Learning pathways through statutory assessment: Key Stages 2 and 3, also known as the Daugherty Report is a government review of the educational assessment system for Key Stages 2 and 3 (11- and 14-year-olds) in Wales. The review was commissioned by Jane Davidson of the National Assembly for Wales in June 2003 and undertaken by a group led by Professor Richard Daugherty from the University of Wales, Aberystwyth.
Wales is a country that is part of the United Kingdom and the island of Great Britain. It is bordered by England to the east, the Irish Sea to the north and west, and the Bristol Channel to the south. It had a population in 2011 of 3,063,456 and has a total area of 20,779 km2 (8,023 sq mi). Wales has over 1,680 miles (2,700 km) of coastline and is largely mountainous, with its higher peaks in the north and central areas, including Snowdon, its highest summit. The country lies within the north temperate zone and has a changeable, maritime climate.
Jane Davidson was the Labour Assembly Member for Pontypridd and the minister for environment, sustainability and housing in the Welsh Assembly Government. She was also the Welsh vice-president of the Ramblers' Association, stepping down when appointed minister for environment, sustainability and housing in 2007. She announced in 2008 that she would not be seeking re-election to the assembly in 2011.
The National Assembly for Wales is the devolved parliament of Wales, with power to make legislation, vary taxes and scrutinise the Welsh Government. The Assembly comprises 60 members, who are known as Assembly Members, or AMs. Since 2011, Members are elected for five-year terms under an additional members system, in which 40 AMs represent geographical constituencies elected by the plurality system, and 20 AMs represent five electoral regions using the d'Hondt method of proportional representation. Typically the largest party in the Assembly forms the Welsh Government.
The group were given the task of reviewing the nature and suitability of the national statutory assessments, looking in particular at the timing of the tests, and what uses the resulting data are put to. The impact of the tests on the primary to secondary transition was also investigated.
The interim report, released on 22 January 2004, was perceived by the media as supporting a complete abolishment of the statutory tests at both Key Stages 2 and 3. The report suggested that 10-year-old pupils (year 5) should take aptitude tests. The aim of these should be to inform teaching in year 6, and later in secondary school, whilst noting that the results of these could be collected for monitoring purposes. It also recommended that teacher assessments at the end of year 6 remain compulsory.
Educational assessment is the systematic process of documenting and using empirical data on the knowledge, skill, attitudes, and beliefs to refine programs and improve student learning. Assessment data can be obtained from directly examining student work to assess the achievement of learning outcomes or can be based on data from which one can make inferences about learning. Assessment is often used interchangeably with test, but not limited to tests. Assessment can focus on the individual learner, the learning community, a course, an academic program, the institution, or the educational system as a whole. The word 'assessment' came into use in an educational context after the Second World War.
At Key Stage 3, the interim report suggested that the current assessment system be phased out after three years, and replaced with assessments at the end of year 8 or beginning of year 9. Over this three years, a system for moderation of teacher assessments would be developed. It would be up to secondary schools to ensure that consistent teacher assessments had occurred in their feeder schools.
Inter-country monitoring would be achieved by using a sample of attainments linked to the OECD's Programme for International Student Assessment. The report also noted the importance of developing formative assessment practices.
The Programme for International Student Assessment (PISA) is a worldwide study by the Organisation for Economic Co-operation and Development (OECD) in member and non-member nations intended to evaluate educational systems by measuring 15-year-old school pupils' scholastic performance on mathematics, science, and reading. It was first performed in 2000 and then repeated every three years. Its aim is to provide comparable data with a view to enabling countries to improve their education policies and outcomes. It measures problem solving and cognition.
Formative assessment, including diagnostic testing, is a range of formal and informal assessment procedures conducted by teachers during the learning process in order to modify teaching and learning activities to improve student attainment. It typically involves qualitative feedback for both student and teacher that focuses on the details of content and performance. It is commonly contrasted with summative assessment, which seeks to monitor educational outcomes, often for purposes of external accountability.
The review group has worked closely with ACCAC, who are also undertaking an assessment review due for release in April 2004, the same time as the final Daugherty Report is published.
Education in England is overseen by the United Kingdom's Department for Education. Local government authorities are responsible for implementing policy for public education and state-funded schools at a local level.
Education in the United Kingdom is a devolved matter with each of the countries of the United Kingdom having separate systems under separate governments: the UK Government is responsible for England; whilst the Scottish Government, the Welsh Government and the Northern Ireland Executive are responsible for Scotland, Wales and Northern Ireland, respectively.
Education in Northern Ireland differs from systems used elsewhere in the United Kingdom, although it is relatively similar to Wales. A child's age on 1 July determines the point of entry into the relevant stage of education, unlike England and Wales where it is 1 September. Northern Ireland's results at GCSE and A-Level are consistently top in the UK. At A-Level and BTEC level 3, one third of students in Northern Ireland achieved A and distinction grades in 2007, which is a higher proportion than in England and Wales.
Personal and Social Education (PSE) is a component of the state school curriculum in Wales. PSE became a statutory requirement in schools in September 2003, and is compulsory for all students at Key Stages 1, 2, 3 and 4, and shares some similar elements with Personal, Social and Health Education and citizenship education in England. These include:
The National Curriculum for England was first introduced by the Education Reform Act of 1988. At the time of its introduction the legislation applied to both England and Wales. However, education later became a devolved matter for the Welsh government. The current statutory National Curriculum dates from 2014 at which point it was introduced to most year groups across primary and secondary education. Some elements were introduced in September 2015. The National Curriculum sets out the content matter which must be taught in a number of subjects in "local authority–maintained schools".
National Curriculum assessment usually refers to the statutory assessments carried out in primary schools in England, colloquially known as standard attainment tests (SATs).
The assessments are made up of a combination of testing and teacher assessment judgements, and are used in all government-funded primary schools in England to assess the attainment of pupils against the programmes of study of the National Curriculum at the end of Key Stages 1 and 2, when most pupils are aged 7 and 11 respectively. Until 2008, assessments were also required at the end of Key Stage 3 (14-year-olds) in secondary schools.
Key Stage 3 is the legal term for the three years of schooling in maintained schools in England and Wales normally known as Year 7, Year 8 and Year 9, when pupils are aged between 11 and 14. In Northern Ireland the term also refers to the first three years of secondary education, although these are known as Year 8, Year 9 and Year 10.
The Welsh Baccalaureate or Welsh Bacc, is delivered in schools and colleges across Wales. It gives broader experiences than traditional learning programmes, developing transferable skills useful for education and employment. The Welsh Bacc is offered at Advanced, National Foundation and National/Foundation level, and is studied alongside a range of academic and vocational qualifications.
St Richard Gwyn Catholic High School is a Catholic co-educational voluntary aided secondary school situated on Albert Avenue in Flint, Flintshire. It was founded in 1954 to serve the Catholic population of Flintshire.
Secondary education in Wales covers the period between the ages of 11 and 16. In this period a child's education is divided into two main stages of the National Curriculum: Key Stages 3 and 4.
Primary education in Wales has a similar structure to Primary education in England, but teaching of the Welsh language is compulsory and it is used as the medium of instruction in many schools. The introduction of the Foundation Phase for 3-7 year olds is also creating increasing divergence between Wales and England.
Following a lengthy period of consultation and planning, the Cambridge Primary Review (CPR) was launched in October 2006 as a fully independent enquiry into the condition and future of primary education in England. The Review, directed by Professor Robin Alexander, has been supported since its inception by grants from Esmée Fairbairn Foundation. The scope of the Review and the depth of its evidence have made it the most comprehensive enquiry into English primary education since the Plowden report of 1967. Between October 2007 and February 2009 the Review published 31 interim reports, including 28 surveys of published research, 39 briefings, 14 media releases and several newspaper articles. The Review's 608-page final report Children, their World, their Education: final report and recommendations of the Cambridge Primary Review
was published on 16 October 2009, together with an 850-page companion volume, The Cambridge Primary Review Research Surveys. Both books are published by Routledge.
La Mare de Carteret High School is a high school on the island of Guernsey in the Channel Islands, located in the Castel parish.
Year Nine is an educational year group in schools in many countries including the United Kingdom, Australia and New Zealand. It is the ninth or tenth year of compulsory education.
Year 6 is an educational year group in schools in many countries including England, Wales, Australia and New Zealand. It is usually the sixth year of compulsory education and incorporates students aged between ten and eleven.
St Matthew Academy is a mixed all-through, co-educational Roman Catholic academy for students aged 4 to 16. Located in the London Borough of Lewisham, the academy opened in September 2007, replacing two previous schools: St Joseph's Academy and Our Lady of Lourdes primary school
Christine Blower was the eleventh General Secretary of the National Union of Teachers, a trade union representing qualified teachers across England and Wales. In March 2018, she stood for election and was shortlisted for the position of the Labour Party's General Secretary. She is the Vice Chair of the pressure group Unite Against Fascism.
Becket Keys Church of England School is a free school established in Brentwood, Essex, England in 2012. It was the first Church of England secondary school to be established as part of the free schools programme. The school is sponsored by Russell Education Trust.
English state-funded schools provide education to pupils between the ages of 3 and 18 without charge. Approximately 93% of English schoolchildren attend approximately 20,000 such schools. Since 2008 about 75% of these schools have attained "academy status", which essentially gives them more budget per pupil from the Department for Education. There are a number of categories of English state-funded schools including academy schools, community schools, faith schools, foundation schools, free schools ; a small number of state boarding schools, and City Technology Colleges. Of the 15 City Technology Colleges established in the 1980s, only three still remain, with the rest having converted to academy schools). In 2011, about 7,000 of English state-funded schools were faith schools; ie. affiliated with religious groups, most often from the Church of England, or the Roman Catholic Church. There were 42 Jewish, 12 Muslim, 3 Sikh and 1 Hindu faith schools. These faith schools include sub-categories such as faith-academy schools, voluntary aided schools, and voluntary controlled schools: most voluntary controlled schools are faith schools.
Nottingham University Academy of Science and Technology is an 11 to 18 University technical college in Nottingham, England.
