Wildmoor Heath School 27th March 2014 · To know about statutory end of phase assessments (and the coming changes) ... Short narrative describing child’s three learning characteristics

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