Why it’s tricky using data for KS3 assessments

Hello Colleague

One of the things I talked about on the webinar headlining some of the challenges of assessment at KS3 is that we can’t draw the same conclusions from data generated internally as we can for external tests and exams.

The reason for this is the externally generated data has a degree of validity and reliability.

Nothing is ever absolutely secure, but we can have some confidence in talking about the standards our pupils and students achieve at the end of KS2, KS4 and KS5.

And that’s because the tests and exams taken at these points are taken by hundreds and thousands of pupils, and are marked and moderated at scale.

Mistakes happen of course, but in general we can have a discussion about outcomes at these points and how our pupils and students compare with others nationally.

We cannot say the same for internally generated school data, particularly at KS3. This data does not have the same strength of validity and reliability as external tests.

That’s because the numbers are small, and the content of the assessments will vary according to each school.

We can still make some claims and come to some conclusions about standards at KS3, but it’s not possible to do so if we are using KS4 criteria adapted for KS3.

First of all, KS3 is not a mini KS4, and we shouldn’t be teaching exam spec content – KS3 has its own programme of study and we should be making judgements about the extent to which our pupils have learnt the curriculum.

Otherwise, the numbers on a spreadsheet are not telling us anything useful or meaningful.

If that’s the case, what should we do instead?

I’ll be offering some suggestions in KS3 Assessment; Challenges and Opportunities - part 2 on Wednesday 12th February 4pm If you or your school don’t already have an annual subscription, it’s easy to subscribe and you get access to the popular subject networks and ongoing professional development. £150/free trial.

Until next time

Mary