Item 4 on the agenda is the statement by the Minister for Education, introduction of personalised assessments, and I call on the Minister for Education, Kirsty Williams.

Thank you, Deputy Presiding Officer.

Deputy Presiding Officer, pupil assessments' prime purpose must be to provide information that guides decisions about how best to progress learning, and to provide information to the learner, to the teacher and to parents and carers. Therefore, assessment should improve learners’ learning, teachers’ teaching and parents’ understanding.

I am pleased to report that we are successfully moving forward with the transition from paper-based reading and numeracy tests that learners sit each year to online, adaptive, personalised assessments. Starting with procedural numeracy, they will replace paper tests completely by 2021, and, in the term before Christmas, we began the phasing-in of these assessments.

High-quality, ongoing assessment has a crucial role in teaching, learning and raising standards, but the current system of paper-based testing has its limitations. The new assessments have flexibility and adaptability built into them, so learners will be presented with questions that match and challenge their skills levels.

In turn, this means that teachers will have much richer information and will be able to gear lessons more specifically to help learners improve. These assessments have been designed to support the fundamental shift of our new curriculum, and both are built on the concept of progression. The curriculum will offer teachers more freedom to teach in a way that best meets the needs of each of their pupils, and the new assessments will tell them clearly what those needs are.

We want to provide teachers with the tools for sustained improvement in teaching and learning and we want this to be flexible, an approach to assessment that is formative and provides feedback on skills and strengths, areas that they need to work on and next steps. This type of ongoing, quality assessment is crucial in raising standards across the board and to help us to deliver on our national mission.

And we have the support of the profession for this type of assessment. The practitioners we have worked with in the development stages saw the new assessment tools as a powerful way to move pupils on in their learning. We know that learners who are given high-quality feedback, who understand where they are in their learning and where they need to go next, and crucially how to get there, are the most likely to make the most improvement.

The system has been designed very much with the needs of schools and teachers in mind too. Assessments can be scheduled at a time that works best for the school. This is about putting control in the hands of the teachers who can decide what is best for them and their learners, and also in the numbers that work best for the school too—pupils can be assessed individually or in small groups.

We have not designed these assessments in isolation. We have learned from the best with an expert group, including representation from Denmark and the Netherlands, providing advice throughout. This has enabled us to lead the way. Adaptive assessments for procedural numeracy and reading have been developed elsewhere, but Wales is the first nation to develop online assessment for numerical reasoning skills.

Deputy Presiding Officer, Members will know that since entering Government I have sought to tackle the issue of access to IT and broadband. We have provided the WLGA with an additional £1.7 million to distribute to schools who are in most need of an IT upgrade. We will be providing ongoing help as these assessments are rolled out, support materials will be available online, we will be holding webinars to ensure that schools understand the process and how they can use the reports.

So, personalised assessments, Deputy Presiding Officer, provide a tailored, interactive experience to engage learners, to assess the level of their skills and will offer immediate, high-quality feedback, supporting both teachers and pupils in their development. So, in conclusion, this is an exciting and necessary development for raising standards and reducing the attainment gap.

Thank you very much, Minister. Good to see you're still here—that helps with continuity, I must admit. First of all, something that has actually become clearer from this statement today in terms of this assessment tool is something that's—and I think you used the word a couple of times—ongoing. Because one of my early concerns about this test, and I completely recognise that this isn't about accountability, was how frequently it would be used. Professor Donaldson was explicit that he thought that frequent testing was to be avoided, so my first question, I suppose, is: how frequently will an individual child be assessed in a given year in order to provide meaningful data to both the child and teachers about progress?

If the purpose of the test is to guide learners with more bespoke support—I suppose that's the best way to put it—and, as you say in your statement, more freedom for teachers to teach in the way that best meets the needs of pupils, something I support, I would still expect to hear a little bit more about how the effectiveness of those individual bespoke mini programmes, if you like, are themselves likely to be measured. Because where I disagree with your comments made back in 2017 is here, where you said, and I'm quoting:

'it would not be right to use individual children's test scores to judge the performance of that school.'

Whereas I would say I think it's entirely proper for a school to be judged on the progress made between those tests in the case of individual children—anonymised, of course—because there is something that can be told to parents and us here in the Assembly about how efficient and effective those bits of bespoke support for children have been. It's great to offer it, but if that still doesn't work we need to know about that as well.

So, bearing in mind that Professor Donaldson recommended that Welsh Government needed to establish a comprehensive assessment and evaluation framework, we know something about the assessment now, but can you tell us a little bit about how the evaluation side of it will work? Bearing in mind, and the point I accept, that this isn't in itself an evaluation tool, it's an assessment tool, but we need something to talk about the progress between test No. 1 and test No. 2 and test No. 3 and so forth, because outcomes really do still matter.

As you say in your statement, the new tests are about raising standards, so a couple of questions on that—one is about self-evaluation, obviously something supported by the OECD. One of the reasons that, perhaps, we're in this place at the moment is that there was a loss of confidence in teachers' predictions of children's level of achievement at the end of primary school, before they went up to secondary school. Part of that was because there was an over-reliance on internal self-assessment, I suppose, or certainly internal assessment. So, without stepping on teachers' toes here, is there any kind of guidance you will be bringing forward—or who might even bring this forward; it could be Estyn, I don't know—that might help schools, including the pupils, if I understand this correctly, to self-evaluate in a way that we can all have some confidence in?

Again, in the case or situation of raising standards, you said last year that £5.6 million was going to consortia for professional learning, in part to prepare for these assessments. How are you going to evaluate how effectively the consortia have contributed to these becoming a success? I appreciate that they haven't really started yet, but the preparation for them will have happened. So, if you can give us a bit of information on that, that would be great.

The timing—I completely agree with you that it's up to schools how and when they do the timing, but I also agree with you that the last thing that's useful to parents and, indeed, children is a report that lands on the last day of term, particularly at the end of the summer term, when there's quite often a bit of rollback for some children over the summer holidays. So, I certainly wouldn't be happy if you were telling schools when to do this assessment, but will you be dropping them any heavy hints about avoiding that last week of term?

Finally, on the £1.7 million for schools most in need of improving their information technology, I wonder if you can tell us whether that's ring-fenced and when we might see it distributed, because I can think immediately of one school in my region that would be very interested in a new funding stream for precisely that. It would be helpful to be able to tell them that it is targeted at IT rather than disappearing into the revenue support grant or schools' funding generally. Thank you.

Could I begin by thanking Suzy Davies for that series of questions? First of all, can I say that the Member referred to the assessments on a number of occasions in her contribution as 'tests'? These are not tests; they are assessments. There is a difference between a high-stakes test and an assessment that is used for the purposes of informing teaching and learning going forward.

If I might say, there is a slight contradiction in the issues that the Member raised. On one hand, the Member said that she would want to see the results of these tests being made publicly available. What we do know is that it is exactly creating a high-stakes public accountability around assessment that has led to some of the concerns about the quality of teachers' own self-assessment. If they feel that these assessments are going to be used to publicly assess their abilities as an individual teacher or in a school, there is the human temptation—there is human temptation—not to do that correctly.

So, the issue here is—we have to be clear—these are not tests. These are assessments that are there to assess where a child is in their learning, to be able to provide feedback to that child and, yes, crucially, to parents. Suzy, I couldn't agree with you more: I'm sure all of us who have been parents in the system have been aware of that envelope coming home on the very last week of term with previous test scores in it, leaving parents no time to have the opportunity to go back into school and discuss with the classroom teacher the results of those tests.

The great thing about these tests is that they are tailor-made for individual children. No two children's tests will be exactly the same, because the questions that will be asked will be responding to their ability to answer them. The results will be instantaneous, and those results will be available to parents within a day or two of that child taking the test. 

The Member asks how often the children will take the test. You're absolutely right: Graham Donaldson did say that frequency of testing should be kept to a minimum, but Donaldson also recommended an innovative approach to assessment, including interactive approaches. So, actually, we've taken on board the advice of Graham Donaldson, and it will be up to individual classroom teachers to decide when a child should take a test, or take an assessment—I'm doing it now—and how frequent that assessment could be, because it could be the decision of a teacher that this assessment is carried out at different points in the year to feed back on whether progress has been made, but that is left to the discretion of the individual classroom teacher knowing those children the best.

Again, the good thing about this system is rather than all schools having to do the test within a week's period at the same time of the year, this is allowing the individual teachers to decide when best to employ this strategic tool to assist their children. But, of course, it is just one part of assessing where a child is and self-evaluation will continue to be, and teacher evaluation will continue to be, a very important part of our education system. At present, Estyn are working with practitioners and schools and the OECD to develop a self-evaluation toolkit so that schools become much, much better at understanding how they are performing and what they're delivering in their school is impacting on their learners. And it is that self-evaluation that will become the bedrock of our accountability system.

We are working with Estyn to look at the prospect of Estyn accrediting schools' self-evaluation. If Estyn are convinced that a school is doing this correctly and properly, then they will be, in a way, licensed to carry on to do that for a number of years. If Estyn has concerns—if Estyn are not convinced about the school's ability to self-evaluate—it could result in more frequent visits from Estyn to a particular school. So, self-evaluation will become one of the core principles of how we actually hold schools accountable for their performance, but that is not the same as using individual children's data and individual children's performance, because that leads us into the conundrum I've talked about earlier about high-stakes tests.

With regard to professional development, you'll be aware that money has been made available both in this year, which has gone out via consortia, and for the next financial year, which will be used in conjunction with our partners in local government. The consortia will be reporting back on how that money has been used to support professional learning and, of course, all of our consortia are subject to Estyn inspection and ongoing review by Welsh Government itself.

With regard to infrastructure, obviously the £1.7 million has been given to the WLGA, and they as a group of local authorities are working out how best that they want to distribute that money. That's just one part of the investment that we are making in IT infrastructure. We continue to work to ensure that all schools are connected to superfast broadband and are able to receive superfast broadband speeds. So, that is the infrastructure outside the school, and we continue to work with our partners in local government to understand some of the constraints within local government's own systems and individual schools systems that mean that they can't avail themselves of the opportunity of those speeds if the fibre has been connected. And we will continue to work with our Learning in Digital Wales programme to look at ongoing investments to support schools and local authorities to ensure that all of our institutions have broadband speeds and technology within their school that will meet the needs, not just for the ability to deliver online adaptive assessments, but also the curriculum as a whole. 

Thank you for the statement. I am speaking on behalf of Siân Gwenllian as she's not here today, so I'm sure she will want to follow up any progress with you when she returns. From listening to the debate already and from reading the statement, obviously broadly we would support personal appraisals if that means that we can be taking the pressure away from young people in terms of those intense tests that happen at the end of a given period. Even if you're not a parent, I'm sure many of us will have heard from our constituents or from family members where young people are feeling the stress due to those testing structures.

To that end, I wanted to understand from you what will be the parameters of these personalised appraisals in relation to the support given to the teachers, because if we're going to be individualising much more, if we're going to be giving different timelines to teachers to do different things with different pupils, I need assurances that they're going to be having the capacity within the classroom to do that. We know that many classroom teachers are stretched with the budgets in the situation that they are and so I need assurance. For example, will the TLAs, or the teaching and learning assistants, be given that support as well to upskill to be able to support the teacher in the classroom where those assessments will be taking place? We're all for individuality, we know that people progress along different paths at different stages, it's just how we're able to do that in a systematic way via the budget you're giving to the local authorities.

A couple of points of clarification from me—. It's noted in the information in the background to these plans that information will be delivered with the results of assessments to teachers immediately after assessments have been submitted. I'd just like to understand how the assessments will be judged and what system will be used to deliver back such immediate results, because what was brought to my attention by the word 'immediate' was: does it always have to be immediate? Can we give time for the teachers to sit down and discuss this on a wider level as opposed to giving immediate feedback that might not be as useful as intended in the initial instance. It might just be the way it's worded but I seek clarification on that—how they're going to be calculated, for example.

Touching a bit on what Suzy Davies said: will the results of the personalised assessments be used to guide teachers and schools in how they proceed to move forward with pupils, or will certain results come with particular prescriptive actions set more centrally at a national level? For example, if you see trends in one area, will there be changes that you'd want to make based on the outcomes of those assessments or not? Is it basically going to be giving more freedom to the teachers? I would support that, ideally.

My last question—I'd also like to ask whether or not this will completely end teacher assessments as we move into the future and whether or not there are plans to expand this approach into later years of schooling. Thank you.  

Can I thank Bethan for those questions? The online adaptive testing is intended to replace the current paper-based tests that all children sit from year 2 through to year 9. So, these online adaptive tests will be available to the same timescales, so children will be able to take these assessments from year 2 through to year 9. The important thing about the adaptive testing is that the questions that are asked of the child are reflective of the child's individual ability. It's not based on their age, it's not based on the year group that they are in, but genuinely based on individual children's ability to engage in those questions. That means, for some parents—and I would agree with you, there are parents who have expressed concerns about the suitability of the paper-based, one-size-fits-all arrangements that we've had to date—. If those children, for whatever reason, are unable to engage in that paper test, it can be very demoralising and potentially upsetting to the child. The fact is that the adaptive assessment literally does change depending on the ability of a child, so there's no assumption that because a child is a certain age or at a certain stage in their academic career, the questions will all be the same. That should take away some of the anxiety that I know sometimes parents do feel. The fact that the children will not have to do it in a controlled situation—so, again, sometimes that adds to the anxiety and the high-stakes nature of what we've done in the past—where the entire classroom has to sit down for an allotted time and do the paper—that sometimes can create an atmosphere that can be stressful to children. As I said, it'll be up to individual classroom teachers whether a small group of children do an assessment at a particular time or whether an individual child does it. So, again, this is about trying to ensure that those issues that sometimes can cause angst to children and to parents are removed.

I can't say it enough—because I sometimes think that there is still a misconception amongst the profession themselves—these assessments and the data arising from them is not used as any high-stakes accountability measure regarding that school. Sometimes even the professionals themselves assume that the data collected from previous tests and now these assessments are somehow used to make a judgment on them. These are for the purpose of progressing learners.

Now, quite rightly, we do have to be mindful of workload for our teachers. This in fact takes workload away from teachers in the sense that these are less bureaucratic to administer. When we talk about instantaneous feedback, the results are literally driven by the test results and are available immediately. That's not to say that the teacher needs to then immediately sit down with the child. Clearly, a teacher will need to look at what the assessment says about that child and make progress, but it's far less bureaucratic for teachers than what we had done previously, and, actually, the investment that we're making in these online assessments is actually coming out of a Welsh Government spend-to-save budget, because, actually, we think that this will save us money in the long-term compared to what we're currently spending on the paper-based tests. In an age when we really need to be careful about what we're spending, actually this presents us with a more cost-effective way, as well as a better way, of delivering the system.

Teachers and classroom assistants will be supported through this process. There will be support and training materials available. We'll be running a series of webinars so teachers don't even have to travel. These are available within their own communities and contacts, and help is literally only a telephone call away. There is a hotline available, so if the school is struggling with some IT issues or how to actually run the test, there is a helpline available.

Assessments began before Christmas, and, to date, the feedback that we've had is that those schools that have employed them so far and used them so far have not anticipated any problems. It's also important to remember—and I'm sure this would be of interest to Siân Gwenllian if she were here—that the assessments are available fully bilingually. Teachers are able to choose which language they want the assessment to be carried out in, and obviously that's a very important equity issue for all of our learners.

Thank you for your statement, Minister. It's all very well heralding this wonderful new assessment tool and, granted, I think an adaptive tool is an improvement on a paper test, and the explanation you've given about the tool—it sounds like a very, very good online tool, but don't you think it should be up to the individual schools to decide how they assess their learners? It's the schoolteachers who have the classroom experience and knowledge and, with respect, not you, Minister, and yet here you are saying that you know better than them how they should be assessing their learners. If you want to provide a tailored interactive experience for learners, there's none better than that provided by a teacher who has the time to sit down with the learner and provide that positive learning experience. A teacher will be gathering information about a learner's progress in many different ways in every interaction with that learner and making immediate and sometimes subconscious assessments.

Immediate and high-quality feedback is something that's part and parcel of teaching individual learners, provided, of course, that the teacher has sufficient time to spend with that learner, and I think that's the crux of the matter. Given the Minister's comments in her statement about the impact of the tests or assessment on improving standards of teaching, one can't escape the feeling that this system is simply automating something that's part and parcel of teaching and taking the setting of assessment criteria away from teachers and giving it to the creators of a faceless app.

Good teachers already have an understanding of individual children's abilities and needs and don't need a computer to tell them. This assessment, whether online or not, is no substitute for the assessment of a real-life teacher with enough time to do the job they went into teaching to do. It's tempting to view this as a vote of no confidence in schools' ability to assess the progress of the children they're teaching, or should we all take this as a sign that Welsh Government isn't going to be employing the significant number of additional teachers Wales needs, making automation of certain aspects of a teacher's role necessary?

If a school is confident that they don't need to use the new system or that they have a better way of doing it, why should they be forced by a Minister with no teacher training or experience to use that assessment? This week, a report on the BBC website said that one in 10 learners at our secondary schools is bullied every week, and even though the children's commissioner and anti-bullying charities have asked for statutory recording on incidents nationwide, this Government says that it's for the individual schools to decide which approach works best for them. But if schools can be trusted to record and deal with bullying as they see fit, why not the way they measure the learning progress their children are making?

Some final questions: where will the teacher's personal assessment of a child fit in with the new system? What happens if the teacher's assessment differs from that of the online assessment? Will the results of the online assessment be a tool for an individual teacher to use to inform their own personal assessment of a child's progress or will it itself feed into another process? And will the results of the online assessments inform judgments made by professionals other than the individual learner's teacher? Thank you.

Let me be absolutely clear in response to the questions and comments from Michelle Brown: teachers understand where their pupils are in their learning as, she is quite right, they spend every working day doing just that, but the online assessments provide teachers with an extra tool, high-quality personalised feedback on learner skills, so that they can then put in place the appropriate support and interventions. This is not here to replace teacher assessment. These online adaptive assessments are here to improve upon the paper-based testing system that we currently have in Wales. It is more useful for teaching and learning. I would argue that it is more useful for parents. It puts more control into the hands of our teachers rather than less, in the sense that they will be able to decide when the children undertake the assessment, and when and how they administer it. And, therefore, this is exactly the opposite of what the Member says is happening.

She makes a useful point about teachers having the time to do what they do best. That's why this Government is investing in extra teachers to reduce class sizes and why we will continue to work with the profession and their unions to ensure that we can reduce workload wherever possible so teachers are given exactly that: the time that they need with individual children so that they can apply their skills alongside the information that these adaptive assessments will provide for them, to give that tailored experience to move the child on with their learning.

Thank you very much, Minister.