Update for KS1 & KS2 Headteachers and Assessment Leaders Presentation by

Elizabeth Lewin

Assessment Consultant

STA launched on 1 st Oct ’11 is an Executive Agency of the Department for Education

Statutory documents for 2014

KS1  Assessment and Reporting Arrangements Key Stage 1 - 2014  Guidance for Key Stage 1 Teacher Assessment Moderation - 2014 KS2  Assessment and Reporting Arrangements Key Stage 2 - 2014  Guidance for Key Stage 2 Teacher Assessment Moderation - 2014

Accessing STA documents Website: www.education.gov.uk/ks1 www.education.gov.uk/ks2

Making accurate TA judgements

To ensure that judgements are in line with national standards teachers should be involved in: 1.

2.

3.

4.

5.

on-going assessment standardisation teacher assessment school and cluster moderation external moderation This should be on-going and involve

ALL

teachers both within and across schools and key stages.

See sections 3.2 page 8 What is moderation? KS1 and KS2

Day to day assessment

Teachers make day-to-day professional judgements on children’s progress and attainment to inform next steps in learning.

Standardisation

A professional development activity where teachers secure their understanding of national curriculum levels of attainment.

This involves teachers making a level judgement on a collection of work with the teacher’s comments and then comparing their judgement with a corresponding annotated version.

Where there are differences, teachers must review their judgements and align them with national standards.

TA at the end of KS1

Following standardisation, teachers make informed judgements about children’s levels of attainment in reading, writing and mathematics with reference to the national curriculum level descriptions, supported by task and test outcomes.

TA at the end of KS2

Following standardisation, teachers make informed judgements about children’s levels of attainment with reference to the National Curriculum level descriptions, supported by the exemplification materials and the revised criteria for writing.

School and cluster moderation

With colleagues, teachers use the National Curriculum level descriptions to review a selection of the judgements and supporting evidence to check their accuracy and consistency. Disagreement must be resolved by reference to national exemplification materials to ensure that all judgements are in line with national standards and may require revisiting all previous TA judgements.

Gathering evidence of learning

Involves:



observing children

- this includes listening to how they describe their work and their reasoning 

questioning

, using open questions, phrased to invite children to explore their ideas and reasoning

Gathering evidence of learning



setting tasks

in a way which requires children to use certain skills or apply ideas 

asking children to communicate their thinking

through drawings, artefacts, actions, role play, concept mapping, as well as writing 

discussing words

being used and how they are

End of Key Stage 1 Assessment

KS1 – changes for 2014

 ARA has clarified which schools must administer the phonics screening check (PSC)  It must be administered to children in Years 1 and in Year 2 if they did not meet the required standard in Year 1 or were not assessed at the end of Year 1  DfE can intervene in cases of mal administration of the PSC  The threshold for the PSC will not be included in the check materials but will be available at www.education.gov.uk/ks1 on Mon 30 June

KS1 – changes for 2014 Teacher Assessment

TA at the end of KS1 must determine:  overall subject levels for English, mathematics and science  a level for each attainment target in English, mathematics and science

KS1 Key dates

 See ARA page 6

Guidance to assist with teacher assessment

“Building a picture of what children can do…”



Exemplifies the process



3 formats:

 booklet  video/DVD  CD-ROM 

Each format has different use



Common key messages

‘Building a picture of what children can do…’

Guidance booklet Introduction

overview of arrangements

Building a picture of what children can do

planning for assessment activity

Using tasks and tests

when and how

Using evidence to make a level judgement

general principles and exemplification for 3 children

The moderation process

expectations of LEAs and schools

Useful resources

list of relevant publications and websites

CD-ROM PDF files:

Sample plans Taking account of tasks and tests Key questions when assessing reading Key questions when assessing writing Descriptions of children’s work Teacher view of moderation visit 2 models of LEA moderation

Video clips of 15 exemplar children Links to websites Video/DVD Overview of assessment process Sequence 1

Maths, level 3 work, teaching and learning, consensus moderation

Sequence 2

Reading, support from SENCO, making level judgements

Sequence 3

Maths, level 1 and level 2A, support for NQT, LEA moderation

Sequence 4

Writing, planning for assessment opportunities

Relationship between the 3 formats

Basic text for guidance Suggestions for classroom based assessment Sample commentaries on 3 exemplar children Outline models for LEA moderation Guidance booklet CD-ROM Commentaries on 15 exemplar children Clips of teacher reflection on assessment process Clips of exemplar children in classroom situation Links to useful websites Introduces the new arrangements through the experience of teachers involved in the trial Includes film of 7 of the exemplar children Clips of LEA reflection on assessment and moderation Video/DVD

APP materials



APP Handbook



Assessment Guidelines sheets

 assessment criteria based on level descriptions and Assessment Focuses 

Standards Files

 annotated samples of pupils’ work which provide nationally agreed reference points for teachers Website: www.app-assess.org.uk

Key Stage 1 – Tasks and Tests

 Administration of the tasks and tests can take place at any time during the year  Tasks and tests can be used diagnostically or to help inform the final TA judgments and are not reported separately

Tasks and Tests

 Use either the 2007 or 2009 tasks and tests  Teachers must administer a task or test in reading, writing and mathematics for each child unless working below L1

Key Stage 1 – Teacher Assessment

Judgements:  are

‘best fit’

Descriptions and summarised in relation to NC Level  can be made in relation to the Performance Descriptions for reading and writing which provide criteria for 2C, 2B and 2A    can also be made in relation to the revised criteria for writing provided for KS2 in 2013 are based on how a child has performed over time and across a range of contexts take into account strengths and areas for improvement

Key Stage 1 – Teacher Assessment

Teachers need to determine:  levels for reading, writing and speaking & listening  a level for each AT in mathematics and  a level for each AT in science  an overall subject level for English, mathematics and science

Key Stage 1 – Teacher Assessment



for reading, writing and maths, level 2 will need to be subdivided into 2C, 2B or 2A

Mathematics

In mathematics the attainment targets are weighted:   Using and applying mathematics Number (including handling data) 1 3  Shape, space and measures 1

Science

In science the attainment targets are weighted:  Scientific enquiry 3  Life processes and living things 1  Materials and their properties  Physical processes 1 1

P scales

  Use of P scales is statutory for pupils with SEN who are assessed as ‘W’  see ARA pages 19 If a child is assessed as ‘W’ but has EAL, they should be recorded as ‘NOTSEN’  Further information about P scales is on the DfE website www.education.gov.uk/assessment relevant for KS1 and KS2

KS1 Moderation

“External moderation is statutory. It gives confidence that teacher assessment judgements are accurate and consistent with national standards. The process confirms whether a school’s key stage 1 teacher assessment is consistent with national standards and, if not, how the school must change it.

It helps to ensure the teacher assessment results are fair for children and useful for schools and others who evaluate children’s performance and progress. Key stage 1 teacher assessment must be robust and credible as it will form part of the schools’ published accountability data.” Guidance for Key Stage 1 Teacher Assessment Moderation – 2014 page 6

KS1 Moderation

External moderation visits are only one part of the teacher assessment process. It is important for teachers to build a shared understanding of educational standards and to discuss their assessment of children’s work with colleagues including those from neighbouring schools.

KS1 Moderation

 Schs receive an external moderation visit at least every 4 years

HTs’ responsibilities:

 Permit moderators to enter sch premises  Meet requests from moderator (evidence)  Make time for the moderator to discuss judgments with Year 2 teachers

End of Key Stage 2 Assessment

Changes for Key Stage 2

 Calculators are not allowed in any of the L3-5 mathematics tests  Texts in the L3-5 reading tests will not be linked by a theme and will come in order of difficulty  Children will have one hour for the reading test instead of 15 mins reading time and 45 mins to answer questions

Changes for Key Stage 2

Changes have been made to:  applications for additional time – see ARA page 5 and www.education.gov.uk/ks2  floor standards – in 2014 tests, a school will be below if:  fewer than 65% do not achieve L4 in reading, writing and mathematics  it is below the England median for progression by two levels in reading, writing and mathematics

KS2 – changes for 2014

 Science sampling is statutory and will start in June 2014 on a biennial basis  The test will not be taken by whole cohorts  Instead, a sample of 9 500 will be randomly selected (5 pupils per sch) from 1 900 schs  Results will not be returned to schs and will be published as national data only

KS2 – changes for 2014

 The science sampling test will be administered within a 2 week period from Mon 2 June and consist of 3 papers – up to 25 mins each to complete  It will be overseen by external administrators and sch will be notified in May

KS2 – changes for 2014

 This is the final year for the use of optional tests for years 3, 4 and 5.

 There will be investigations into allegations of maladministration of TA – see section 5.8 page 32

KS2 – Key dates

 Important as there will not be any reminders  See KS2 ARA pages 7 – 9  The deadline for submission of TA to STA is

Friday 27 June

National Curriculum Test timetable

The levels 3-5 tests must be taken before the corresponding level 6 tests on the scheduled day. All children who are entered for the complete the corresponding level 3-5 test .

level 6 test must also

Monday 12 May

Levels 3-5 English reading test Level 6 English reading test

Tuesday 13 May Wednesday 14 May Thursday 15 May

Levels 3-5 English grammar, punctuation and spelling test Level 6 English grammar, punctuation and spelling test Levels 3-5 mental mathematics test Levels 3-5 mathematics Paper 1

No level 6 tests timetabled for this day

Levels 3-5 mathematics Paper 2 Level 6 mathematics Paper 1 Level 6 mathematics Paper 2

Calculating overall subject levels

 Aggregate the levels awarded for each AT according to weightings.

 Formulae and guidance will be published on the DfE website www.education.gov.uk/ks2

Level 6 tests

 Children entered for the level 6 tests are required to take the level 3-5 tests.  Children can be registered and subsequently withdrawn.

 A child must achieve a level 5 in the levels 3-5 test and pass the corresponding level 6 test.

Moderation of Teacher Assessment

 Moderation of teacher assessment in writing is statutory.

 All teachers must have opportunities to moderate their judgements, within and across schools, to ensure that they are in line with national standards.



For this to be effective……..

Moderation of Teacher Assessment

 All teachers should have opportunities to first standardise their judgements using the STA exemplification materials and the revised criteria for writing.

 Teachers can then make informed decisions about children’s levels of attainment.

 These judgements can then be shared with others to ensure that they are in line with national standards – this is called moderation.

Moderation of Writing

LAs will visit at least 25% of schools annually  STA will visit at least 25% of LAs annually

Slough

 Training materials available after each session at:  www.slough.gov.uk/jobs/course calendar.aspx

 STA and Slough specific assessment and moderation documents available at:  www.slough.gov.uk/jobs/assessment-and moderation.aspx