What does scrunched up formative assessment look like?

Attacking a question in this way makes the learning more active and enables children to view assessment as an exciting experience that can help them progress.

Thanks to John Dabell for the following article.

Have you ever tried scrunched up or crumpled assessment before?

This is a tried and tested strategy for self, peer and whole-class assessment and gives children the chance to make their ideas visible in an active and exciting context. It facilitates knowledge and understanding upgrades and helps the class to work as a team of learners.

Crumpled assessment is a very engaging way to get a snapshot of the ideas and explanations children hold and you can use the information to design and provide targeted learning opportunities for conceptual change.

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Helping MATs make sense of their data

James Pembroke is the founder of the school data company, Sig+, and he’s written this very handy article to help Multi Academy Trusts make sense of their data.  

What are the benefits and risks of data collection in MATs?

Due to the nature of MATs, there’s a wide range of expertise that can be utilised to develop effective, common approaches to assessment. Decision makers are more well informed, so they can direct resources to where they’re most needed, and large numbers of pupils mean more reliable, meaningful data. The risk of data collection, though, is that it might lead to a top down, accountability-focused system of assessment that increases workload but doesn’t have much of an impact on learning. So, how can we make sense of all this data, and put it to good use? Continue reading →

The Year 6 SATs are over, so what next for Year 5?

Thanks to Ruth Duckworth, Year 6 Teacher/Writing Lead at Christ Church C of E Primary School, for this really insightful piece full of handy hints and tips for transitioning your Year 5s into Year 6.

The Year 6 SATs are over for another year; writing pieces will soon complete the end of Key Stage 2 assessments and many staff will breathe more easily for a few weeks – until ‘data day’ in early July. So, many of you will be thinking about the next cohort to come into Year 6. Continue reading →

SATs 2018 Round-up: surprises, challenges and lessons-learnt

Thanks to Tennyson Road, Christ Church CE Primary, and Medmerry Primary school for sharing their reactions to the 2018 SATs. 

How did you find the SATs this year?  Tweet us your thoughts on this year’s tests @RSAssessment

Tennyson Road Primary School

“Thanks to Rising Stars resources, our children were well prepared and took on the challenge with enthusiasm” – Carla Gotch, Tennyson Road Primary School

‘I really enjoyed that Miss!’ was the cry from Kestrel class after closing their final paper on Thursday Morning. A smile creeping across my face. If nothing else I had done my job right! 30 happy children all confident and enjoying SATs! Or maybe that was just the SATs breakfast they had each day… Continue reading →

What does active assessment look like in Primary schools?

Far too often, assessment is divorced from teaching and learning because it is a relatively passive experience. 

Thanks to John Dabell, trained teacher and former Ofsted inspector, for the following article.

Assessment makes a significant difference to learning, especially when children are actively involved in their own learning, when assessment is an essential part of the learning experience and when assessment boosts self-esteem and motivation.

The first and most important principle of learning is that children are engaged in the process. Assessment isn’t done to children but with them as an active process.

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What does effective assessment look like in primary maths?

A good test isn’t just a summative experience – it is also packed with rich formative opportunities.

Thanks to John Dabell, trained teacher and former Ofsted inspector, for the following article.

Effective assessment in maths is all about team-work and joined-up thinking. It doesn’t stand alone or parade data like a pedagogical peacock.  Instead, it links together teaching, learning and assessment in a creative and integrated fashion, so that teaching promotes learning, learning enables assessment to take place and assessment acts as a stimulus to both teaching and learning. Continue reading →

Reception Baseline Announcement – implications for schools

What are your thoughts on the reception baseline assessment?

Following the DfE’s announcement on 11th April 2018 that a new statutory baseline assessment will be introduced in autumn 2020, we collated some initial thoughts about the announcement.

Thanks to James Pembroke and Michael Tidd for sharing their views on this.  You can join in the conversation on Twitter @RSAssessment.

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6 ways to improve GPS test technique

How about a few more marks on grammar papers?

Thanks to Ruth Duckworth for the following article.

As we are in the last few teaching weeks running up to the end of Key Stage Two SATs again, Year Six teachers like myself are now well-entrenched in test practice – encouraging pupils to keep their full focus to achieve their best and grasp the all-important ‘expected’ score (from last year of course) before May.  Then, we may all be a little more confident that whatever the real tests bring, the 100s will flow.  Continue reading →

7 things you need to know about standardised scores and scaled scores

Scaled scores and standardised scores – what’s the difference?

By Cerys Hadwin-Owen, Assessment Publisher

WCerys Hadwin-Owenith so many different assessment measures being used throughout primary schools, we’re often asked to clarify the difference between them. So we’ve gone back to the drawing board to provide some quick facts about two key test outcomes: scaled scores and standardised scores (because while both show performance, they aren’t quite the same thing).

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6 things you need to know about the new 2018 KS2 writing teacher assessment framework

We asked Shareen Mayers to share her personal views on what the new KS2 writing teacher assessment framework means for schools, and to highlight some of the salient points. Please note that this guidance relates to KS2 writing only.

Please see Shareen’s previous article for a summary of the key changes to writing, including a greater focus on composition.

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