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| Version 10 | Version 11 |
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| Pupils may be tested more often | Pupils may be tested more often |
| (10 minutes later) | |
| The government is considering replacing the national tests children in England take at 11 and 14 with shorter but more frequent assessments. | The government is considering replacing the national tests children in England take at 11 and 14 with shorter but more frequent assessments. |
| Proposals for consultation will suggest tests be taken when teachers feel individual pupils are ready. | Proposals for consultation will suggest tests be taken when teachers feel individual pupils are ready. |
| The idea will be piloted for two years in 10 local authority areas. | The idea will be piloted for two years in 10 local authority areas. |
| Ministers hope the "mini" tests will inject momentum into the process of raising standards - and they have no plans to do away with league tables. | Ministers hope the "mini" tests will inject momentum into the process of raising standards - and they have no plans to do away with league tables. |
| At present, children across the country are assessed at the end of each national curriculum "key stage": by their teachers, when they are aged about seven, and through tests in English, maths and science when they are 11 and 14. | At present, children across the country are assessed at the end of each national curriculum "key stage": by their teachers, when they are aged about seven, and through tests in English, maths and science when they are 11 and 14. |
| Biannual testing | Biannual testing |
| Education Secretary Alan Johnson said: "Rather than measuring progress at the end of a key stage, we can shift the focus to progress within each key stage and each year." | Education Secretary Alan Johnson said: "Rather than measuring progress at the end of a key stage, we can shift the focus to progress within each key stage and each year." |
| PRIMARY SCHOOL TESTS Testing times: Who takes what around the UK | PRIMARY SCHOOL TESTS Testing times: Who takes what around the UK |
| He added that many schools already use extra non-compulsory tests to monitor students' performance and that it was a question of using these as part of an integrated system. | He added that many schools already use extra non-compulsory tests to monitor students' performance and that it was a question of using these as part of an integrated system. |
| Mr Johnson promised it would not mean "burdening" teachers with more work. | Mr Johnson promised it would not mean "burdening" teachers with more work. |
| The proposals were welcomed by John Dunford, general secretary of the Association of School and College Leaders. | The proposals were welcomed by John Dunford, general secretary of the Association of School and College Leaders. |
| "It is a more intelligent form of accountability for the success of schools to be measured according to the progress of all pupils," he said. | "It is a more intelligent form of accountability for the success of schools to be measured according to the progress of all pupils," he said. |
| The leader of the NUT, Steve Sinnott, approved of testing children "when they're ready", but he warned that "another layer of testing will impact badly on our education service and indeed I think will impact badly on the, on youngsters - some will feel failures". | The leader of the NUT, Steve Sinnott, approved of testing children "when they're ready", but he warned that "another layer of testing will impact badly on our education service and indeed I think will impact badly on the, on youngsters - some will feel failures". |
| Shadow Education Secretary David Willetts offered a more cautious welcome that it would help to balance accountability with the need for pupils not to spend too long preparing for tests. | Shadow Education Secretary David Willetts offered a more cautious welcome that it would help to balance accountability with the need for pupils not to spend too long preparing for tests. |
| League tables not relegated | League tables not relegated |
| Officials envisage the pilot involving two test opportunities each year, in December and in May or June. | Officials envisage the pilot involving two test opportunities each year, in December and in May or June. |
| Alan Johnson wants to focus on individual pupils | Alan Johnson wants to focus on individual pupils |
| Teachers would enter any pupils they felt were ready to move up to the next national curriculum level - but all pupils, regardless of their ability, would still have to take the tests at some point. | Teachers would enter any pupils they felt were ready to move up to the next national curriculum level - but all pupils, regardless of their ability, would still have to take the tests at some point. |
| In this respect it would be more like the Scottish system, though that does not have the element of school accountability. | In this respect it would be more like the Scottish system, though that does not have the element of school accountability. |
| The current cap on primary school achievement would be lifted, so that potentially even young pupils could hit levels well above what is currently expected of 14-year-olds. | The current cap on primary school achievement would be lifted, so that potentially even young pupils could hit levels well above what is currently expected of 14-year-olds. |
| For the pilot, the universal national tests each May would remain. But ultimately, subject to consultation, these could be dropped altogether. | For the pilot, the universal national tests each May would remain. But ultimately, subject to consultation, these could be dropped altogether. |
| What is clear is that, unlike their counterparts elsewhere in the UK, ministers in England are in no mood to do away with the annual performance tables, which they believe have driven up standards. | What is clear is that, unlike their counterparts elsewhere in the UK, ministers in England are in no mood to do away with the annual performance tables, which they believe have driven up standards. |
| But they are keen to supplement the existing tables with something that reflects how many pupils in each school make the sort of progress they are expected to. | But they are keen to supplement the existing tables with something that reflects how many pupils in each school make the sort of progress they are expected to. |
| Existing tables, focusing on so-called "threshold" attainment, do not reveal when, for example, a bright pupil is "coasting" - exceeding the national expectation but actually capable of much better. | Existing tables, focusing on so-called "threshold" attainment, do not reveal when, for example, a bright pupil is "coasting" - exceeding the national expectation but actually capable of much better. |
| Conversely, they cannot show the considerable achievement of a less intellectual child who makes great personal strides but does not quite hit the "threshold". | Conversely, they cannot show the considerable achievement of a less intellectual child who makes great personal strides but does not quite hit the "threshold". |
| The tables do already include "value added" measures which are meant to show the progress pupils have made. | The tables do already include "value added" measures which are meant to show the progress pupils have made. |
| The newest of these - to be published later this week for secondary schools - will be "contextualised", controversially, to reflect certain aspects of children's personal circumstances. | The newest of these - to be published later this week for secondary schools - will be "contextualised", controversially, to reflect certain aspects of children's personal circumstances. |
| But high average scores within these can still mask under-attainment and do not fit with the government's new drive to "personalise" learning and ensure every child's potential is fully realised. | But high average scores within these can still mask under-attainment and do not fit with the government's new drive to "personalise" learning and ensure every child's potential is fully realised. |
| The new arrangements would also be likely to bring new targets for schools. | |
| Mr Johnson has already said he wants a debate about the possible alternatives, about which he had a "genuinely open mind". | Mr Johnson has already said he wants a debate about the possible alternatives, about which he had a "genuinely open mind". |
| "Should we look at schools in terms of the overall numbers of pupils making progress at each stage? | "Should we look at schools in terms of the overall numbers of pupils making progress at each stage? |
| "Should we move over time to a system where all pupils are expected to progress by at least two levels, say, in each key stage in reading, writing and maths?" | "Should we move over time to a system where all pupils are expected to progress by at least two levels, say, in each key stage in reading, writing and maths?" |
| The education secretary will be giving more details later on Monday. |