From today, (September 1st 2016) primary schools will be able to access and check their own provisional progress data. The Department for Education has also released further information on progress thresholds, writing assessment points and pupils below the standard of the test, which we’ve summarised below.
Thanks to Deputy Head teacher Michael Tidd for this article.
Head teachers will have been frantically logging on to the DfE website today to find out how their schools have done in the new progress measures following this summer’s new KS2 tests – even though many schools still haven’t started the new term yet! It’s left many of us unprepared, and probably many more scrabbling around for the key login details.
Getting your school’s data
Head teachers will have been sent login details for the Tables Checking website, including a password which was sent out by post last week. For schools whose post is held by the Royal Mail over the holidays, that may now mean an anxious wait. There is a helpline and email address on the Tables Checking site for those who can’t hang on for the postman!
Once logged in, you will be able to complete a data checking exercise, as in previous years, to ensure that data is accurate before it goes into the final version of Raise Online. You’ll also be able to see your school’s progress measures for each of the three key subjects: Reading, Writing and Maths. These scores are all-important for the new floor standard – particularly for the majority of schools who did not reach the 65% attainment thresholds.
These figures are simple numbers, roughly in the range of -10 to 10. A score of 0 in any given subject means that children at your school – on average – made the same progress as others of a similar ability nationally in that subject. Positive scores suggest your children did better than the average nationally, and negative scores suggest that progress was not as good as the national average. Importantly, negative scores do not necessarily mean that your school is in trouble. Continue reading →
Thanks to Nick Hart for this helpful summary.
Key stage 2 SATs are over for another year. Individual children’s results have been known for a couple of months now thanks to NCA Tools and consequently we know the percentages of our cohorts that met the expected standard for Year 6. When the DfE publish the school performance tables in December 2016, we’ll know a little more about how we’ve done.
The headline measures of performance remain: attainment, progress and therefore whether or not the floor standard has been met. In addition to the attainment data that we already know, we’ll see the proportion of children that attained the higher standard, which consists of scaled scores of 110+ in reading and maths and a greater depth judgement in writing. The much talked about progress measure (comparing individual children’s progress against the average progress made by children nationally with similar starting points) will arrive too. Our cohort’s average progress will be the overall progress measure for our school. Then, of course, these measures are used to judge whether or not we have met the floor target. With just 53% of pupils nationally attaining the expected standard in reading, writing and maths, and national average scaled scores of 103 for reading and maths, many leaders will be waiting on that progress data… Continue reading →
Statutory interim frameworks to support teachers in making assessment judgements for each pupil at the end of key stage 1 and key stage 2 in 2017 have been released.
The interim frameworks set out the standard(s) a pupil will be assessed against at the end of each key stage for reading, writing, mathematics and science.
Thanks to Michael Tidd for the following article. Posted May 2016.
It seems fair to say that the interim teacher assessment frameworks have not been warmly welcomed this year. With Year 6 tests out of the way, and Year 2 tests swiftly following suit, attention is turning now in school to the process of teacher assessment for 2016.
Particularly in Writing, that process this year involves a lot of searching for technical features and punctuation throughout pieces of writing – and not much appreciation for the quality of the overall product. Teachers have quickly had to become adept at spotting hyphens and dashes, or finding ways of including exclamation sentences in seven-year-olds’ writing.
For now, it’s a system we’re stuck with, and teachers will find the best ways they can of dealing with it. These Writing Checklists will help both teachers and their students to provide the relevant evidence for this year, but what of the future? What are the alternatives?
One possible alternative is the return of tests. They probably wouldn’t return in their current form, having not that long ago been scrapped, but it would be possible to insist on the completion of common tasks nationally which could return to being externally assessed. One of the significant issues also exists in the current systems – teacher assistance. Having seen coursework at GCSE scrapped because of the difficulties of ensuring a level playing field, it seems that anything short of test conditions could be fraught with difficulty. Continue reading →
Thank you to Shareen Mayers for the following helpful summary of recent updates and changes in writing moderation.
The following article includes useful information about:
- Writing moderation changes
- Using the Interim Assessment Frameworks to assess pupils’ writing
- KS1 and KS2 Writing Materials
- Clarification of handwriting and joined up/cursive handwriting for KS1 and KS2
- Gathering evidence – what does ‘independent writing’ mean?
- Essential requirements for schools
- Official STA Clarification of the frequency of evidence in each piece
- STA Clarification on exclamations for KS1 and KS2
Every LA has the flexibility to carry out the moderation process according to local needs. However, it is statutory to use the Interim Assessment Framework as a checklist to check that pupils have met the ‘working towards’, ‘expected’ or ‘greater depth’ within the expected standard. Continue reading →
Following the removal of levels, schools across the country have been getting to grips with how to measure pupil progress in a way which works best for them (rather than simply re-creating a system of levels).
Simon Cowley, a teacher from The White Horse Federation, has written a blog describing their approach which focuses on knowing the child, rather than on collecting statistical data that is not relevant to improving pupil outcomes. He refers to their approach as using the “intelligence toolkit”, which we’ve summarised below.
The “intelligence toolkit” is about:
- observing and understandinglearning behaviours of a learner – how do they engage with learning and how can teachers best enable this
- understanding whatwork scrutiny is telling you with regard to pace, precision, thought and the developmental processes over time
- statistical data, the benchmarking against national norms which tell you if a child is working within age related expectations
- understanding theemotional intelligence of the learner, the personal attributes which help you to focus the learning experiences to gain maximum output
- mapping curriculum coverage, understanding if the learning deficit is because of an inability to understand or an act of omission in the curriculum previously taught
- theagility of transference, how well is a pupil able to transfer prior learning by being a discerning and discriminating user of that which they know.
Rather than collecting statistical data throughout the year, teachers are given electronic progression sheets for reading, writing, maths and science. The sheets monitor curriculum coverage and gaps in learning, and have clear performance statements that teachers can use to inform them about whether a child is on track to meet expectations. Continue reading →
Maddy Barnes, adviser to Rising Stars, has created these really helpful grids. Drawing from the exemplification materials, they help teachers to make judgements about children’s writing.
Click on the links below to download these handy documents.
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 →
Shareen Mayers reveals why the new writing standard might not be as scary as we had expected …
After much anticipation, the long-awaited writing exemplification materials were published a few weeks ago. For some, the expectation of the materials seemed more like the equivalent of the old Level 5, and many teachers (but not all) were very anxious about this. I am hoping to put you at ease by demonstrating that the new standard might not be as high as Level 5. While the use of punctuation (e.g. semi-colons, brackets, etc) and some sentence structures are clearly Level 5, pupils need to use semi-colons in a list and not for two independent clauses to be at the expected standard. I am pleased about this because teaching the wider usage of semi-colons and expecting all pupils to use this in their writing is a real challenge.
Within the writing exemplification collection of work, there are two examples of writing at the expected standard – Morgan and Leigh. The examples from Leigh have caused the most controversy because Leigh is clearly a borderline pupil. Leigh is using some aspects of the ‘greater depth’ standard but has too many gaps to be given that standard. However, Morgan isn’t working at the greater depth standard at all but is still being given exactly the same standard as Leigh. It is like comparing a good school and a good school with outstanding features – both are still ‘good’ schools. Continue reading →