New KS1 and KS2 tests frameworks and sample papers published

On 29th June, the Department for Education published the final key stage 1 and 2 national curriculum test frameworks and sample papers for 2016, which will be used primarily by test developers and the Standards and Testing Agency throughout the test development process.

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The Key Stage 1 National Tests from 2016

The frameworks are written primarily for test writers. They set out what will and will not be assessed by the statutory national tests, how each element will be assessed, the proposed structure of each test and what standard pupils will be expected to achieve. They are not designed to be used to guide teaching and learning or to inform statutory teacher assessment.

The draft frameworks for the new national assessments that will be introduced in summer 2016 are now available and can be downloaded from the gov.uk website

At Key Stage 1 there are frameworks for each of reading; grammar, punctuation and spelling; and mathematics. The key sections of each document are:

  • the nature of the test (particularly the test format)
  • the content to be assessed
  • the ‘cognitive domain’, in other words the thinking skills and intellectual processes to be assessed (e.g. problem solving, reasoning)
  • the test specification, including the performance descriptor.

It is very important to note that the tests do not cover all the content or skills of the National Curriculum for English and mathematics. The tests focus on what can be assessed in a paper-based, written test. The document states the areas of the curriculum that are outside the scope of the national tests and that need to be assessed by teacher assessment.

Each of the framework documents includes a performance descriptor that describes the ‘typical characteristics of children whose performance in the tests is at the threshold of the expected standard.’ These characteristics are intended as a general guide rather than as a prescriptive list and will be used by a panel of teachers to set the standards on the new tests in summer 2016. Continue reading →

Assessment and accountability for primary schools: What is proposed and what does it mean?

The government has finally published its long awaited response to the consultation on primary school assessment and accountability, which closed in October 2013. The response is published in the 24 page document called Reforming assessment and accountability for primary schools. The consultation gathered responses from 1187 individuals and organisations, of which 27% were from primary school headteachers and a further 27% from primary teachers.

The stated aims are two-fold. First, to ‘set high expectations so that all children can reach their potential and are well prepared for secondary school’ so that no child is allowed to fall behind  and second,  ‘to celebrate the progress that pupils make in schools with more challenging intakes’.

So what is proposed?

To help schools identify the key challenges posed by the proposals, Rising Stars has provided the following short overview of the key points from the document.

Day-to-day assessment

  1. The document states thatnationalassessments will take place at key points during a child’s primary education, but makes clear that at other times there will be no national prescription. Teachers will therefore be free to use their own methods for day-to-day assessment of their pupils, to inform teaching and to feedback to pupils and parents about attainment and progress.
  2. The document emphasises that good teachers assess children on a regular basis. To help with this the government launched an ‘Assessment Innovation Fund’ in December for schools or groups to bid for up to £10,000 each to develop easy-to-use approaches to pupil assessment for other schools to use free of charge. The expectation was that up to 10 bids would be successful with the results announced towards the end of April. No information has been provided as to when the approaches will be available for other schools to download and use. Continue reading →

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 →