Primary assessment

     

The ATL Section of the National Education Union believes that whole cohort testing of children for school accountability should not take place in Primary Schools. The current system has many negative consequences on the teaching and learning in our primary classrooms and tells parents very little about how their local schools perform. We believe that our children deserve a better system, one that puts children's learning first and gives meaningful information about how our school system performs.

Reception Baseline Assessment

Despite the policy failing in 2015, the Government intends to reintroduce Reception Baseline Assessment in England from September 2020. This time the assessment will not be optional, all school will be expected to take part. ATL and the NUT commissioned a study into the impact of Reception Baseline Assessment in schools back in 2015. The outcome of this study raised serious questions about the validity and reliability of assessing 4 year olds. Many of the key concerns about the policy have not been addressed.  

Reception Baseline Assessment

Despite the policy failing in 2015, the Government intends to reintroduce Reception Baseline Assessment in England from September 2020. This time the assessment will not be optional, all school will be expected to take part. ATL and the NUT commissioned a study into the impact of Reception Baseline Assessment in schools back in 2015. The outcome of this study raised serious questions about the validity and reliability of assessing 4 year olds. Many of the key concerns about the policy have not been addressed.  

Phonics Screening Check

The ATL section of the National Education Union has long been concerned about the unintended consequences of this assessment. While phonics remains a valuable tool for teaching, decoding the impact of a high stakes assessment on teaching and learning in the early years and key stage 1 has in many schools been negative.

Phonics Screening Check

The ATL section of the National Education Union has long been concerned about the unintended consequences of this assessment. While phonics remains a valuable tool for teaching, decoding the impact of a high stakes assessment on teaching and learning in the early years and key stage 1 has in many schools been negative.

SATs

Assessing children is a vital part of teaching and learning, but this is not what the SATs are not about. Read more about the ATL section of the National Education Union's views on SATs.

SATs

Assessing children is a vital part of teaching and learning, but this is not what the SATs are not about. Read more about the ATL section of the National Education Union's views on SATs.

Multiplication Tables Check

Despite no evidence that there is a national crisis in the teaching and learning of times tables, the Government plans to introduce an online assessment for year 4 children. We do not think that this new test is necessary, as the times tables are already included in the National Curriculum. This test will be a waste of valuable resources.

Multiplication Tables Check

Despite no evidence that there is a national crisis in the teaching and learning of times tables, the Government plans to introduce an online assessment for year 4 children. We do not think that this new test is necessary, as the times tables are already included in the National Curriculum. This test will be a waste of valuable resources.

Writing Assessment Frameworks

The statutory teacher assessment frameworks for writing are deeply problematic for our members. While the latest versions have introduced more flexibility for teachers making judgements and increased the focus on composition, they cause confusion and add to an already unmanageable workload.

Writing Assessment Frameworks

The statutory teacher assessment frameworks for writing are deeply problematic for our members. While the latest versions have introduced more flexibility for teachers making judgements and increased the focus on composition, they cause confusion and add to an already unmanageable workload.

Blogs on Assessment

How should we use technology in assessment and qualifications?

That’s the question Nansi Ellis, National Education Union policy AGS, came away with from last Friday’s Westminster Education Forum on the future of assessment and qualifications.

Is placing young children in ability groups “a necessary evil”?

The National Education Union recently commissioned research to find out how widespread the practice of using ability groups in the early years and key stages in English schools.

The awkward truth about primary progress measures

Anne Heavey explains why the new progress measures aren't fairer for children and don’t add up for schools.