Summary
Teachers’ assessment of pupils’ work at key stage 2 are not consistent or accurate enough between different schools. With no national system in place to support teacher assessments at this level, tests are unreliable and not robust enough.
Recommendations
The Welsh Assembly Government should:
- provide further clear advice to schools regarding the use of the ‘best-fit’ model of assessment and the flexible use of level descriptions within the key stages;
- sample evidence from teacher assessments across a range of levels to ensure that they are accurate and reflect national standards; and
- encourage local authorities to embed processes to secure better accuracy and consistency in teacher assessment, particularly at KS1 and KS2.
Local authorities should:
- embed processes that will secure better accuracy and consistency of teacher assessments at KS1 and KS2.
Schools should:
- arrange cluster moderation sessions at least once a year to moderate pupils’ work and confirm teachers’ understanding of standards in the core subjects;
- ensure that all teachers are aware of and use the relevant outcomes of their own cluster standardisation and moderation meetings;
- ensure that DCELLS guidance on assessment is taken fully into account.
Best practice
Case studies within the report include best practice from Newport local authority, Brecon High School, and Monmouth Comprehensive School.
