Wildmoor Heath School 27 th March 2014. To know about statutory end of phase assessments (and the...
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![Page 1: Wildmoor Heath School 27 th March 2014. To know about statutory end of phase assessments (and the coming changes) To know about on going assessments.](https://reader036.fdocuments.net/reader036/viewer/2022062407/56649da05503460f94a8b897/html5/thumbnails/1.jpg)
Assessment Workshop for Parents
Wildmoor Heath School27th March 2014
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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
Aims of the workshop
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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)
Why do we assess?
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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
How do we assess ?
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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)
Statutory assessments
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Children are assessed against 17 Early Learning Goals 3 Prime areas of learning & 4 specific areas:
Children assessed through observation Learning journeys “Development Matters”
Foundation stage – no tests!
Prime Areas Specific Areas
Communication & Language
Literacy
Physical Development Mathematics
PSED Understanding the world
Expressive arts and design
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Photos Incidental and narrative observations of
children in their environment Samples of children's work Parent’s comments and observations Children’s comments
Learning journey
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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.
EYFS Profile
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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
Year 1 Phonics check (a test!)
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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
End of KS1 and KS2 Assessments
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What is assessed?Key Stage 1(All teacher assessed)
Key Stage 2(Tests and teacher assessment)
LiteracySpeaking and listeningReading Writing (including spelling and handwriting)
MathsScience
EnglishReading (test)
Writing (teacher)
Spelling, Grammar & Punctuation (test)
Maths (test)
Science (teacher)
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National Curriculum Levels
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 averageBelow average
Level 3c Above average(Not sub-levelled for SATs)
Below average(Not sub-levelled for SATs)
Level 3bNational 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
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The tests help to inform teacher assessment
One overall level for each subject reported to parents
KS1 - It’s not all about the tests!
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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
Teacher Assessment
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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
KS1 Test / task organisation
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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
KS 1 - Level 2 Reading Task
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Comprehension booklet
2a in both task & test - children go on to take Level 3 test
KS1 - Level 2 Reading Test
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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
KS1 – Writing
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Teacher assessment Level 1 Teacher assessment Level 2 or above, then
take tests Level 2 or Level 3 test
KS1 - Maths
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Teacher assessment (no test) 4 attainment targets
◦ Scientific Enquiry◦ Life Processes & Living Things◦ Materials & their Properties◦ Physical Processes
Overall Level given
KS1 – Science
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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!
KS2 – it’s more about the tests!
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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
KS2 test organisation
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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 testMathematics – Test A
Thursday 15th May Mathematics – Test B Mathematics – Paper 1Mathematics – Paper 2
KS2 test organisation
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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
KS2 - Writing
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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
KS2 - Reading
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Two papers – calculators can’t be used in either
Mental mathematics test
KS2 – Maths
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Practise questions (technique)
Mock week
Revision
Intervention (booster) groups in and after school
Preparing for KS2 tests
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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
How you can help your children
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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)
Tracking
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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
Assessment for learning (AfL)
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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
Talk (learning) Partners
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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
Effective questioning
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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
Marking and feedback
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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
Learning Objectives & Success Criteria
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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’
Changes for 2015-16
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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
Changes for 2015-16 cont.
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What are your questions?
Chance to look at the materials
Over to you