see Dame Alison Peacock appointed to this Commission as we have long been fans of her enlightened approach to teaching and assessment. An approach that has seen her school go from special measures to outstanding in just a few short years, and which has created an environment of happy, motivated pupils - and staff.

The Commission is likely to come out with some fantastic examples of how to look at assessment differently. However, what it is not likely to come out with is any kind of scale that will act as a substitute for levels.

So what should you be doing?

According to Tim Oates:

• The new curriculum focuses on fewer things in greater depth, so assessment should be focused on whether a child has really understood and mastered these key skills.
  
  
• We need a different concept of children's ability - that each child is capable of anything (with hard work and good teaching) - not labelled according to the level they happen to be in.
  
  
• Enabling children to ‘produce stuff’ that can be evaluated: statements, claims, hypotheses, writing, diagrams, pictures – anything that gives teachers an insight into the mental life of the children.
  
  
• More assessment – not less – but of a different kind. Teachers need to become ‘assessment kleptomaniacs,' carrying out high-quality formative assessment that ‘richly probes’ the depth of children’s understanding.

So far, so good but how do you��capture, track and report on this?

And this, of course, is the crux of the problem, with some schools struggling to understand how to transform their assessments into something reportable – and lacking, frankly, in the reassurance that their children are on track for success in the end of key-stage assessments.

As a result, simple tracking systems have seen some degree of popularity in recent months, but these have their limitations. Ultimately, you need a system of recording your judgements in a way that relates them to the objectives of the curriculum, and to each child’s level of mastery, and then enables you to report on their progress through the curriculum in a way that is clear and digestible.

Happily, we are working on a solution to help you with this, launching in September (full details coming very soon!). Our assessment solution will combine frequent tests for the core subjects to help you keep track, proprietary progress maps that give you a logical route through the core concepts, knowledge and skills of the new curriculum, plus a tracking and reporting tool that will help you read and react to your data and to formulate reports for parents, school leaders and Ofsted.

Summative testing and tracking is not the be-all and end-all of assessment – and on that subject the DfE have been very clear. However, we know that in reality it would be remiss of us not to make sure that our children are on track to succeed, and this is where we can help you.

In the meantime, if you haven't set out on your assessment journey yet, don't wait for all the 'traffic lights to be green' before you do. They're already flashing amber...

To receive information about our assessment service,��.��

Talking to colleagues and to teachers I get the impression that some teachers and schools are getting confused about what assessment really is.

I have heard and read phrases such as ‘teachers are waiting to be told what to do’, or ‘the school will be using xxxx (a proprietary product) to assess’.

However, I can’t help but feel that teachers are doing themselves a disservice here. Teachers already know how to assess children’s learning - and no product can assess learning like a teacher can. (That's why the assessment support we are developing for autumn 2015 won't try to tell you how to assess, but rather facilitate you to do so within the framework of the new curriculum).

I believe the confusion is caused by the term ‘assessment’ being used interchangeably or as a short-hand to mean:

• Knowing what children know and can do, so that they and their teachers can plan next steps and move the learning on. This might involve using information from observations, conversations, work submitted (in a variety of forms) and tests; also known as formative assessment.
  
  
• Testing��- knowing what a child knows in a given moment - but only in relation to the questions asked in the test; also known as summative assessment.
  
  
• Recording��– making a note of test results and interpretations from teacher knowledge of children's learning.
  
  
• Tracking -��recording results and interpretations over time for individual children and groups of children.
  
  
• Progress��- the difference between what a child is deemed to know/be able to do between two given moments in time.
  
  
• Reporting – using the information gathered about a children’s learning, achievement and progress and gathering it into an appropriate format to deliver information and judgements to children, parents, governors, inspectors, local authorities and others.
  
  
• Accountability – being held to account, for the achievements at a given moment in time and for the progress that children have made over a given period of time, against set criteria, standards�� or expectations.

As far as I can tell the only thing schools are waiting to be told is what the expected progress between baseline and End of Key stage might be. However, this will not be available until national average progress measure can be calculated and that will not be until tests have been taken and compared across the country.��

Meanwhile the arrangements for SATS and reporting teacher assessments are available on the

For everything else it is for the school to decide how they assess and report knowledge, ability (can do), attitude, happiness, and all the other essential aspects of their school life, to children, to parents, to governors and anyone else who needs to know.

The measure of progress in the curriculum should be against the national curriculum attainment targets. The government has arranged these to be appropriate (in their view) to the stage at which children should be for their age at the end of KS1, end of lower KS2 and Upper KS2. End of Key Stage tests (SATs) will continue to provide summative information, against the old national curriculum in 2015 and the new curriculum from 2016.

The government has also stated that the new national curriculum for England has been designed in such a way as to allow teachers the freedom to plan a curriculum that is meaningful for their children and their school’s circumstances.

The government claims there is room in the new curriculum for a relevant local or community element, for subjects to be studied in more depth and for learning to be deepened and broadened through practice and application of learning in different ways.

The number of schools really engaging with this at present seems relatively small. Of course, the new curriculum is still very much in its infancy, and change takes time. However, I can’t help feeling that perhaps teachers don’t quite believe in their newfound freedom yet. After all, they have had a decade and more of a very prescriptive approach to curriculum, teaching methodology, assessment and measures of progress.

Consequently, I think one of the biggest challenges for schools and teachers is to believe that their approach to assessment is in��their��hands and to feel confident in their own judgements. Much of this will come with time and with teachers talking to teachers about children's work and progress.

It is a big challenge! And I for one feel that the government has not acknowledged this aspect enough.

I think messages about assessment have got confused with the messages about accountability and the government needs to be a lot clearer with these communications and about its intentions – a conclusion it seems to have reached by itself, given the launch recently of the Commission on Assessment without Levels.

I would like to see the Commission ultimately providing the resources and funding to support teachers in developing the required expertise and, most importantly, professional confidence, by talking to each other, comparing work and through professional development.

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We recently did some research with our Primary Teacher Panel to help us understand how we can support you better.

We've done other research into what you need from us in terms of resources, but for this particular study we wanted to understand what it feels like to be a teacher in the 2010s. We asked:

• Why did you go into teaching?
• What makes you feel appreciated?
• What is hard about your job?
• Why do you stay in teaching?

The individual responses (around 200) were really fascinating and gave us an interesting and sometimes sobering snapshot of the realities of being a��Primary teacher today.

The infographic below showcases the most common responses we received. While there's probably nothing too surprising here for you we wanted to share it anyway because it shows some very clear themes emerging��across everyone who answered.

Do you agree? Is there anything you would add, or expand on?

To see��more from ɫèAV Primary, , or .

This statement sets out ɫèAV’s perspective on the debate on the examinations system in England.

We give this perspective as the parent company of the awarding organisation Edexcel, and as one of the leading providers of educational resources and learning technologies.

Context

Public confidence in our examination system and concern that the education our children are receiving is falling behind the best in the world are matters of enormous significance for our society, our economy – and for ɫèAV.

We welcome the continued debate about how confidence can be strengthened, and are committed to playing our full part in finding solutions. This includes support for structural change. However, if we are to take that course, we must be convinced that this is in the best interests of learners over the long term.

In having this debate, we must make sure that conclusions about standards are reached based on evidence, not anecdote. We must also be mindful not to undermine the hard work and achievements of the students who will receive the results of their GCSEs, AS and A levels over the next few weeks. Their performance will be a reward for a tremendous amount of hard work. In praising their efforts, we have to ensure we put in place a system that meets the needs of young people and our economy in the future.

Looking to how the system can be improved to deliver that, we should focus on key principles which must underpin reforms, and evaluate the options in the light of them. We believe that ambition, inclusion and relevance are central to any successful education system.

Ambition

Education Secretary Michael Gove was right recently to stress that setting high expectations for all children must be at the heart of any reforms. Helping foster ‘a culture of ambition’ was the goal of our ‘Leading on Standards’ consultation on our examinations system earlier this year – and the recommendations which came out of it.

Many of these recommendations, such as a limit on the number of resits which can be taken to improve grades, need action from Government and regulators as well as examining bodies like ɫèAV in order to be implemented. But there are also steps which we have already taken to protect and improve standards.

To help counter concerns about conflicts of interests and encouraging teaching to tests, our senior examiners will no longer be solely responsible for authoring textbooks. We have also taken the lead in improving our BTEC vocational qualifications which, from this year, have a greater emphasis on maths and English and increased external assessment.

But ensuring our young people are supported and encouraged to fulfil their potential is a challenge which will require more thought and action. We need to ensure our ambition for education at minimum matches the expectations set for children the world over, and we must set about developing the global benchmarks. We need to ensure our young people can compete with the very best.

Inclusion

We have to make these reforms, too, while ensuring our examination system fosters ambition for all young people. This is what marks out the best education systems and best performing economies. It is also key to social mobility.

In identifying what needs to be improved, we must not go back to the divisions which were a fundamental flaw in the system before the introduction of GCSEs. Only a third of pupils took O levels; another third sat CSEs, while the rest left education at 16 without any school leaving certificate. Decisions as to how high pupils should aim in education, and therefore in life, were made when pupils were just 14. We must never go back to a time when we asked so little of so many young people, and when lifechances were determined so early on.

With the slow-down in social mobility raising such concern, we should remember that it was often those in the middle - who had most to gain for having their ambitions set high - who found themselves on the wrong side of the divide. We have a duty to ensure we nurture, support and stretch across the range of ability.

Relevance

Nor can we afford to prepare children for non-skilled jobs which no longer exist. It is vital that our education system produces, and the examination system rewards, young people who have the knowledge, skills and ability to continue learning what they and our economy need to be successful now and in the future. Employers – and universities – complain that this is not the case at present. They have to be fully involved in reforming our examination system.

They complain about a lack of basic skills such as reading, writing and maths. Our examinations must do more to help drive improvements in these core areas.

But employers, as the recent CBI survey confirmed, also want a greater focus at school on initiative, problem-solving and communication skills. When the best education systems across the world are working towards producing adaptable and creative students, we must not measure success largely on an ability to repeat information learnt by rote.

The challenge

We are determined at ɫèAV to help find the solutions to all these challenges. We recognise, for example, that the concern about the impact of competition between awarding bodies is one reason why confidence in examinations and results is declining. The Education Secretary’s suggestion of a single examinations board for each subject could be an answer to the perception of a ‘race to the bottom’ in qualifications. Yet if we choose to take this forward, we must find a way to guard against the risk in the future that any monopoly might lead to a lack of innovation and stagnation.

Inertia won’t be a problem initially – our current well-resourced and experienced awarding bodies will compete against each other to offer each subject. But the diversity and capacity currently in the system across all subjects would be unlikely to endure if awarding organisations faced long periods without any opportunity to offer curricula, qualifications or examinations in certain subjects. Many of the investments made over the last decade – in examination administration, new technologies, in diverse specifications and in improved support for schools and pupils – may not have come to pass without the current competitive environment.

We must also not lose sight of the fact that countries with a range of different examinations systems suffer from concerns about issues such as grade inflation, and that some of the challenges we currently face originate in high levels of government intervention and regulation rather than the reverse. This argument has been powerfully put by the Education Select Committee and others with respect to the impact of the accountability system on practices within schools.

This is not to reject change, but rather to ensure that the changes pursued lead to incentives which match our aspirations. The goal in all reforms must be to ensure that changes to examinations drive the improvements in standards which we want to see in our education system and which, over the long term, will set the example for other countries to follow.

New data published by ɫèAV shows that girls studying BTECs at Level 2 outperform boys across most subjects, including many seen as ‘boys’ subjects’.

A greater percentage of girls achieved the top marks compared to boys in subjects including business, construction and engineering.

The data show that whilst boys continue to make up the majority of learners in these subjects, with boys representing 58% of BTEC Business learners at Level 2 and 56% of BTEC Business learners at Level 3, girls who take the courses outperform their male peers. In construction, boys represent 96% of learners at Level 2, and 94% of learners in engineering.

On overall performance at Level 2, the data show:

• In Business & Services 28% of girls secured a Distinction* compared to 17% of boys.
• In Construction and the Built Environment 18% of girls secured a Distinction* compared to 7% of boys.
• In Engineering 28% of girls secured a Distinction* compared to 16%of boys.

The pattern is replicated at Level 3 (A level equivalent), where:

• 48% of female learners awarded a BTEC Level 3 (Extended Diploma) in Business achieved the highest possible grade (DDD) as opposed to37% of male learners.
• 39% of female learners awarded a BTEC Level 3 (Extended Diploma) in Engineering achieved the highest possible grade (DDD) as opposed to 29% of male learners.
• 48% of female learners awarded a BTEC Level 3 (Extended Diploma) in Construction achieved the highest possible grade (DDD) compared to 34% of male learners.

Yet the data also reveal that, despite their success, not all girls are persuaded of the case for taking more vocational routes. Girls make up only 6% of all students studying Engineering at Level 2, with percentages falling even lower at Level 3 to 4%. Just 9% of Level 3 learners in Construction and the Built Environment were girls.

These statistics are published on the same day as ɫèAV announces engineering student Megan Turner as the Outstanding BTEC Science and Engineering Student and Overall BTEC Student of the Year.Megan, who is expected to be awarded a DDD in her BTEC Level 3 Extended Diploma in Engineering, is also set to go on to study engineering at Aston University. As part of her course she has been working with Loughborough University on a pioneering engineering project which could have commercial applications. Megan has also worked to develop links with local primary schools and encourage more girls to take up engineering. Megan will receive her award alongside other winners at a ceremony in London today, hosted by The Voice star Reggie Yates.

Rod Bristow, President of ɫèAV UK, said:

“I hope these figures will give more girls the confidence to see careers in business, construction and engineering as within their reach. A learner’s gender should never influence the subjects they study nor be treated as an indicator as to how well they will perform.

“Megan is a fantastic engineering student from Loughborough who is using the experience gained studying her Level 3 BTEC to go on to university. She should be congratulated on her many achievements so far and I hope she will inspire more girls to study engineering.”

ɫèAV was the first awarding body to publish the achievements of students in schools and colleges studying a major vocational qualification. We are committed to the annual publication of these statistics. This is the second annual data release.

Since BTEC students receive their grades on a rolling basis throughout the academic year, today’s data relate to calendar year results gained at level 2 and level 3 from 1 June 2011 to 31 May 2012.

Alongside the certification data, ɫèAV has also published completion rates for BTEC, showing what percentage of students successfully complete their BTEC qualifications. Unlike A levels and GCSEs, BTECs are completed when students are ready, so a completion rate is calculated in place of a pass rate. Candidates who are withdrawn before any assessment are not included in these statistics. Completion rates are calculated over an academic year (1 September– 31 August), rather than over a twelve-month period as with the certification statistics. As a BTEC typically takes two years to complete, the rate is calculated through collecting registration data and recording how many pupils have completed their courses to date.

Research by London Economics in 2010 found that students who have a BTEC Level 2 qualification and five good GCSEs increase their lifetime earning potential by 5.9% compared to those who have just five or more GCSEs.

In 2009/10 (the last year for which data is available), 92,000 BTEC students applied to Higher Education Institutions, up from around 71,000 in 07/08. They successfully started courses in a variety of subjects including Maths, Engineering and Science. 6.4% of students were at Russell Group or 1994 universities.

Megan Turner, a 17-year-old engineering student from Loughborough, has won the Overall Outstanding BTEC Student of the Year at the National BTEC Awards.

The awards ceremony will take place this afternoon (Thursday 5th July) in London and will be hosted by Reggie Yates co-host of the BBC’s The Voice.

The 2nd annual National BTEC Awards provide a platform for students, teachers, schools and colleges to celebrate their outstanding achievements in vocational learning.

Nearly one million students around the country are studying BTEC qualifications this year. ɫèAV, the parent company of Edexcel, the awarding body for BTECs, received over 500 nominations across the 15 award categories for this year’s awards.

The winners announced today include:

Outstanding BTEC Student of the Year: Megan Turner, Loughborough College. Megan is expected to be awarded a D*D*D* in her BTEC Level 3 Extended Diploma in Engineering. The judges were impressed that Megan had balanced her studies with developing links with local primary schools, encouraging more girls into engineering. As part of her BTEC, Megan has also begun working with Loughborough University on a pioneering engineering project which could have commercial applications in the future. On applying to Aston University to study a Design Engineering degree the admissions tutor recommended Megan enter directly on to their Masters programme due to the industrial experience her BTEC qualification had already provided.

Anne Markland, who teaches Performing Arts at Preston College is the Outstanding BTEC Teacher of the Year. Judges praised Anne’s outstanding commitment to her students who constantly exceed their expected grades. In her own time she also arranges numerous school trips abroad and external shows for her students. Anne has also worked tirelessly to develop links with local special schools, developing projects involving both able bodied students and those with physical disabilities. She also assists her students through the UCAS application system, with many going on to pursue their passion for Performing Arts at university.

Outstanding BTEC School/College of the Year: Ashton 6th Form College. Ashton’s Children Care Learning and Development Department currently boasts a 100% pass rate across all programmes and an 84% progression rate to Higher Education. Judges felt these fantastic progression rates were also partly the result of the numerous university visits, preparation sessions and inspirational talks from industry leaders, organised for the students.

Outstanding BTEC Adult Learner: Tawa Atanda, City College Coventry. Tawa, desperate to find fashionable clothes post pregnancy, was inspired to pursue a fashion/textile course to gain skills and experience to set up her own fashion label. Whilst studying at college she has already received a total of 14 Distinctions and 2 merit grades on the BTEC Extended Diploma in Fashion and is expected to gain a DDD on her final award. She has used her final major project to produce a women’s wear collection, using traditional printed fabric from Nigeria targeted at 18-25 year olds balancing Western and African styles. She is currently working with the Sandwell Woman’s Enterprise Agency to set up her own fashion business.

The Awards will be hosted by Radio 1 DJ and The Voice host Reggie Yates, at The Royal Horticultural Halls in London and will be attended by nominated students, teachers, and leaders in education. David Willetts MP, Minister of State for Universities and Science will also speak at the ceremony.

David Willetts, Minister for Universities and Science, said:

“These awards rightly celebrate the practical skills and knowledge which will help our economy grow and remain competitive with the rest of the world.

“I congratulate all of this year’s award winners who have shown tremendous dedication in their work and who can all be very proud of what they have achieved.”

Rod Bristow, President, ɫèAV UK said,

“I am delighted the National BTEC Awards are now in their second year and going from strength to strength. In a modern economy with complex and rapidly shifting skills needs, we need practitioners who understand the theory, and academics who can put things into practice. BTEC aims to give students access to that kind of rounded education.

“More and more universities and employers are telling us that they value that rounded approach. Every year, thousands of BTEC students go on to great universities and fantastic jobs that really value their skills. They achieve great things in a wide variety of industries vital to the economy, ranging from business and engineering to ICT and healthcare.

“It is vital to support and celebrate the hard work and achievements of outstanding BTEC students and their teachers. All the judges were impressed by the quality and number of nominations we received.”

Awards host, Radio One DJ Reggie Yates said,

“I’m really excited to be part of this year’s National BTEC Awards. To succeed in my industry and any other you need to set yourself high ambitions and work hard to hone the right skills and knowledge. You need to be able to deliver on the day, not just know the theory.

“All the winners today have shown real passion and commitment to achieving their goals and deserve to be put on a pedestal as an inspiration to others.”

About the awards

The full list of winners of the National BTEC Awards will be formally announced at the ceremony on 5th July 2012, but please contact Sam Cunningham for more information if you wish to speak to specific winners.

The full list of categories is as follows:

Sector Awards

Outstanding BTEC Business and Enterprise Student
Outstanding BTEC IT Student
Outstanding BTEC Media Student
Outstanding BTEC Science and Engineering Student
Outstanding BTEC Creative Art & Design Student
Outstanding BTEC Child & Social Care Student
Outstanding BTEC Sport Student
Outstanding BTEC Performing Arts Student
Outstanding BTEC Beauty and Hospitality Student

Main Awards

Outstanding BTEC Student of the Year
Outstanding BTEC Teacher / Tutor of the Year
Outstanding BTEC School / College of the Year
Outstanding BTEC Adult Learner of the Year
Outstanding BTEC Apprentice of the Year (16-18 )
Outstanding Adult BTEC Apprentice of the Year (19+)
Most Innovative BTEC Apprenticeship Provider of the Year

The judging panel for the Awards included:

Sandra Kelly - Whitbread
Euthan Newman - BTEC Tutor, South Thames College
Nick Linford - Editor, FE Week
Stephen Exley – Reporter, TES
Maryam Momla – Current Apprentice
Rod Bristow - President, ɫèAV UK
Rod Smith - MD Vocational, ɫèAV
Trevor Luker - MD WBL, ɫèAV (Apprentice awards only)