A Guide to KS2 Writing Moderation in 2017

Primary girl for assessmentWe understand that consistent writing moderation is a challenge. That’s why we’ve worked with Shareen Mayers – primary teacher, English Consultant and certified KS2 Writing Moderator – to create this FREE Guide to KS2 Writing Moderation to support schools through every step of the process.

The guide includes support with:

  • best practice for writing moderation
  • preparing for a moderation visit
  • spelling and word lists
  • making judgements about children’s writing.

It also includes practical top tips and key information about writing moderation.

Download your FREE Guide to KS2 Writing Moderation here.

Are you looking for resources to support writing assessment and moderation? Take a look at free samples of our Writing Assessment Tasks. Continue reading →

Education Select Committee: second session

Thanks to Michael Tidd for the following article.

Following on from nearly 400 written submissions, and my own appearance last month, the Education Select Committee recently took further evidence from academic experts in assessment and data – and some common trends are arising.

This time, the evidence was from organisations such as Education Datalab, Ofsted, and the assessment experts of Durham and Cambridge Universities. The main strands of discussion focussed again on the impact of accountability – no surprises there – and it seems that the experts agreed with the classroom teachers by and large: it’s the high stakes that can cause the risks.

Becky Allen set out early on her view – as someone who deals with the data all the time – that we are making substantial decisions on what is always going to be rather fragile data in primary assessment. The limitations have long been known to teachers: the snapshot of test, the unreliability of KS1 data as a baseline, the small numbers of pupils. She echoed the point that has been made before that we really shouldn’t be making judgements of schools based on a single year’s data.

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Education Select Committee – Primary Education Inquiry

In the first evidence session, held in December 2016, the Committee heard from teachers on the impact of primary assessment on teaching, learning and well being.

The second evidence session, held on 18th January 2017, focused on accountability measures, including the reliability of data, and the impact of assessment, as well as the design of the new tests and potential alternative assessment systems.

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Primary School Performance Tables

Achievements of pupils in state-funded primary schools in England have now been published.

Just 5 per cent of primary schools have been announced as being below the floor standard.  Schools are considered under-performing if fewer than 65 per cent of pupils fail to reach the expected standard in reading, writing and maths, or if they fail to make sufficient progress in these three key areas.

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Tennyson Road Primary, Luton

This year’s key stage 2 results paint a national picture of schools struggling to deal with the demands of a tough new curriculum. Just 53 per cent of 11-year-olds reached the expected standard in reading, writing and maths in 2016, a drop from 80 per cent in 2015.  But the performance tables reveal that some primaries are coping with the challenge better than others. Continue reading →

Education Select Committee: primary assessment inquiry

Thank you to Deputy Head Michael Tidd for the following article. 

It’s not every day you get invited to the Houses of Parliament – and in fact, I still haven’t been. But I did at least get to go in the posh glass building next door to provide evidence to the Education Select Committee for their inquiry into primary assessment.

Anyone who knows me, or reads what I’ve written, knows that I’ve plenty to say on the topic – but with only an hour, and with MPs in control of the questions, I wasn’t sure I’d have time to say everything I wanted to.

The Select Committee has decided to hold the inquiry after the various headlines and events surrounding primary assessment over the past year, and they started with a very big – and vague – question about the purpose of assessment.

A considerable amount of discussion revolved around how the changes to primary assessment in recent years had affected teaching, learning, the curriculum and, of course, children. I think it’s fair to say that we highlighted a number of concerns in all those respects. Speaking personally, I’m broadly in favour of statutory assessment at the end of Year 6, but with our experiences of the very challenging reading test last year, the hugely frustrating writing assessment framework, and the clear reduction of time spent on science and other foundation subjects it’s clear that the impacts are significant.

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Vocabulary in the KS2 2016 reading test – sprint or marathon?

Thanks to Shareen Mayers for this article on vocabulary in the KS2 reading test.

Since the release of the 2016 KS2 reading test, I have been thinking about the vocabulary element in great depth. I have read endlessly about encouraging pupils to read for pleasure, shared reading, skimming and scanning and engendering a love of books, and I whole-heartedly agree with this but something told me to look deeper at the actual words that pupils were expected to know and understand. Indeed, they all seemed a little closer to home than I expected!

To my surprise, most of the words tested were a part of the national curriculum spelling appendix for KS1 and KS2. Words like ‘dangerous,’ ‘curious’ and ‘unique’ are even listed as non-statutory words within the national curriculum and the spelling rules/areas shown in the table below are all in the national curriculum. Of course, we cannot predict the vocabulary but this was interesting to note.

When teaching spellings, it is also important that pupils understand their meaning in different contexts as well as being able to spell them and use some/most of them in their writing.

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