Just after 7am this morning I was telephoned by a researcher from BBC 5 Live to ask what I thought about the new ‘tables’ tests for Year 4 pupils? Not a great deal at that time of the morning was my first and honest thought. However, early morning phone calls are an occupational hazard for anyone prepared to make a comment on issues of public interest and that response wouldn’t do. Some calls of this nature develop into big stories and make headlines: others disappear onto the modern equivalent of the editor’s spike, either dumped or relegated to a footnote in a news bulletin.
Sometimes, you don’t get a call back, as promised, but a text message saying that the item isn’t proceeding either due to other stories taking precedence or some similar phrase, as happened this morning and you then wonder whether the point of view you expressed to the researcher was too similar to those everyone else was expressing and what they were looking for was a different view to balance the debate?
On the story about multiplication tests http://www.bbc.co.uk/news/education-43046142 or ‘checks’ as they are being called, my view is that they should be scrutinised through the lens of whether they are a quality control or a quality assurance measure? If the former, then they are likely to be required of all teachers at the same time. The results then tell us on that day how well the age group are doing. We would possibly expect summer born children to do less well than those with a longer exposure to schooling and those that have remained in the same school to do better than those pupils that have already been subject to changing school one or more times. Pupils will a poor attendance record, for whatever reason, might also do less well.
A quality assurance check would allow the DfE to provide both an expected level but also to help teachers diagnose why those pupils that don’t reach the level expected fail to do so. The DfE might them provide some research into what will work with these pupils to help them reach the standard expected of most children at that point in their education. Such an approach, rich in a developmental approach aimed at helping the system, is more expensive than a simple check that will allow Ministers to blame failing schools and by implication their teachers through the medium of the Ofsted inspection. If I was in charge of Ofsted, I might want to take the DfE to task for making the job of improving our school system a bit harder if it further reduced trust in the inspection system.
I guess that the DfE cannot afford to spend money on diagnostic tests and a simple pen and paper exercise to be marked by teachers in their own time looks more profitable in terms of political capital.
Take this new the test when a pupil is ready; collect the data electronically and then let the results tell the DfE if their choice of Opportunity Areas is the correct one or whether key areas such as South East Oxford City have been consistently overlooked for intervention and extra resources? In this technological age, we need to harness the resources at our disposal to help both teachers and their pupils to learn effectively not just impose more burdens on everyone.