ks2 parent workshop assessment without levels end of ks2 tests
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Aims To discuss what the changes have been to assessment nationally To understand how these changes will affect assessment at Pikemere To discuss how we will report your child’s progress and attainment to youTRANSCRIPT
KS2 Parent Workshop Assessment without levels End of KS2
tests
January 2016 Aims To discuss what the changes have been to
assessment nationally
To understand how these changes will affect assessment atPikemere
To discuss how we will report your childs progress andattainment to
you National Issues around National Curriculum Levels
Pupils often missed out on deeper understanding in the rush tomove
up to the next level. Levels were too subjective with different
teachers judging levelsdifferently. Levels were not representative
of a pupils learning and focused onnarrow aspects of the
curriculum. Levels also used a best fit model, which meant that a
pupil couldhave serious gaps in their knowledge and understanding,
but still beplaced within a level.This meant is wasnt always clear
exactly whichareas of the curriculum the child was secure in and
where the gapswere. Final report of the Commission on Assessment
without Levels 2015 Purpose of Assessment The purpose of assessment
is to improve learning, informteaching, help pupils achieve the
highest standards they can andprovide meaningful reports on pupils
achievement. There are three main forms of assessment: in-school
formative assessment - which is used by teachers toevaluate pupils
knowledge and understanding on a day-to-daybasis and to tailor
teaching accordingly; in-school summative assessment - which
enables schools toevaluate how much a pupil has learned at the end
of a teachingperiod; nationally standardised summative assessment -
which is usedby the Government to hold schools to account. School
Responsibility
Schools have been given the freedom to create their ownassessment
systems to support more informative and productiveconversations
with pupils and parents. At Pikemere our assessment is based on the
content of the schoolscurriculum. This allows teachers,
parents/carers to have a clearunderstanding of how to support their
children and to build andconsolidate learning. At Pikemere we
encourage our pupils to reflect on their ownprogress, understand
what their strengths are and identify whatthey need to do to
improve. Assessment Principles
Assessment is: at the heart of teaching and learning fair reliable
ambitious appropriate consistent Assessment feedback should inspire
greater effort and a belief that, throughhard work and practice,
more can be achieved. Reporting to Parents/Carers
When effectively communicated by teachers, in-school
formativeassessments provide parents/carers with a broad picture of
wheretheir childrens strengths and weaknesses lie and what they
need todo to improve. Discussions with teachers should provide more
helpful informationabout what your child knows and understands and
should help toclarify how you, as parents/carers, can support your
childs continuedprogression. We are currently working with the
parent forum to help develop howwe report to parents.If you have
any ideas or suggestions pleasepass on to the office or parent
forum representatives. Reporting to Parents/Carers
We are now using the phrases EMERGING, EXPECTED andEXCEEDING to
describe your childs progress against thecurriculum for their year
group. By the end of the year most children will be assessed
asEXPECTED' age-related attainment and some may be assessed
asEXCEEDING' age-related attainment. Some pupils may notachieve
EXPECTED' standards. In order to do this, we are using a
combination of half termlyassessments as well as on-going termly
teacher assessments. Scaled Scores A new scaled score system will
be used to report attainment at the end of both KS1 and KS2 which
is nowreplacing the old levels. Headteachers wont need to change
the way their school prepares for, or administers, the tests
because of theintroduction of scaled scores.Scaled scores: Help
test results to be reported consistently from one year to the next.
National curriculum tests are designed to be as similar as possible
year on year, but slight differences indifficulty will occur
between years. Scaled scores maintain their meaning over time so
that two pupils achieving the same scaled score indifferent years
will have demonstrated the same attainment. For the KS2 tests a
scaled score of 100 will always represent the expected standard.A
pupils scaled score will be based on their raw score. The raw score
is the total number of marks a pupilreceives in a test. The pupils
raw score will be translated into a scaled score using a conversion
table. Conversion tables for the 2016 tests will be published on
GOV.UK on 5 July so schools can understand howpupils scaled scores
are derived from their raw scores. Curriculum Every year group
follows the new National Curriculum
There are much higher expectations across the school This
curriculum is progressive so it builds on prior learning More
opportunities are being planned for cross curricularMaths and
English Maths: Evidence So how will we assess in Maths:
Evidence in childrens books A range of assessment techniques during
lessons e.g. questioning,marking work, focus group work Diagnostic
marking, including response to marking opportunities Half termly
progress tests This allows for the teacher to make a confident and
accuratejudgement on the childrens progress and attainment each
term This evidence will be reviewed at the end of the year to
assesswhether the children are working at the age-expected standard
Maths: SATs SATs test will take place at the end of Y6 (KS2)
KS2
There will be three tests: Arithmetic (30 mins) Two Mathematical
fluency and reasoning tests (40 mins each) Maths: KS2SATs Examples
from the Arithmetic Sample Paper Maths: KS2 SATs Examples from the
Fluency & Reasoning examplepaper 1 Maths: KS2 SATs Maths: KS2
SATs Examples from the Fluency & Reasoning examplepaper 2
Maths: KS2 SATs Examples from the Fluency & Reasoning example
paper 2 English: Evidence So how will we assess in English:
Evidence in childrens books Writing Tickled Pink pieces of writing
A range of assessment techniques during lessons e.g.questioning,
marking work, focus group work Diagnostic Marking Completed target
work and response tomarking Cross Curricular Writing Portfolio of
work building up within Learning Journeys Reading Ages/Spelling
scores Termly Tests for SPaG and Reading English: Writing So how
will we assess in writing:
At the end of each teaching sequence the children willcomplete one
independent piece of writing. Using the performance descriptors,
teachers will assesswhether the child is emerging, expected or
exceeding the age- related standard. Evidence will be collected
across a range of genres including avariety of both fiction and
non-fiction. English: Reading SATs SATs tests will take place at
the end of Y6(KS2) KS2 Reading 1 paper incorporating a range
ofdifferent texts (1 hour) English: KS2 Reading SATs English: KS2
Reading SATs English: SPaG SATs SATs tests will take place at the
end of Y6 (KS2)
KS2 SPaG Paper 1 grammar and punctuation questions (45mins) Paper 2
spelling (15 mins) English: KS2 SPaG SATs Examples from the
Spelling paper English: KS2 SPaG SATs Example from the Grammar and
Punctuation paper English: KS2 SPaG SATs Example from the Grammar
and Punctuation paper Questions