wildmoor heath school 27th march 2014 · to know about statutory end of phase assessments (and the...
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Wildmoor Heath School
27th March 2014
To know about statutory end of phase assessments (and the coming changes)
To know about on going assessments in school
To look at test materials
What skills / knowledge do they have now and what do they need to do next? (Target setting)
Have they reached their targets? (Tracking)
What do we need to do to get them there? (Interventions)
Summative ◦ Statutory assessments at end of EYFS, KS1 and KS2
◦ Half termly ‘tracking’ - informs intervention planning (RAP groups)
◦ NC levels
Formative (Assessment for Learning - AfL) ◦ During and between lessons – informing teaching and
planning
◦ AfL techniques include:
Talking (learning) partners Effective questioning Learning objectives and success criteria Self and collaborative marking and feedback
EYFS Profile
End of Year 1 Phonics test
End of Key Stage 1 SATs (end of Year 2)
End of Key Stage 2 SATs (end of Year 6)
Children are assessed against 17 Early Learning Goals
3 Prime areas of learning & 4 specific areas:
Children assessed through observation
Learning journeys
“Development Matters”
Prime Areas Specific Areas
Communication & Language Literacy
Physical Development Mathematics
PSED Understanding the world
Expressive arts and design
Photos
Incidental and narrative observations of children in their environment
Samples of children's work
Parent’s comments and observations
Children’s comments
Completed in June
Teacher assessment – ‘best fit’
Assesses against Early Learning Goals (ELGs)
Short narrative describing child’s three learning characteristics
Judged as emerging, expected or exceeding Good level of development (GLD) defined as at least expected development in prime areas and mathematics and literacy.
Week beginning 16th June 2014
40 words
20 real words
20 pseudo words e.g. spron, jound
Specifically tests decoding (AF1) NOT reading as a whole
Children that do not achieve required level in Year 1, repeat the test in Year 2
Commonly known as ‘SATs’
Tasks and Tests that the Government sets for children aged 7 & 11
Children's knowledge in English, Mathematics and Science is assessed
A mix of tests and teacher assessment depending on the Keystage and subject
Key Stage 1 (All teacher assessed)
Key Stage 2 (Tests and teacher assessment)
Literacy
Speaking and listening
Reading
Writing (including spelling and handwriting)
Maths
Science
English
Reading (test)
Writing (teacher)
Spelling, Grammar & Punctuation (test)
Maths (test)
Science (teacher)
End of Year 2 End of Year 4 End of Year 6
WTL1
Level 1 Below average
Level 2c Low average
Level 2b National standard
Level 2a High average Below average
Level 3c Above average
(Not sub-levelled for SATs)
Below average
(Not sub-levelled for SATs)
Level 3b National standard
Level 3a
Level 4c Above average Low average
Level 4b National standard
Level 4a High average
Level 5 Above average
Level 6 Well above average
The tests help to inform teacher assessment
One overall level for each subject reported to parents
Carried out as part of normal teaching practice
Purpose is to identify next learning steps
Reported to parents at each stage of child’s education
Normal day
One to one, or in small groups
Some whole class
Children asked to do their best
Teachers explain what the children have to do
Children must work without adult help
2a - Must be entirely accurate
2b - Can make a mistake on 1 word
in 20
2c - Can make a mistake on 1 word
in 10
Comprehension booklet
2a in both task & test - children go on to take Level 3 test
Two writing tasks One longer - about 45 mins – eg a recount or
a story One shorter - about 30 mins, eg an invitation
or a postcard Done on different days Spelling test Marks for handwriting
Teacher assessment Level 1
Teacher assessment Level 2 or above, then take tests
Level 2 or Level 3 test
Teacher assessment (no test)
4 attainment targets ◦ Scientific Enquiry
◦ Life Processes & Living Things
◦ Materials & their Properties
◦ Physical Processes
Overall Level given
Used as a progress measure from KS1–2 ◦ Children expected to make at least ‘2 Levels of
progress’ from Year 2 - 6 (e.g. from Level 2 to 4)
Published (league tables) ◦ %-age making Level 4+ in each subject ◦ %-age achieving Level 4+ in reading, writing and
mathematics combined
Allows comparison against other schools Tests the knowledge, skills and
understanding that is taught in school daily – no tricks!
National timetable spread over a week
Week beginning 12th May 2014
Children absent during this week will take the test later
Children with SEN – reader or scribe
Date Level 3-5 Tests Level 6 Tests
Monday 12th May English reading test English reading test
Tuesday 13th May English grammar, punctuation and spelling test
English grammar, punctuation and spelling test
Wednesday 14th May Mental mathematics test Mathematics – Test A
Thursday 15th May Mathematics – Test B Mathematics – Paper 1 Mathematics – Paper 2
English spelling, punctuation and grammar (SPAG) test
SPAG test informs writing assessment
Writing –teacher assessment only (based on work done in class over time)
Moderated by local authority team
Test
Changes made for 2014
Three different text types, no connecting theme (easiest first, hardest last)
60 minutes to read and answer questions
Children can approach paper as they wish (i.e. read one text and answer questions before moving on to next text)
Different sorts of comprehension questions
Externally marked
Two papers – calculators can’t be used in either
Mental mathematics test
Practise questions (technique)
Mock week
Revision
Intervention (booster) groups in and after school
Attendance every day & on time
Avoid taking holidays during term time
Enough sleep ensures they are alert & ready to learn
Attend parents evenings
Encourage positive attitudes to school & learning
Encourage them to have a go, not worry if they make a mistake
Ensures ‘no child left behind’
Summative assessment made each half term for reading, writing and mathematics ◦ Are they at, above or below age related
expectations (ARE)?
◦ Are they making progress (from previous July and entry to phase)?
◦ Pupil progress meetings identify children needing extra support or challenge
◦ Interventions planned and evaluated (RAPs)
Any practice which provides information to teachers (and pupils) about what the children need to do to improve
Allows teachers to adapt lessons ‘in action’ to better challenge and support children
Based on both academic (Black & Wiliam, 1998) & classroom based action research (Shirley Clarke, 2001-14) ◦ Talk (learning) partners ◦ Effective questions ◦ Marking and feedback – highlighting and ‘closing the
gap’ comments ◦ Learning objectives and success criteria
Participation from all children (not just those with their hands up)
Time to think, formulate ideas and responses Teachers ‘listen in’ and take feedback to collect
information Randomly chosen partners – mixed attainment
groupings Changed every 2 weeks Talking partner rules established
Demands explanation
Promotes discussion and explanation
Reveals misconceptions and understanding
Develops critical thinking, reasoning and problem solving skills (NB. Bloom’s Taxonomy)
Gives pupils confidence in expressing their opinions
Stimulates curiosity and interest
Reinforces previous learning
Develops respect for other points of view
Close to when the work is done (often during or shortly after the lesson)
Includes ‘formal’ marking, self and collaborative marking and verbal feedback
Focussed on the learning objective and success criteria
Marking highlights success and what needs to be improved
Comments help to ‘close the gap’ Children have time to make improvements
immediately
Children know what they are learning each lesson
Children know what success ‘looks like’ and what to do / include to be successful: ◦ Modelling & ‘excellent’ examples
◦ Compulsory
◦ Optional
Marking and feedback given using LO and SC
New NC starts in September 2014
Current Year 5 and 6 tested on ‘old’ curriculum – SATs used as now
Current Year 4 and below will be tested on ‘new’ curriculum when they reach Year 6 – govt. yet to announce how and which subjects
End of KS1 assessment will still be ‘teacher’ rather ‘test’
Existing assessment framework - NC Levels (Level 4, Level 2b etc) scrapped from September 2014 - up to schools what they do!
Children will be assessed as ‘Secondary ready’, ‘KS2 ready’, ‘KS1 ready’
Proposals that children are ranked by test score and parents told which percentile their child is in compared to school / national
What are your questions?
Chance to look at the materials