I’m never happy.
Months of moaning about the delays to the delivery of exemplification for Writing Teacher Assessment, and now it arrives I’m still not happy.
But then… it is a bloody mess!
The exemplification published today demonstrates what many of us feared about the new interim teacher assessment framework: expectations have rocketed. I appreciate (probably more than most) that direct comparisons are not ideal, but certainly having been told that the new expected standard would be broadly in line with an old Level 4b, I know I feel cheated.
The discussions in this household about the “expected standard” exemplification were not about whether or not the work was in line with a 4b, but whether or not it would have achieved a Level 5. That represents, of course, an additional 2 years of learning under the old system. We’re expecting 11-year-olds to write like 13-year-olds.
In fact, the only time where 4b ever came into the conversation was in our browse through the new “Working towards” exemplification. It seems that a child who used to meet the expected standard in 2015, would now be lucky to reach ‘working towards’ even.
What this will mean for national data this year, who knows? If schools are honest, and moderation robust, could we see a new “expected standard” proportion somewhere in the mid-30% range, like we used to with Level 5s?
Among all this, though, is another confusing element. For while in the old exemplification materials for levels in years gone by we were told that “All writing is independent and is in first draft form” (my emphasis), it seems that now this message is not so clear. Informal feedback from the meetings held at STA on Thursday and Friday last week seemed to bring up some surprises about what constituted independent writing, including the scope for using dictionaries, following success criteria, and even responding to teacher feedback.
So now we have what looks like horrendously difficult expectations for a majority of pupils who have had barely two years of a new National Curriculum instead of six, and a lack of clarity, once again, about what is actually expected.
Is it really too much to ask?
For those who haven’t yet had the pleasure, the KS1 and KS2 Writing exemplification documents are available here: