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21st – 22nd June, Wellington College
Coming to the Festival of Education this month? We’ll be there on the 21st and 22nd June and we'd love to hear what you think about our new style assessment reports. Book your 15 minute demo session with us at the Festival of Education now!
As well as being one of the first to see our new style reports, as a thank you for giving us your feedback we’ll also give you a £10 Costa voucher to enjoy a coffee or two on us!
Many schools are, understandably, still exploring and considering their options for their assessment framework following the removal of levels. In this webinar Rob (CEM, Durham University) and Stuart (Evidence Based Education) will discuss the opportunities & challenges brought about by the removal of levels, and highlight how CEM assessment data can support your school in monitoring pupil progress.
Recently published research by Gabrijela Aleksić, Christine Merrell, Dieter Ferring, Peter Tymms and Jasmina Klemenović provided an insight into young children’s development and learning in Serbia. It investigated the links between their personal, social and emotional development (PSED), behaviour and cognitive development in literacy and mathematics during pre-school and Grade 1. The PIPS On-entry Baseline Assessment was adapted for use in the research and a sample of 159 children were assessed at three time-points over a period of 14 months through their time in pre-school and Grade 1. The children were aged between 5 ½ and 6 ½ over this period. More than 3 million children around the world have been assessed with PIPS and this study is another example of how it is used for research as well as to provide teachers with information about the development and progress of their pupils.
The study found that teachers in Serbia generally gave higher ratings for girls’ PSED than boys. This echoes the findings of research from other countries, including England and Scotland. The Serbian children’s PSED were closely related to their mathematics and literacy skills. However, there was a weaker relationship between inattentive behaviour and cognitive development than has been found in other countries.
Although pre-school education in Serbia places emphasis on developing children’s socio-emotional skills, there is the issue of attendance at pre-school being significantly lower than other European countries. This is the first study of its kind in Serbia and the research team call for further systematic monitoring of children’s development alongside the evaluation of interventions aimed at enhancing children’s personal, social and emotional development.
The Association of School and College Leaders (ASCL) has published a report calling for reforms to the system for judging England’s primary schools, in order to make it fairer on schools and better for children.
The report, Sense and Accountability: Holding our Primary Schools to account for what matters most, follows consultation with a panel of primary and assessment experts, including CEM Director, Professor Rob Coe and CEM’s Director of Policy, Katharine Bailey.
The panel was drawn together by ASCL in response to concerns about the intense focus placed on Key Stage 2 SATs results and the negative impact this has on schools and children.
The accountability review contains 15 recommendations: some aimed at government, some at Ofsted, and some are for school leaders and leadership organisations. You can find out more about the report and the recommendations on our blog.