The 2016 teacher assessment exemplification materials are now available for Key Stage 1 and 2 in English, mathematics and science. These exemplification materials have been published by the Department for Education to support teacher assessment of each pupil at the end of Key Stage 1 and 2.
Thank you to Maddy Barnes for this article.
As English lead at a one form entry primary school and LA moderator in Manchester, I have eagerly awaited the writing exemplification materials. Like many, I have spent time analysing what the main implications for teaching will be in order to ensure that as many of our pupils achieve at least the expected standard at KS1 and KS2.
These are my main findings:
I was very reassured to see within the annotated materials the section that references the commentary of the piece as a whole, its overall composition in terms of appropriateness to purpose and audience, its organization and cohesion and any edits made during the process. This confirmed that although purpose and audience are not explicitly referred to in the interim framework statements, they are considered as part of the assessment. I will be re-enforcing the message in my setting that in order for our pupils to write at their best, we must provide a high quality stimulus (picture book, extract, object, text, film clip, picture etc.…) and analyse the purpose of the writing and the nature of the audience.
It also pleased me to find that the large majority of pieces of writing included at both KS1 and at KS2 were writing activities related to a text – Anne Fine, Shakespeare, Julia Donaldson, Gareth Edwards, Philippa Pearce, C.S. Lewis and Michael Morpurgo are some listed. As we are a school that teach English around a book, I feel that we are indeed ‘doing things right.’ Pupils are emerged in a high quality text, they read and analyse the language before planning a piece of writing that they will later edit and proof read. Continue reading →
This post has been shared from Michael Tidd’s blog which you can find at: www.michaelt1979.wordpress.com
At my school we’re increasingly using the school website and Facebook pages to communicate with families, particularly aiming to reach those who are not so easily able to attend after-school meetings and events.
I also sometimes wonder if parents meetings don’t end up being overly long-winded because we feel that if we’ve dragged parents into school then we ought to make it worth their while coming; nobody wants to travel 20 minutes each way for a 5-minute meeting. But sometimes, 5 minutes is enough.
I have updated the videos I made last year to explain the KS1 and KS2 tests to parents. As there is an option about using Grammar, Punctuation and Spelling tests in primary schools, there are now two versions of the video for KS1 (one with, one without the GPS tests).
Please feel free to use these videos on your school’s website or social media channels, or in parent meetings etc. There are MP4 versions available to download. Continue reading →
The Department for Education has released a guide with information for schools on how they will calculate primary school accountability measures. The 2016 performance tables will reflect the calculations used.
The DfE this week praised English primary schools for the continued progress of children. The performance tables, published on 10th December, indicate that 90,000 more children are leaving primary school with a ‘good grounding’ in the essential subjects compared to results in 2010.
Over on his blog, deputy head Michael Tidd has conveniently summarised the DfE’s latest instalment of information on statutory moderation requirements for 2016. It includes the new earlier dates that Teacher Assessment judgements must be submitted:
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.
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 →
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.
- 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.
- 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 →
Following release of the government’s response to the assessment and accountability for primary schools last week, the DfE have now published drafts of the frameworks for the new national assessments, which will be introduced summer 2016.