ACME response to the Department for Education consultation on performance descriptors
10 February 2015
ACME has responded to the Department
for Education consultation on performance descriptors for use in
Key Stage 1 and 2 statutory teacher assessment for 2015/2016.
ACME outlines the following principles for
performance descriptors in the response:
-
Performance descriptors should support
assessment for learning mathematics in the classroom as a key lever
to raising standards. They should reflect the National Curriculum
aims, thus encouraging connections between topics and the
development of reasoning. They should identify the key ideas in
that stage of learning, which enable students to progress to the
next key stage.
- Performance indicators should help teachers to fine-tune their
understanding of learners' needs and tailor their planning and
teaching accordingly. Performance descriptors should not encourage
teaching to the test or put undue pressure on learners.
- The purpose of performance descriptors is not only for
summative assessment but also to inform teachers at the next key
stage of students' readiness for the next key stage. Performance
descriptors for mathematics should not restate the programme of
study, but rather should summarise what needs to be tested at the
end of a key stage.