Recent research in ten UK education authorities demonstrated excellent practice in assessing the progress of learners with special educational needs, using national performance descriptions (P scales) as part of this process. The shortcomings of national assessment requirements, using a limited attainment scale, previously led to these learners being marginalised; their progress was not acknowledged along with their mainstream peers. Teachers, and indeed parents, were frustrated that the achievements of these pupils were not recognised meaningfully.
Until this year, pupil attainment below level 1 (entry attainment level) of our National Curriculum was reported as simply a ‘W’ – meaning ‘working towards level 1’. For some pupils, this meant they would remain at this level ‘W’ for much, if not all, of their school career - regardless of the real progress they had made.
Work with special and mainstream schools during the research project led to improved teacher assessment. It identified opportunities for the professional development of school staff, through collaborative working and ultimately, promoted more inclusive practice.
For more information see www.pscales.com