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 →

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 →

Building and boosting vocabulary to improve results in reading and grammar tests

Thanks to Ruth Duckworth  for the following article.

One of the areas that has been identified as a weakness for Year 6 pupils taking end of Key Stage 2 reading tests relates to content domain 2a: ‘give or explain the meaning of words in context’.  This is an ongoing concern for teachers, as 20% of the questions on the 2017 reading SATs paper focused on this domain.

Further reaching than Year 6, teachers from Year 2 and across Key Stage 2 know that the increased pitch of vocabulary in both English reading and grammar, punctuation and spelling test papers is a challenge for many pupils – especially when undertaking more formal SATs type format tests (whether half-termly or at the end of each term).  It is therefore imperative to read widely with all children, plan English lessons around high quality texts, and also explicitly teach new vocabulary in context across wider curriculum subjects. Continue reading →

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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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.

  Continue reading →

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.

Continue reading →

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 →

Department for Education publicly release test materials from this year’s Key Stage 2 national tests

On 22nd May 2017 the Department for Education have publicly released the test materials from this year’s Key Stage 2 national tests.  These include test papers and mark schemes for Maths, English reading and English grammar, spelling and punctuation sat by KS2 pupils in May 2017. Continue reading →

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.

Continue reading →

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.

Continue reading →