Education

‘Value added’ learning

value-added-learning Communications and maths skills assessments have formed part of the Department of Education’s response to poor literacy.

Assessment arrangements have been introduced in schools for the crosscurricular skills of communications and using mathematics in key stages 1-3. The assessments, which were introduced in September, refer to new levels of progression, which focus on skills as well as knowledge. Student will be expected to progress by at least one level between key stages. Similar assessments of ICT will commence next year.

The Department of Education claims that by capturing the progress made by pupils between each key stage, assessments will provide a ‘value added measure’.

A value added system was recommended by the taskforce on literacy and numeracy, which issued its final report last year. According to the taskforce, this should involve using school’s context to determine realistic targets and would reassure schools on whether they are on the right track.

Whilst adopting value added measures, the department remains wary of introducing contextual measures (e.g. taking account of a school’s sociodemographic characteristics) that might create low expectations and underachievement.

In its final report, the taskforce, headed by former principal Sir Robert Salisbury, found that too many children are still struggling with reading, writing and maths and leave school without the fundamental skills needed for the 21st century. While many problems have been addressed “in a positive constructive manner”, shortcomings still exist.

There is a significant level of underachievement. A “marked difference” exists between the performance of boys and girls (even greater when socioeconomic differences are considered). A “marked gap” remains between achievements in the highest and lowest performing schools.

Key proposals included:

  • the standardisation of the school assessment process;
  • individual plans for every child;
  • a re-examination of “effective teaching styles and strategies” to reengage disaffected pupils; and
  • giving trainee a more satisfactory grasp of numeracy and literacy skills (as the current requirements are too low).

Schools and wider communities needed to work closely together to raise children’s literacy and eliminate barriers that stop this from happening.

Parents need to get more involved too in children’s education, it found. This theme was adopted by Education Minister John O’Dowd last month with the launch of a new campaign to promote the value of a good education and parental aspiration towards this for their children.

Salisbury’s report also called for better provision for pupils with special educational needs. In June, O’Dowd announced a £3.4 million initiative (from existing budgets) aimed at boosting literacy in primary schools, particularly among pupils with special educational needs.

Pending the establishment of the Education and Skills Authority, the taskforce said that educational authorities can assist teachers and raise performance by monitoring each school’s achievement in literacy and numeracy, and where necessary, challenging plans, targets or outcomes.

The taskforce highlighted its view that “much greater accountability and challenge” is needed for schools that consistently under-perform in literacy and numeracy.

While the group praised the revised curriculum and its implementation, it noted that some post-primary schools continued to use academic selection and therefore resisted the department’s policy.

‘Areas of resistance’ or non-compliance “still leave many primary school leaders in a state of confusion and uncertainty.” Resolving this problem would help to establish common assessment strategies and also help with the transfer of key data on individual children.

While the Department of Education has taken positive steps, the taskforce warned that results from the Programme for International Student Assessment were not getting the attention they deserved from public representatives and business.

“It is unreasonable to state that Northern Ireland produces top quality pupils and then ignore any advice to the contrary,” it stated.

On the Department for Employment and Learning’s implementation of the Northern Ireland Audit Office recommendations for improving adult literacy, Salisbury and colleagues noted that these recommendations had been accepted and progress was ongoing.

That report advocated a frequent and objective measurement of adult literacy and numeracy and a more accurate picture of essential skills needs at local level.

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