Testing Testing [Read-Only] - Czone - East Sussex

Testing TimesA Guide to Statutory

Assessment in English at

KS1&2

ACRONYMS Cheat Sheet

• DfE = Department for Education

• STA = Standards and Testing Agency

• TA = teacher assessment

• GPS = grammar, punctuation and spelling

• ARA = assessment and reporting arrangements

• (I)TAF = (interim) teacher assessment framework

• KS = key stage

• PKS = pre key stage (refers to children who are working well below the standards expected for their age group, usually children with SEN etc)

• RWM = reading, writing and maths combined

AIMS

• To clarify the end of key stage 1 & 2 statutory

assessment arrangements in English reading,

writing and GPS

• To clarify how progress is measured on a

national scale

• To explore how the end of key stage

assessment arrangements impact on

assessment and progress measures across the

whole school

Two questions

What is the purpose of assessment?

What is the purpose of statutory

assessment?

KEY DOCUMENTS

• KS1 & 2 Assessment and Reporting

Arrangements

• End of Key Stage Teacher Assessment

frameworks

• Pre-Key Stage Interim TA frameworks (pupils

working below the level of the tests)

• Exemplification materials

• 2017 test papers

• Moderation guidance documents

• Rochford Review

Key Changes to Statutory Assessment

in 2017/18

• The descriptors for writing have changed

significantly, although the STA is keen to

emphasis that the standards themselves have not

changed.

• There is also a ‘more flexible approach’ to making

writing judgements – more on this later!

• The writing exemplification materials have been

updated to reflect the changes to the descriptors.

• There are NO changes to reading and maths.

Scaled Scores

KS1: range is between 85 and 115

KS2: range is between 80 and 120

-100 has not met the expected standard

100+ has met the expected standard

110+ has achieved a ‘high score’ (KS2 only!)

KEY STAGE 1

Teacher assessment

• All KS1 outcomes are teacher assessed

• Year 2 teachers must make a formal assessment for each child in:– Reading

– Writing

– Mathematics

– Science

using the teacher assessment frameworks

• These assessments are reported to the local authority at the end of June

Possible judgements for KS1 Reading and

Writing (and Maths)

Working at the expected standard (EXS)

Working towards the expected standard (WTS)

Working at greater depth within the expected standard (GDS)

Foundations for the expected standard (PKF)

P scales

Possible judgements for KS1 Science


Has not met the expected standard (HNM)

The role of KS1 tests

• Children in Year 2 must sit tests in reading and

maths in May.

• Schools may choose to administer the GPS test to

their pupils, but this test is not statutory.

• The tests form part of the evidence that teachers

will use to make their final judgements.

• Marked internally, no requirement to report test

scores to LA or to parents.

The Tests – Key Stage 1 Reading

• 2 papers

• Paper 1 has text and questions combined, approximately 30 mins, 20 marks

• Paper 2 has an answer booklet and a separate reading booklet and is more challenging, approximately 40 mins, 20 marks

• Both papers have a selection of texts, increasing in difficulty, and a mixture of genres

• In 2017, pupils needed to get 25 out of 40 to achieve a scaled score of 100. (22 in 2016)

The Tests – Key Stage 1 GPS

• Optional!

• 2 papers

• Paper 1: Spelling, approximately 15 mins, 20

marks

• Paper 2: Grammar and punctuation,

approximately 20 mins, 20 marks

• In 2017, pupils needed to get 24 out of 40 to

achieve a scaled score of 100. (25 in 2016)

Making KS1 TA judgements in Reading

• https://www.youtube.com/watch?v=-

v3XOsTF33Y&feature=youtu.be

• What other reading evidence could teachers

use?

Making KS1 TA judgements in Writing

• East Sussex grids


• Standardisation

Tea break

KEY STAGE 2

Two key ‘strands’ to end of KS2

assessment

• Teacher Assessment

• Tests

The Tests – Key Stage 2 Reading

• Reading booklet + separate answer booklet.

• 1 hour, 50 marks

• 3 texts - mixture of genres

• Greater emphasis on comprehension elements of the new curriculum (few straightforward retrieval questions)

• Texts appear in increasing levels of difficulty

• No requirement to read all texts prior to beginning

The Reading Strands• 2a: Give / explain the meaning of words in context

• 2b: Retrieve and record information/ identify key details from fiction and non-fiction

• 2c: Summarise main ideas from more than one paragraph

• 2d: Make inferences from the text / explain and justify inferences with evidence from the text

• 2e: Predict what might happen from details stated and implied

• 2f: Identify/ explain how information/ narrative content is related and contributes to meaning as a whole

• 2g: Identify/ explain how meaning is enhanced through choice of words and phrases

• 2h: Make comparisons within the text

KS2 READING

• 26 out of 50 = 100 scaled score (up from 21 in 2016)

• 39 = 110 (34 in 2016)

• ‘Making and explaining inferences’ (reading strand

2d) had the highest number of marks again, 22 in

total – up from 18 last year

• However, most of these marks were in passage C

rather than passage B.

• The rest of the marks were concentrated on strands

2a (explaining words in context) and 2b (retrieve and

record information)

KS2 Reading Test skills breakdown

2a 2b 2c 2d 2e 2f 2g 2h

TEXT 1 2016 3 7 0 4 0 0 2 0

2017 4 5 1 5 0 0 0 0

TEXT 2 2016 1 5 0 12 3 1 0 0

2017 4 8 1 3 0 1 0 0

TEXT 3 2016 6 3 1 2 0 0 0 0

2017 2 1 0 14 0 0 0 0

TOTAL 2016 10 15 1 18 3 1 2 0

2017 10 14 2 22 0 1 1 0

voc ret sum inf pre org compcra

KS2 Reading test – Text analysis

2016 2017

TEXT 1 Reading Age 10-11 yrs 8-9 yrs

Word Count 385 600

Marks allocated 16 15

TEXT 2 Reading Age 12-14 yrs 11-13yrs

Word Count 775 702


TEXT 3 Reading Age 14-15 yrs 10-11 yrs

Word Count 603 624


TOTAL WORD COUNT 1,763 1,926

The Reading test

• Words in context – pupils need to be taught to

apply their understanding of words and word

families

• Question wording – teach pupils how to

understand the question as well as the text

• 3 mark questions – teach pupils how to

approach these! Less confident pupils often

leave these out but could pick up some marks!

The Tests – Key Stage 2 GPS• Greater focus on knowing and applying grammatical

terminology with the full range of punctuation tested

• Technical terms as set out in the curriculum are

explicitly included in the test

• Precise spelling patterns and methodologies (as set out

in new curriculum) are the basis of spellings in the test

• No contextual items

• Paper 1: short answer questions, 45 minutes, 50 marks

• Paper 2: 20 words to spell, 20 marks, approximately 15

minutes BUT not strictly timed

Analysis of the GPS tests

• 36 out of 70 (papers 1&2) = 100 scaled score

• In 2016, the threshold was 43.

• 56 out of 70 = 110 (the ‘higher’ score)

• In 2016, this threshold was 61.

The GPS Test

Top Tips for the GPS tests

1. Be careful with answers

Ensure children know exactly what they are expected to do for each

question (tick ONE box, underline ONE word etc)

2. Recap and revise all of the curriculum

Approximately 30% of the questions in the 2017 test were on

content taught in KS1 (similar last year).

3. Ensure a secure understanding of terminology

The test will not, as in previous iterations, explain any terminology.

The expectation is that children will know these!

4. The importance of spelling!

Correct spelling is required for the majority of answers - particularly

where contracted forms, verb forms, plurals, prefixes and suffixes are

assessed.

Key recommendations for Reading

(in any year group)

• Use extracts with children on a regular basis

• Expose children to high quality, challenging texts frequently

• Teach children how to work out word meanings from the context

• Explicitly teach the reading skills (reading toolkit) across all subject areas – use pictures as well as text

• Teach inference explicitly and regularly, making sure that children give reasons that are rooted in the text

Key recommendations for GPS

(in any year group)• Most effective teaching builds technical knowledge

through identifying from reading tasks and applying in

own writing.

• GPS are best reinforced in EVERY subject – not just

English.

• Allow children to experiment and ‘play’ with language.

• Remember that spelling should not be limited to a

series of tests, but should also involve exploring words

and their meanings, investigating word families and

patterns, learning from personal errors, and devising

bespoke routines for checking spelling.

Teacher assessment

• Year 6 teachers must make a formal

assessment for each child in:

– Reading

– Writing

– Mathematics

– Science

using the teacher assessment frameworks

• These assessments are recorded on the NCA

Tools website by the end of June.

Possible judgements for KS2 Science


Has not met the expected standard (HNM)

Possible judgements for KS2 Reading (and Maths)


Early development of the expected standard (PKE)

Growing development of the expected standard (PKG)


Possible judgements for KS2 Writing


Working towards the expected standard (WTS)

Working at greater depth within the expected standard (GDS)

Growing development of the expected standard (PKG)

Early development of the expected standard (PKE)


Making KS2 TA judgements in Reading

• In your group, discuss the statement you have

been given. Which of the reading test strands

does it link to?

• What evidence would be needed to show that

a pupil is secure in that skill?

• What activities have you seen/ taught that

would move children forward in the skill?

Making KS2 TA judgements in Writing

• East Sussex grids


• Standardisation

MODERATION

• LA statutory duty to moderate TA judgements in KS1 (reading, writing and maths) and KS2 (writing)

• 25% of schools, 4 year cycle

• Triggers:– new teaching staff

– new senior leadership team

– Ofsted concern

– unusual patterns of attainment

– date and / or outcome of last external moderation visit

– concern relating to the 2016/17 assessment cycle, including maladministration

External Moderation

• KS1 will be moderated for reading, writing and

maths

• KS2 is only moderated for writing

• Positive, developmental

• Professional dialogue with teachers

• If your school is moderated, ask to be involved

in the visit

Cluster Moderation Meetings

• Half day meetings – delegates bring samples

of pupil work and share with colleagues from

other schools to discuss and agree judgements

• KS1: 5th June (Sussex Exchange) or 6th June

(Deans Place)

• KS2: 21st May (Deans Place) or 8th June

(Wellshurst)

KS1 : Percentage of pupils at EXS in 2017

62

64

66

68

70

72

74

76

78

Reading Writing Maths

National

East Sussex


National 75.8 68.4 76.5

East Sussex 77.3 70.9 75.3

KS1: Percentage of pupils at GDS in 2017


National 25.3 15.7 20.6

East Sussex 27.7 17.3 20.6

0

5

10

15

20

25

30


National

East Sussex

KS2: Percentage of pupils at EXS in 2017

RWM Reading Writing Maths GPS

National 61% 71% 76% 75% 77%

East Sussex 56.8% 70.8% 75.3% 69.6% 71.2%

0

10

20

30

40

50

60

70

80

90


National

East Sussex

KS2: Percentage of pupils at GDS/ high score in 2017

0

5

10

15

20

25

30

35


National

East Sussex


National 9% 25% 18% 23% 31%

East Sussex 5.1% 24.1% 10.6% 16.7% 22.7%

Floor Standards

In 2017, a school was above the floor if:

– at least 65% of pupils met the expected standard in English reading,

English writing and mathematics;

or

– the school achieved sufficient progress scores in all of English reading

and English writing and mathematics.

• To be above the floor, the school needs to meet either the

attainment or all of the progress element.

• Attainment element = combined measure (RWM).

• Progress element = sufficient progress scores in English

reading, and English writing, and mathematics.

• There is no measure of ‘sufficient progress’ for individual

pupils.

How is progress measured?

• ‘A pupil’s KS2 score is measured against the

average KS2 score for pupils nationally with

same prior attainment’

• School’s progress score = mean average of

pupils’ progress scores in each of the three

subjects (reading, writing, maths)

• Individual pupil progress ONLY calculated in

order to arrive at school score – no

requirement to report individual scores.

Progress targets?

• “There is no ‘target’ for the amount of

progress an individual pupil is expected to

make. Any amount of progress a pupil makes

contributes towards the school’s progress

score.”

Primary school accountability, DfE, October

2016

https://www.youtube.com/watch?v=WtIwr0fQz

hI (James Pembroke at Bath Spa conference)

Interpreting Progress Scores

• National average progress score will be zero.

• School has a 0 score: pupils make similar progress to

pupils (with same prior attainment) nationally

• School has a + score: pupils make better progress

than pupils (with same prior attainment) nationally

• School has a – score: pupils make less progress than

pupils (with same prior attainment) nationally

Calculating Progress in Writing

• Nominal points are allocated, based on writing

TA

• SOLELY to calculate school’s progress scores,

NOT reported as writing outcome

• In 2017 the nominal points were:

• BLW = 70, PKF = 73, PKE = 76, PKG = 79

• WTS = 91, EXS = 103, GDS = 113

Questions?

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