The teacher assessment exemplification materials are now available for 2017/18. Follow the links below to download from the DfE website.
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.
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.
Thanks to Joanna Keelan, Year 6 Teacher at Walton-le-Dale Primary School for the following article
I believe the new style SATs tests are challenging, which all of us in the profession knew when the new curriculum came out in 2014. Little did we know how challenging until SATs in 2016, however, the tests the children sat this year, gave all abilities in that year a chance to show their ability.
It does not stop the pressure the staff in Year 6 feel, when trying to prepare the children for these tests. We want to give them the best chance of showing a true reflection of their knowledge, and in the time scale we’ve got, for some children it is impossible. We are lucky enough in our environment, to have two strong TAs placed in year 6 full time, who take children out for interventions in more specific areas. I truly believe this makes all the difference.