KS2 Parent Workshop Assessment without levels End of KS2 tests
January 2016 Aims To discuss what the changes have been to assessment nationally
To understand how these changes will affect assessment atPikemere To discuss how we will report your childs progress andattainment to you National Issues around National Curriculum Levels
Pupils often missed out on deeper understanding in the rush tomove up to the next level. Levels were too subjective with different teachers judging levelsdifferently. Levels were not representative of a pupils learning and focused onnarrow aspects of the curriculum. Levels also used a best fit model, which meant that a pupil couldhave serious gaps in their knowledge and understanding, but still beplaced within a level.This meant is wasnt always clear exactly whichareas of the curriculum the child was secure in and where the gapswere. Final report of the Commission on Assessment without Levels 2015 Purpose of Assessment The purpose of assessment is to improve learning, informteaching, help pupils achieve the highest standards they can andprovide meaningful reports on pupils achievement. There are three main forms of assessment: in-school formative assessment - which is used by teachers toevaluate pupils knowledge and understanding on a day-to-daybasis and to tailor teaching accordingly; in-school summative assessment - which enables schools toevaluate how much a pupil has learned at the end of a teachingperiod; nationally standardised summative assessment - which is usedby the Government to hold schools to account. School Responsibility
Schools have been given the freedom to create their ownassessment systems to support more informative and productiveconversations with pupils and parents. At Pikemere our assessment is based on the content of the schoolscurriculum. This allows teachers, parents/carers to have a clearunderstanding of how to support their children and to build andconsolidate learning. At Pikemere we encourage our pupils to reflect on their ownprogress, understand what their strengths are and identify whatthey need to do to improve. Assessment Principles
Assessment is: at the heart of teaching and learning fair reliable ambitious appropriate consistent Assessment feedback should inspire greater effort and a belief that, throughhard work and practice, more can be achieved. Reporting to Parents/Carers
When effectively communicated by teachers, in-school formativeassessments provide parents/carers with a broad picture of wheretheir childrens strengths and weaknesses lie and what they need todo to improve. Discussions with teachers should provide more helpful informationabout what your child knows and understands and should help toclarify how you, as parents/carers, can support your childs continuedprogression. We are currently working with the parent forum to help develop howwe report to parents.If you have any ideas or suggestions pleasepass on to the office or parent forum representatives. Reporting to Parents/Carers
We are now using the phrases EMERGING, EXPECTED andEXCEEDING to describe your childs progress against thecurriculum for their year group. By the end of the year most children will be assessed asEXPECTED' age-related attainment and some may be assessed asEXCEEDING' age-related attainment. Some pupils may notachieve EXPECTED' standards. In order to do this, we are using a combination of half termlyassessments as well as on-going termly teacher assessments. Scaled Scores A new scaled score system will be used to report attainment at the end of both KS1 and KS2 which is nowreplacing the old levels. Headteachers wont need to change the way their school prepares for, or administers, the tests because of theintroduction of scaled scores.Scaled scores: Help test results to be reported consistently from one year to the next. National curriculum tests are designed to be as similar as possible year on year, but slight differences indifficulty will occur between years. Scaled scores maintain their meaning over time so that two pupils achieving the same scaled score indifferent years will have demonstrated the same attainment. For the KS2 tests a scaled score of 100 will always represent the expected standard.A pupils scaled score will be based on their raw score. The raw score is the total number of marks a pupilreceives in a test. The pupils raw score will be translated into a scaled score using a conversion table. Conversion tables for the 2016 tests will be published on GOV.UK on 5 July so schools can understand howpupils scaled scores are derived from their raw scores. Curriculum Every year group follows the new National Curriculum
There are much higher expectations across the school This curriculum is progressive so it builds on prior learning More opportunities are being planned for cross curricularMaths and English Maths: Evidence So how will we assess in Maths:
Evidence in childrens books A range of assessment techniques during lessons e.g. questioning,marking work, focus group work Diagnostic marking, including response to marking opportunities Half termly progress tests This allows for the teacher to make a confident and accuratejudgement on the childrens progress and attainment each term This evidence will be reviewed at the end of the year to assesswhether the children are working at the age-expected standard Maths: SATs SATs test will take place at the end of Y6 (KS2) KS2
There will be three tests: Arithmetic (30 mins) Two Mathematical fluency and reasoning tests (40 mins each) Maths: KS2SATs Examples from the Arithmetic Sample Paper Maths: KS2 SATs Examples from the Fluency & Reasoning examplepaper 1 Maths: KS2 SATs Maths: KS2 SATs Examples from the Fluency & Reasoning examplepaper 2 Maths: KS2 SATs Examples from the Fluency & Reasoning example paper 2 English: Evidence So how will we assess in English:
Evidence in childrens books Writing Tickled Pink pieces of writing A range of assessment techniques during lessons e.g.questioning, marking work, focus group work Diagnostic Marking Completed target work and response tomarking Cross Curricular Writing Portfolio of work building up within Learning Journeys Reading Ages/Spelling scores Termly Tests for SPaG and Reading English: Writing So how will we assess in writing:
At the end of each teaching sequence the children willcomplete one independent piece of writing. Using the performance descriptors, teachers will assesswhether the child is emerging, expected or exceeding the age- related standard. Evidence will be collected across a range of genres including avariety of both fiction and non-fiction. English: Reading SATs SATs tests will take place at the end of Y6(KS2) KS2 Reading 1 paper incorporating a range ofdifferent texts (1 hour) English: KS2 Reading SATs English: KS2 Reading SATs English: SPaG SATs SATs tests will take place at the end of Y6 (KS2)
KS2 SPaG Paper 1 grammar and punctuation questions (45mins) Paper 2 spelling (15 mins) English: KS2 SPaG SATs Examples from the Spelling paper English: KS2 SPaG SATs Example from the Grammar and Punctuation paper English: KS2 SPaG SATs Example from the Grammar and Punctuation paper Questions