The effective use of tests and tasks to support teacher

assessment in Y2

4th February 2014

Karen Samples

Course content:An overview of the tests and tasks available, and how they might be used to enhance Teacher Assessment

Aims and objectives: To enable Y2 teachers, in particular those who have not been responsible for Y2 assessment since the new arrangements were introduced in 2004/05, to use the tests and tasks appropriately. Others interested in the end of KS1 assessment process are welcome to attend.

Use 2007 or 2009 tasks and tests.

P scales must be used to record achievement of children judged to be at level W

Any maths tasks can be used to assess level 1

2014

The 2014 Assessment and Reporting Arrangements booklet is an essential document.

Training and moderation opportunities in2013/14

4th Feb: The effective use of tests and tasks to support teacher assessment in Year 227th Feb: Moderation workshop for Y2 and Y3 teachers22nd May: KS1 moderation workshops for writing (am) and reading / maths (pm)

KS1 Teacher Assessment Moderation

Schools will receive an LA external moderation visit at least once every 4 yearsPurpose of visit is to check the teachers’ understanding of standards and look at children’s written work and other evidence from across the yearModeration sample must now be a minimum of 10% across the cohortModerators will select different children for reading, writing and maths to maximise the number of different children’s work

Teacher assessment model

The aim is to make a rounded judgement that:• Is based on knowledge of how a child has performed over time and across a range of contexts• Takes into account strengths and weaknesses of the child’s performance

Use of tests and tasks to support teacher assessment

Use is optional for children at level W.Tasks must be used for children at level 1 in reading, writing and mathematics. The spelling test must also be used.Reading task OR level 2 test must be used for children at level 2.Writing task and spelling test must be used for children at level 2 or level 3.Level 2 maths test must be used for children at level 2.Level 3 reading test must be used for children at level 3.Level 3 maths test must be used for children at level 3.As well as using the level 3 tests and writing tasks, teachers may also use the optional tasks for children working above the level of the tests and tasks on the QCA website at www.qca.org.uk/optionaltasks

Remember

Tasks and tests must be administered to all

eligible children who are working at level 1 or

above in reading, writing and mathematics.

The role of the tasks and tests is to help inform

the final teacher assessment judgement reported

for each child at the end of KS1. There is no

requirement to report separately the levels

obtained from the tasks and tests.

Children who transfer to a new school

If a child starts in the new school before the summer half-term holiday, the new school must report the child’s results to the LA (The results count in the new school’s KS1 results)If a child starts in the new school during the second half of the summer term, the old school must report the child’s results to the LA (The results count in the old school’s KS1 results)If a child moves school within Year 2, the new school must report the end of key stage results to parents

Best Assessment Practice

• Whole school systems are in place • Assessment opportunities are planned• In addition, ongoing assessment opportunities

are seized across the curriculum• In school moderation is a key feature• External moderation is also used• Tests and tasks are used appropriately to

support teacher assessment• Assessment informs teaching and learning• P scales are used to assess children working

below Level 1 with SEN• Tracking systems are accessible and used

appropriately

Supporting Reading Assessment

• Teachers have to report an overall level in reading at the end of KS1

• Final judgements are based on on-going assessment as part of teaching and learning in the classroom

• Final judgements based on a range of children’s reading across the curriculum and from a variety of contexts

• Judgements take into account the outcome of the 2007/09 reading tasks or tests

Raising standards in reading

• Reading is led with a clear vision• Teachers motivate children to read• There is a clear strategy for the teaching of

reading• AFL is used effectively• Progress is monitored and evaluated

How do you currently assess reading?

Where do you get the evidence from?

How is this recorded?

Reading Tasks:

Level 1:• Check the appropriate booklist• Put a selection of books to one side• Task to be done on a 1:1 basis

Level 2:• Most often used with children teacher assessed at level 2c• Check the appropriate booklist• Put a selection of books to one side• Task to be done on a 1:1 basis

Reading Tests

Level 2

• Usually used with children teacher assessedat 2b or 2a• Usually delivered in group situation

Level 3

• Used with children teacher assessed at level 3• Usually delivered in group situation

Coffee Time

Writing Tasks

• Used with all children except those working below level 1• Longer task (18 marks) • Shorter task (12 marks) • Handwriting (3 marks)• Spelling (7 marks)

• Usually delivered in a group or whole classsituation

Composition and effect

Up to 17 marks

42.5% of total

Sentence structure and punctuation

Up to 9 marks 22.5% of total

Handwriting Up to 3 marks 7.5% of total

Spelling Up to 7 marks 17.5% of total

Evidence of attainment against national standards should be part of everyday classroom practice…

•Class books

•Literacy books

•Tests

•Cross-curricular examples

Activity Time!

Mathematics Task

• Only for those children teacher assessedat level 1• Delivered to a small group of up to 4children

Mathematics tests

• Level 2 test for children teacher assessedat level 2c, 2b or 2a• Level 3 test for children teacher assessedat level 3

Science

• A level for each attainment target should be entered

• A subject level will be automatically entered on the basis of the attainment target levels entered

• Weightings remain unchanged

Summary of points to consider

• Put a range of reading books to one side• Make sure all materials are stored and ready• Decide when children will do tests/tasks• Decide which children will do which tests/tasks• Plan how you will carry them out• Give careful consideration to how much‘practice’ is necessary• Plan marking arrangements, especiallyfor writing tasks• Remember that KS1 is a TeacherAssessment model

KS1 Key Dates•W/c 3 February Schools receive their standard and modified versions of the key stage 1 tasks and tests.•February Phonics screening check ‘Check administrators’ guide’ published on the DfE’s website.•March ‘Check administrators’ guide’ sent to schools.•Final week of spring term schools notified of inclusion in local authority teacher assessment moderation visits.•Summer term Local authority teacher assessment moderation visits take place.•2 June to 13 June Schools receive phonics screening check materials.•W/c 16 June Schools administer the phonics screening check.•Thursday 3 July Deadline for schools to finalise key stage 1 teacher assessment levels.•By the end of the summer term (or final term) Schools and academies submit their phonics screening check and end of key stage 1 results to their local authority. •Schools report children’s end of key stage 1 and phonics screening check achievements to parents.