More life-after-levels headaches

Slave to the algorithm
It’s tempting to write this off as an isolated case: a naive headteacher who made an error of judgement. More fool them. But this is far from being an isolated case; it’s actually quite common. I regularly go into schools and get shown tracking systems that are awash with red. Loads of children are apparently below ‘age-related expectations’ and are not making ‘expected progress’. Yet, invariably, the headteacher will claim that ‘this is not a true reflection of the pupils in our school’, and ‘if you were to look in their books you’ll see the progress they’ve really made’, which begs the simple question: What is the value of a system that is at complete odds ​with reality?

Difficult times for primary schools, as they try to establish a new framework to replace levels. Here’s a video of how terms can be used to measure progress:

Life without Levels: Measuring attainment and progress in the new National Curriculum
How many schools are measuring progress and attainment from September 2014.

Author: Terry Madeley

I work with student data and enjoy reading about art and design, data, education and technology.