The Rising Stars Assessment author team

The Rising Stars New National Curriculum Assessment range has been written by a team of specialist teachers and advisers.

Grammar, Punctuation and Spelling Progress Tests

Marie Lallaway has led English teams from Key Stage 2 to Key Stage 4 across 25 years of teaching. She has contributed to the development of national and international English teaching and assessment materials, and conducted research on behalf of national agencies.

Mathematics Progress Tests

Trevor Dixon has over 30 years’ teaching experience in primary schools and has led mathematics in three schools. Trevor has written assessment materials for Letts, OCR and Pearson Edexcel, as well as Rising Stars. He has been involved with writing questions for KS1 and KS2 SATs Mathematics papers and has been involved in trialling these questions in schools; furthermore he has worked as a KS2 SATs Mathematics marker for a number of years. Trevor is an associate of the National Centre for Excellence in Teaching of Mathematics.

Jenny Lawson has taught Mathematics at all levels, from the basic concepts of counting for special needs children through to A level Mathematics, and consulted on the training of teachers in Numeracy Key Skills. Her publishing career includes the co-authorship of GL Assessment’s Measuring Success in Maths Years 1-5 and she has written Years 3 and 4 for the Rising Stars Learn, Practise, Revise range which is used in lower Key Stage 2. Jenny has written sample SATs material for Years 5 and 6 and is completely conversant with the previous curriculum and the changes in moving to the new curriculum. Continue reading →

Assessment in a world without levels

by Sue Walton, assessment consultant and part of the Rising Stars Assessment advisory team.

The wait for information about the Government’s proposals for assessment in primary schools was a long one and it wasn’t until July last year that we finally had sight of the proposals – and there were some surprises!

THE PROPOSALS IN OUTLINE

A key change was the abolition of national curriculum levels and level descriptions. The Government plans to give schools the freedom to carry out day-to-day formative assessment however they choose. So it will now be up to schools to decide what assessment regime they follow.

However, schools will still need to be able to demonstrate that pupils are making progress against the new curriculum. This means they will need to decide what evidence to collect to show to Ofsted and also what and how they report to parents.

These proposals mean that not only do schools now have a new curriculum to prepare for,  they also have to create a new way of tracking their pupils’ progress. This will be challenging. The new attainment targets have very general wording. They state that ‘by the end of each key stage, pupils are expected to know, apply and understand the matters, skills and processes specified in the relevant programme of study’. This is all well and good, but how should teachers go about deciding that each pupil can in fact apply and understand the curriculum as well as ‘know’ it? For example, does the pupil just need to demonstrate a skill in maths once, or do they need to do it several times? Continue reading →