Key principles from the interim assessment frameworks for Key Stage 1 and 2 (2/3)

Earlier this week, we looked at the final report by the Commission on Assessment Without Levels and pulled out its key points and recommendations. We also included a PDF version of the report that includes key highlighted passages.

In the report, the Commission asks schools to assess children against criteria at the end of a given stage of learning. It recommends teachers move away from a testing regime to one of high quality, in-depth teaching supported by in-class formative assessment, to help children develop deeper understanding.

Assessment frameworks for end of KS1 and KS2

Following the Commission’s final report, the interim teacher assessment frameworks for the end of KS1 and KS2 have also just been released. You can download the documents via the following links:

We’ve been through both frameworks and pulled out five key principles that all schools need to be aware of and put into action.

Key principles for assessment at KS1 and KS2

1. Build assessment around school curriculum

The Commission’s report clearly states that head teachers and senior leaders need to devise and develop an assessment approach that starts from their school’s curriculum. School’s have the freedom to show progress and in-depth teaching through linking the three components of teacher expertise – curriculum, pedagogy and assessment.  

2. Assess children at the end of each stage of learning

Schools are not expected to use these assessment frameworks to track progress throughout the key stage. Instead, teachers should assess children summatively against the criteria at the end of KS1 and KS2 in reading, writing, mathematics and science.

3. Focus on key aspects for assessment

The frameworks do not include full coverage of content in the national curriculum. It focuses on key aspects for assessment and is not intended to guide individual programmes of study.

4. Base judgement on a broad range of evidence

Teachers must base their assessment judgement for each pupil on a broad range of evidence from across the curriculum. Evidence is absolutely crucial for teachers to be able to demonstrate that pupils have met standards.

5. Schools need their own assessment policy

Teachers should assess individual pieces of work according to their school’s own assessment policy, not against the interim framework.

How can Cornerstones help?

The Cornerstones Curriculum and Cornerstones Assessment work perfectly together. If your schools has both, you know that you already have an assessment solution that meets all requirements set out by the Commission on Assessment Without Levels.

Schools who don’t currently have our curriculum can still use our assessment package. Cornerstones Assessment includes four unique online tools that feature the comprehensive essential and developmental skills we developed for our own curriculum. The skills are linked directly to the national curriculum, which means any school can use, adapt and tailor Cornerstones Assessment to their own needs.

We don’t leave you to figure things out for yourself either. We have a dedicated team on hand to provide ongoing support when you need it. We’ll even provide a model framework for writing your assessment policy.

Take a closer look and download free samples of Cornerstones Assessment.

Get in touch

Get in touch to ask us questions about the assessment frameworks or to talk about Cornerstones Assessment. You can use our contact form, email support@cornerstoneseducation.co.uk or phone 03333 20 8000.

Published by

Simon Hickton

Simon is Managing Director and KS1/KS2 assessment specialist at Cornerstones. He oversees our strategic direction and finances, as well as the development of our assessment package. He has 20 years teaching experience, 10 of those years as a primary head teacher. He has also worked as a freelance assessment and school improvement consultant.

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