THE standardised tests many secondaries use to judge pupil ability on entry to S1 could be eliminated under plans proposed by the ministerial action group on 5-14 assessment, now picking up pace since it was set up last November.
A series of projects will begin in April to strengthen primary testing and reporting, with the aim of producing common standards that secondaries can rely on.
Secondaries have long felt they cannot guarantee the reliability of the current national tests, run by the Scottish Qualifications Authority, particularly when a large number of primaries feed in. But a raft of measures are being drawn up to increase guarantees about pupil levels in the 5-14 programme.
They are based on the personal learning plans ministers have pledged to introduce within two years and an electronic bank of materials that combines the Assessment of Achievement Programme tests with the current national tests.
Ministers have again dismissed tougher, externally marked tests. Instead, the action group wants more pupil-centred tests, with better feedback to pupils, teachers and parents. New tests will be phased in from August next year and will draw heavily on the AAP sample tests in English, maths and science, given regularly to 5 per cent of the year group in P4, P7 and S2.
Primaries will be able to deploy AAP test items and tasks - as confirmatory evidence of levels reached - from an electronic bank once they have been used in the national sample. The advantage, ministers say, is that materials will have been quality assured for the level. Teachers will still be able to choose the appropriate test, although the AAP tests cover much wider areas of the curriculum. Meanwhile the SQA is reviewing its current materials.
Ministers are ruling out expensive external marking which some teachers believe could ease workload concerns. The Scottish Executive believes assessment is a key part of classroom duties and wants teachers to find ways of “sharing the standard”. Cluster groups should exchange portfolios of assessed work across the curriculum to assure common standards as part of their new commitment to professional development.
A development programme that will try to involve as many teachers as possible is being launched in three phases across 10 projects over the next two years to take the initiative forward. “One-file” plans have already been introduced in new community schools and are being extended to all pupils. They will include statements about progress and achievements and what is to be done to help children move on.
Other projects will test ways of supporting teachers to ensure the information and evidence they record is broadly based and accurate and that everyone understands what is expected at different stages.
The third strand is to exchange information so providing a national picture of progress. At the same time, a single format for reporting to parents will bring together personal learning plans, progress files, transition records and individual educational programmes.
PIPPED TO THE POST
The debate over testing is likely to intensify with the opening at Aberdeen University of a testing and teacher support centre based on the PIPS (performance indicators in primary schools) tests now being used by eight authorities.
Mike Cowie, the centre’s head, said: “The intention is to support teachers and promote school improvement in both primary and secondary schools by providing high quality, robust, reliable and meaningful information on individual pupils.”
