How to convert key stage 2 raw scores to scaled scores

The Standards & Testing Agency has released information on how to convert key stage 2 raw scores to scaled scores. The tables show each of the possible raw scores on the 2016 key stage 2 tests.

To convert your pupils’ raw scores to scaled scores, you will want to look up each raw score and read across to the appropriate scaled score. As a reminder, a scaled score of 100 or more is required for a pupil to have met the expected standard in the test. Continue reading →

Guide to the 2016 KS2 national test results

As children reach the end of their final year in key stage 2, their school will be reporting to parents their achievements in the National Curriculum assessments. The results from tests and teacher assessment judgements are made against the same framework for all children in the country. However, every school will also have its own school report format which will offer much more information about children’s successes.

Parents should always consider the statutory results in combination with the school’s other feedback. This guide is intended to help explain the results of the national statutory assessments to parents and carers.

We have worked with Deputy Head teacher Micheal Tidd to produce a handy guide to the 2016 key stage 2 national test results for parents and carers. Continue reading →

Scaled scores at key stage 1

In summer 2016, primary schools will use teacher assessment judgements to report on children’s progress at the end of key stage 1. These judgements should take into account a child’s performance in the national tests in mathematics and English. This year, the Department for Education will use scaled scores to report the outcomes of the national tests. The number of marks that children will need to score in order to reach a scaled score of 100 in 2016 has now been released. Have a look at our brief summary below for further information.

What is a scaled score?

A child’s scaled score is based on their raw score. The raw score is the total number of marks a child scores in a test. You can calculate a child’s raw score by adding together the total scores from both papers in each subject. For example, to calculate a child’s raw score for English reading, simply add together the scores from both the English reading Paper 1 and English reading Paper 2.

A scaled score of 100 will always represent the expected standard on the test. Children scoring 100 or more will have met the expected standard. The raw score is converted into a scaled score, using the conversion table here

The marks required to reach a scaled score of 100 at KS1 in 2016 are:

– Maths: 37 out of 60

– Reading: 22 out of 40

– Grammar, punctuation and spelling: 25 out of 40 Continue reading →

What will be the future of writing assessment?

Thanks to Michael Tidd for the following article. Posted May 2016. 

It seems fair to say that the interim teacher assessment frameworks have not been warmly welcomed this year. With Year 6 tests out of the way, and Year 2 tests swiftly following suit, attention is turning now in school to the process of teacher assessment for 2016.

Particularly in Writing, that process this year involves a lot of searching for technical features and punctuation throughout pieces of writing – and not much appreciation for the quality of the overall product. Teachers have quickly had to become adept at spotting hyphens and dashes, or finding ways of including exclamation sentences in seven-year-olds’ writing.

For now, it’s a system we’re stuck with, and teachers will find the best ways they can of dealing with it. These Writing Checklists will help both teachers and their students to provide the relevant evidence for this year, but what of the future? What are the alternatives?

Common Tasks

One possible alternative is the return of tests. They probably wouldn’t return in their current form, having not that long ago been scrapped, but it would be possible to insist on the completion of common tasks nationally which could return to being externally assessed. One of the significant issues also exists in the current systems – teacher assistance. Having seen coursework at GCSE scrapped because of the difficulties of ensuring a level playing field, it seems that anything short of test conditions could be fraught with difficulty. Continue reading →

Writing Moderation – Clarification and Updates on Key Changes

Thank you to Shareen Mayers for the following helpful summary of recent updates and changes in writing moderation. 

The following article includes useful information about:

  • Writing moderation changes
  • Using the Interim Assessment Frameworks to assess pupils’ writing 
  • KS1 and KS2 Writing Materials
  • Clarification of handwriting and joined up/cursive handwriting for KS1 and KS2
  • Gathering evidence – what does ‘independent writing’ mean?
  • Essential requirements for schools
  • Official STA Clarification of the frequency of evidence in each piece
  • STA Clarification on exclamations for KS1 and KS2

Every LA has the flexibility to carry out the moderation process according to local needs. However, it is statutory to use the Interim Assessment Framework as a checklist to check that pupils have met the ‘working towards’, ‘expected’ or ‘greater depth’ within the expected standard. Continue reading →

The “intelligence toolkit” approach to measuring pupil progress

Following the removal of levels, schools across the country have been getting to grips with how to measure pupil progress in a way which works best for them (rather than simply re-creating a system of levels).

Simon Cowley, a teacher from The White Horse Federation, has written a blog describing their approach which focuses on knowing the child, rather than on collecting statistical data that is not relevant to improving pupil outcomes. He refers to their approach as using the “intelligence toolkit”, which we’ve summarised below.

The “intelligence toolkit” is about:

  • observing and understandinglearning behaviours of a learner – how do they engage with learning and how can teachers best enable this
  • understanding whatwork scrutiny is telling you with regard to pace, precision, thought and the developmental processes over time
  • statistical data, the benchmarking against national norms which tell you if a child is working within age related expectations
  • understanding theemotional intelligence of the learner, the personal attributes which help you to focus the learning experiences to gain maximum output
  • mapping curriculum coverage, understanding if the learning deficit is because of an inability to understand or an act of omission in the curriculum previously taught
  • theagility of transference, how well is a pupil able to transfer prior learning by being a discerning and discriminating user of that which they know.

Rather than collecting statistical data throughout the year, teachers are given electronic progression sheets for reading, writing, maths and science. The sheets monitor curriculum coverage and gaps in learning, and have clear performance statements that teachers can use to inform them about whether a child is on track to meet expectations. Continue reading →

Materials to support moderation of writing in Key Stage 2

Maddy Barnes, adviser to Rising Stars, has created these really helpful grids. Drawing from the exemplification materials, they help teachers to make judgements about children’s writing.

Click on the links below to download these handy documents.

Key Stage 2 Working towards the expected Standard referenced to Alex’s exemplification materials

Key Stage 2 Writing at Expected Standards referenced to Morgan and Leigh’s exemplification materials

Key Stage 2 Writing at Greater Depth Standard referenced to Frankie’s exemplification materials

Continue reading →

Do Less, But Better: A Mantra for Teaching (and Testing)

Thank you to Michael Tidd for this insightful article. 

I have something of a mantra in teaching: Do Less, But Better. I try to do less marking, but make it of higher quality; I spend less time on planning pro formas but plan better sequences of lessons; often I ask children to write less in their books, but make each sentence better.

Testing is no exception: less testing, but better. The slight twist here is that less testing, for me, means more tests. It sounds paradoxical at first, but it’s an important differentiation. Testing can be long-winded and onerous, while achieving little. I can’t be alone in having spent hours marking multiple test papers only to come up with a sub-level that I could have guessed for myself. The old ways of testing were too driven by numbers.

Now I probably use tests more than ever, but the key is in selecting tests purposefully and keeping them as tight as possible. No longer do we run through past papers in full depth. Instead, I choose the right questions to match the key points I’ve been teaching, and use as short a test as possible to achieve the understanding I need. We know, too, from wide-ranging research, that the ‘testing effect’ can actually help children to secure the learning they’ve undertaken as the retrieval of that knowledge or skill can help to cement the understanding. Continue reading →

Can uncertainty be liberating when it comes to primary assessment?

With thanks to Deputy Head Michael Tidd for this thought-provoking article.

They say that ignorance is bliss, and the past few years have provided us with a whole host of unknowns to add to our blissful state!

Except, when you’re a teacher on whom the education of 30+ pupils depend, working in a system of strong accountability and high stakes, the unknowns are often simply unnerving. I sometimes feel like I’m trying to second-guess what’s in the mind of the Department for Education and trying to work out what ‘expected’ looks like.

All of which would be easier if it was fixed in stone well in advance. We’ve already seen in the past year how tweaks are still being made to the system. Last summer, I can’t have been alone in worrying about the outcomes for my pupils on the Optional Tests. Now as we approach the first set of statutory tests, we know that things are perhaps not quite as bad as they first seemed.

The test frameworks were republished in July, and changes contained within them suggest a slightly less frightening expectation for the forthcoming tests. But we have to come to terms with the fact that for a year or two yet, we just won’t be able to say with certainty how many marks will be needed to reach ‘the expected standard’.

Once you accept that, it can actually be quite liberating. Instead of worrying about the individual points and the tallies on test results, we can instead look at what children can and can’t do, and explore ways of helping all children to make better progress. Continue reading →

Writing exemplification materials and the implications for teaching

Thank you to Maddy Barnes for this article. 

As English lead at a one form entry primary school and LA moderator in Manchester, I have eagerly awaited the writing exemplification materials. Like many, I have spent time analysing what the main implications for teaching will be in order to ensure that as many of our pupils achieve at least the expected standard at KS1 and KS2.

These are my main findings:

I was very reassured to see within the annotated materials the section that references the commentary of the piece as a whole, its overall composition in terms of appropriateness to purpose and audience, its organization and cohesion and any edits made during the process. This confirmed that although purpose and audience are not explicitly referred to in the interim framework statements, they are considered as part of the assessment. I will be re-enforcing the message in my setting that in order for our pupils to write at their best, we must provide a high quality stimulus (picture book, extract, object, text, film clip, picture etc.…) and analyse the purpose of the writing and the nature of the audience.

It also pleased me to find that the large majority of pieces of writing included at both KS1 and at KS2 were writing activities related to a text – Anne Fine, Shakespeare, Julia Donaldson, Gareth Edwards, Philippa Pearce, C.S. Lewis and Michael Morpurgo are some listed. As we are a school that teach English around a book, I feel that we are indeed ‘doing things right.’ Pupils are emerged in a high quality text, they read and analyse the language before planning a piece of writing that they will later edit and proof read. Continue reading →