2018 Assessment and Reporting Arrangements

On 17th October the DfE published the 2018 statutory guidance for assessments at the end of KS1 and KS2.

Key Changes for 2017 to 2018

Key stage 1

  • The STA has revised the English teacher assessment frameworks at the end of Key Stage 1. The revised ‘pupil can’ statements are less prescriptive and place greater emphasis on grammar, punctuation and spelling.
  • The KS1 English grammar, punctuation and spelling tests remain optional from 2018 onwards. Grammar, punctuation and spelling test materials will be available to download from 1st May.

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Phonics screening check and Key Stage 1 Assessments

On 28th September, the DfE released information about the phonics screening check results and results of the 2017 Key Stage 1 teacher assessments.

This year, more than 4 in 5 pupils have met the expected standard in the phonics screening checks at the end of year 1 and more children have reached the expected standard in all key stage 1 subjects.

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9 things you need to know about the new teacher assessment framework for writing at KS1 and KS2

Thanks to Shareen Mayers for this article.

Shareen has been a KS1 moderator for a decade and a KS2 writing moderator for 6 years.  She is the lead moderator and moderation manager for a London LA.

Following the DfE’s response to the assessment consultation this September, we asked Shareen Mayers to share her thoughts on the changes to the teacher assessment framework for writing at key stages 1 and 2. If you’d like to share your thoughts, get in touch with us on @rsassessment.

  • A more flexible approach to the assessment of writing.

It is important to clarify that the more flexible approach to writing does not apply to reading, mathematics or science. They are still assessed as a secure-fit and pupils need to secure all the statements. The more flexible approach also needs to be interpreted with caution. The DfE states, ‘A pupil’s writing should meet all the statements within the standard at which they are judged. However, teachers can use their discretion to ensure that, on occasion, a particular weakness does not prevent an accurate judgement being made of a pupil’s attainment overall. A teacher’s professional judgement about whether the pupil has met the standard overall takes precedence. This approach applies to English writing only.’ This flexibility has been welcomed by many teachers within the profession and has been seen as a sensible approach to writing assessment.

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Formative assessment as an integrated part of good practice in the classroom

Thanks to Siobhan Skeffington  for the following article.

Siobhan Skeffington is an education consultant, author and reviewer also involved in test development and Primary Teacher for 26 years including SLT and Leading teacher.

Formative and summative assessments are very different.  Summative assessment gives a picture of how the child is progressing at any given point and enables teachers and schools to gauge the overall attainment; this can also be used for accountability purposes. Formative assessment needs to be part of everyday practice and lesson planning, as it focuses on improving learning.

Assessment is often seen as a tool to be planned for in the form of a spelling or mental maths test. Teachers and senior leaders can often feel pressurised to do constant mini summative tests believing these give a clear indication of how pupils are performing. These tests can be informative but the best formative assessment or ‘assessment for learning’ is through the conversations between the children and the teachers during the normal course of the day.  Through carefully planned questioning, open ended activities and marking that allows children to review their own work, formative assessment can give teachers a wealth of information to use when planning the next steps for learning.  If used appropriately, they will have identified any misconceptions or gaps in knowledge and will be better-able to determine what the children actually know.

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The launch of RS Assessment from Hodder Education

By Katie Blainey, Publishing Director

I’m delighted to be sharing news of an exciting collaboration!

Over the years, Rising Stars has become the assessment provider of choice for over 11,500 primary schools, whilst Hodder Education has been providing rigorous tests to schools for over 40 years. This term we are pleased to bring together two of the most trusted names in education to launch RS Assessment from Hodder Education, to make it even easier for you to access the support and resources you need.

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What are the challenges in assessing pupils working below the expected standard?

Thanks to Lorraine Petersen, Independent Educational Consultant – Former Chief Executive of Nasen, for the following article.

 

Setting the scene

Statutory assessment plays an important role in ensuring that every child is supported to leave primary school prepared to succeed. It is crucial that every school is able to demonstrate every pupil’s personal attainment and progress not just at the end of a key stage but throughout their primary education.

Those pupils who have not completed the relevant programmes of study when they reach the appropriate age for statutory assessments do not have the knowledge and skills to achieve expected standard in the national curriculum tests. This is a diverse group including those with special educational needs and disabilities (SEND), those from disadvantaged backgrounds and those with English as an additional language. Schools have to look for other ways to monitor and celebrate success and progress for this group of pupils.

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KS2 National Curriculum Assessment Results

On 31st August the DfE released the results of the KS2 national curriculum assessments and information about the 2017 performance tables.

 

2017 KS2 SATs results

This year there has been an increase in the proportion of pupils achieving both the expected standard and the higher standard in reading, writing and mathematics, compared with 2016.

The proportion of pupil’s achieving the expected standard has increased by 8 percentage points, from 53% in 2016 to 61% in 2017, and those attaining the higher standard has also increased from 5% to 9%. Continue reading →

How preparing for the SATs is like training for a marathon

Thanks to Cerys Hadwin-Owen, Assessment Publisher for RS Assessment for Hodder Education, for the following article.

On the face of it, training for a marathon and preparing for SATs might seem like completely different experiences. However many assessment experts have recognised the similarities between sport and assessment in the past (including Daisy Christodoulou in her latest book). Here at RS Assessment from Hodder Education, we find it really helpful when explaining to schools and teachers how our wide range of assessment resources work together, and amidst the very valid concerns around over-testing that face both primary and secondary schools in the current climate, we feel it’s an analogy worth sharing.

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Key Stage 2 SATs results: the national picture

Scaled score conversion tables for key stage 2

The scaled score conversion tables for the 2017 key stage 2 national tests have been published by the DfE.

  • In reading, children need a scaled score of 26 to reach the expected standard (5 more than 2016)
  • In maths, children need a scaled score of 57 to reach the expected standard (3 less than 2016)
  • In GPS, children need a scaled score of 36 to reach the expected standard (7 less than 2016)

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