This article is from the source 'guardian' and was first published or seen on . It last changed over 40 days ago and won't be checked again for changes.

You can find the current article at its original source at http://www.theguardian.com/education/2016/apr/07/baseline-tests-dropped-for-reception-pupils-education-primary-school

The article has changed 2 times. There is an RSS feed of changes available.

Version 0 Version 1
Baseline tests dropped for reception pupils Baseline tests dropped for reception pupils
(5 months later)
The Department for Education has halted its controversial attempts to measure the abilities of four- and five year-olds within days of them starting school.The Department for Education has halted its controversial attempts to measure the abilities of four- and five year-olds within days of them starting school.
Related: Teachers' union threatens boycott of new primary tests
The so-called baseline assessments – meant to chart the abilities of all state school reception class pupils in England in order to judge progress – attracted fierce criticism from teaching unions and some parents, arguing that four-year-olds were too young to accurately assess.The so-called baseline assessments – meant to chart the abilities of all state school reception class pupils in England in order to judge progress – attracted fierce criticism from teaching unions and some parents, arguing that four-year-olds were too young to accurately assess.
The DfE blamed a lack of comparability between the three forms of baseline assessment it approved for schools to use, having decided that competing providers would offer schools a choice.The DfE blamed a lack of comparability between the three forms of baseline assessment it approved for schools to use, having decided that competing providers would offer schools a choice.
“When the baseline assessment was proposed we were clear that we would carry out a comparability study of the programme. That study has shown that the assessments are not sufficiently comparable to provide a fair starting point from which to measure pupil progress,” a DfE spokesperson said.“When the baseline assessment was proposed we were clear that we would carry out a comparability study of the programme. That study has shown that the assessments are not sufficiently comparable to provide a fair starting point from which to measure pupil progress,” a DfE spokesperson said.
“In light of that, we will not be using this year’s results as the baseline for progress measures. This would be inappropriate and unfair to schools.”“In light of that, we will not be using this year’s results as the baseline for progress measures. This would be inappropriate and unfair to schools.”
Despite the U-turn, the DfE has already committed to funding the tests for the 2016 school year, meaning that it will incur additional costs on top of administration and training for the first round of assessments last September.Despite the U-turn, the DfE has already committed to funding the tests for the 2016 school year, meaning that it will incur additional costs on top of administration and training for the first round of assessments last September.
The National Association of Head Teachers, which represents mainly primary school heads, said: “It is hard to avoid saying: we told you so. The government has outsmarted itself by choosing multiple providers of these assessments – none of which compare to each other. They cannot provide a measure of progress that can be compared between schools.”The National Association of Head Teachers, which represents mainly primary school heads, said: “It is hard to avoid saying: we told you so. The government has outsmarted itself by choosing multiple providers of these assessments – none of which compare to each other. They cannot provide a measure of progress that can be compared between schools.”
Russell Hobby, the NAHT’s general secretary, said: “This outcome is symptomatic of the general chaos on assessment in the primary phase, with poor planning and a lack of consultation with the people who know what will actually work.Russell Hobby, the NAHT’s general secretary, said: “This outcome is symptomatic of the general chaos on assessment in the primary phase, with poor planning and a lack of consultation with the people who know what will actually work.
“We are clear that a piecemeal approach to individual tests will not work. It’s what got us into this mess in the first place. We need a coherent approach to assessment from start to finish across all ages, methods and subjects.”“We are clear that a piecemeal approach to individual tests will not work. It’s what got us into this mess in the first place. We need a coherent approach to assessment from start to finish across all ages, methods and subjects.”
The National Union of Teachers, which had campaigned against the assessment, said the government had “comes to its senses” in dropping it.The National Union of Teachers, which had campaigned against the assessment, said the government had “comes to its senses” in dropping it.
“What we need is for the government to discuss with us what appropriate assessment in early years education looks like. The qualified teachers working in early years would be only too pleased to share the good practice they have developed,” said Christine Blower, the NUT’s general secretary.“What we need is for the government to discuss with us what appropriate assessment in early years education looks like. The qualified teachers working in early years would be only too pleased to share the good practice they have developed,” said Christine Blower, the NUT’s general secretary.
The move came after the publication of research designed to compare results obtained by the three systems of assessment. It found the different formats could not be relied upon to allow national comparisons.The move came after the publication of research designed to compare results obtained by the three systems of assessment. It found the different formats could not be relied upon to allow national comparisons.
The assessments – produced by the National Foundation for Educational Research, Durham University’s Centre for Evaluation and Monitoring (CEM), and Early Excellence – were tested in 122 schools, and found wide variations in results when different tests were used to assess the same children.The assessments – produced by the National Foundation for Educational Research, Durham University’s Centre for Evaluation and Monitoring (CEM), and Early Excellence – were tested in 122 schools, and found wide variations in results when different tests were used to assess the same children.
The DfE said the current assessments would not become mandatory and that last year’s results would not be used by the DfE for accountability measures. “We remain committed to measuring progress of pupils through primary school and will continue to look at the best way to assess pupils in the early years,” a DfE spokesperson said.The DfE said the current assessments would not become mandatory and that last year’s results would not be used by the DfE for accountability measures. “We remain committed to measuring progress of pupils through primary school and will continue to look at the best way to assess pupils in the early years,” a DfE spokesperson said.
“In the meantime, we will continue to offer the optional baseline assessments for schools to use next year, and while it will not be used for accountability purposes next year, we would encourage schools to use this for their own purposes, for example to identify pupils who may need particular additional support.”“In the meantime, we will continue to offer the optional baseline assessments for schools to use next year, and while it will not be used for accountability purposes next year, we would encourage schools to use this for their own purposes, for example to identify pupils who may need particular additional support.”
Related: Schools opt to replace 'test too far' for reception children
Neil Leitch, chief executive of the Pre-school Learning Alliance, said he warmly welcomed the decision. “We have long warned that, not only would these tests place unnecessary pressure on children at the start of their schooling experience and risk wrongly labelling them as failing, they are also an incredibly unreliable and restrictive method of assessment,” he said.Neil Leitch, chief executive of the Pre-school Learning Alliance, said he warmly welcomed the decision. “We have long warned that, not only would these tests place unnecessary pressure on children at the start of their schooling experience and risk wrongly labelling them as failing, they are also an incredibly unreliable and restrictive method of assessment,” he said.
Initial resistance to the assessment was muted by the entry of Early Excellence, which offered low-impact tests modelled on the existing early years foundation stage. Its format was embraced by more than 11,000 primary schools.Initial resistance to the assessment was muted by the entry of Early Excellence, which offered low-impact tests modelled on the existing early years foundation stage. Its format was embraced by more than 11,000 primary schools.
However, the comparability study found that the tests offered by CEM and NFER – which included children answering questions on tablets – also showed wide variations in outcomes.However, the comparability study found that the tests offered by CEM and NFER – which included children answering questions on tablets – also showed wide variations in outcomes.
Liz Marsden, director of Early Excellence, said her company would continue to provide the assessment to schools. “For us, and the whole early years community, learning is defined by more than academic attainment. We need a broad definition that takes into account emotional, mental and physical health, learning behaviours and dispositions.Liz Marsden, director of Early Excellence, said her company would continue to provide the assessment to schools. “For us, and the whole early years community, learning is defined by more than academic attainment. We need a broad definition that takes into account emotional, mental and physical health, learning behaviours and dispositions.
“We urge the government to incorporate these features into any new assessment beyond 2016,” she said.“We urge the government to incorporate these features into any new assessment beyond 2016,” she said.