Understanding Assessment

in

Bridgewater Primary

School

Thursday 5th November 2015

Reason for Assessment Update

• The changes to assessments in line with the new curriculum.

Purpose of Assessment

1. Help parents understand how their children are assessed in school and why.

2. Help foundation, Y2 and Y6 parents understand what the assessments in these year groups mean.

3. Share the key curriculum changes in Literacy and Numeracy and how we are assessing in line with these changes.

Knowing how each pupil is performing allows teachers to help individuals improve.

Assessment plays a key role in helping schools to improve outcomes.

This in turn promotes improvement at class level, then at school level.

Why Assess?

TYPES OF ASSESSMENT

Diagnostic

Observational Formative

Summative

DIAGNOSTIC

In EYFS, the teachers use a baseline assessment to assess the children’s ability within different aspects of the EYFS curriculum.

This year we are trialling a new baseline assessment by CEM called ‘BASE’.

This information is used to inform teaching and learning.

OBSERVATIONAL

In EYFS, the staff are continually making observations of the children and use this information to add to the children’s profile and included in the 2Build a Profile.

Teachers in all classes make observations on a daily basis (AfL) and this helps to inform assessments and teaching.

FORMATIVE

Day to day assessment-including marking, observations, questioning etc.

Learning objectives and success criteria

Classtrack

Since January 2015, teachers in Year 1-6 have been using an app called Classtrack to input day to day assessments against the new curriculum objectives.

SUMMATIVEPupil Progress Meetings (PPM) three times per year- children in years 1-6 are recorded as B, A or E. B= Below the National Expected Standard (Working Towards the Expected Standard),

A=At the National Expected Standard,

E=Exceeding the National Expected Standard (Working at a Greater Depth within the Expected Standard).

KS1 SAT/KS2 SATs (2016)

Year 1 Phonics Screening test

New PiRA and PuMA termly tests.

PiRA and PuMA PiRA (Progress in Reading Assessment) and PuMA

(Progress in Understanding Mathematics Assessment) assessments from Hodder Education are carried out to provide a summative assessment each term.

It provides teachers with an Age Standardised score so teacher’s can see how pupils are attaining each term.

Mean=100Expected-85-115Emerging-70-85Exceeding-115-130 The summative assessment will provide teachers with

information they can use to monitor and support pupils’ progress, attainment and wider outcomes.

EYFS STRIVING FOR

A ‘GOOD LEVEL OF DEVELOPMENT’

At the end of Foundation

• Emerging• Expected• Exceeding

The EYFS curriculum has not changed.

It is still based on 7 areas of learning.

Prime Areas – Personal, Social and Emotional

Development, Communication and Language and

Physical Development

Specific Areas – English, Mathematics,

Understanding the World and Expressive Arts and

Design

These areas are broken down into 17 strands (ELGs)

Children are defined as having reached a good level of development at the end of the EYFS if they have achieved at least the expected level in:

the early learning goals in the prime areas of learning (personal, social and emotional development; physical development; and communication and language) and; the early learning goals in the specific areas of mathematics and literacy.

Assessment without levels From September 2014 and the introduction of the new

National Curriculum, there was the removal of levels.

Levels were used previously to monitor progress towards age group expectations-

2b for Year 2 and 4b for Year 6.

The Government felt these were too confusing for parents.

The Government has refined the year group expectations/objectives and children are now to be assessed in relation to working ‘at the National Expected Standard’.

The raised expectations mean that children need to have a very secure knowledge of the programme of study for their year group and depth of understanding and application.

End of year expectation is now that children are ‘secure’ in their year group. This is where they NEED to be at the end of the year.

Year 5

It’s is really important for parents to understand that the expectations of the new national curriculum are much higher at the end of each year group.

There is also a focus on children being able to explore the curriculum in more depth and being able to apply their learning before moving on –the concept of MASTERY. So it is likely that not so many children will be ‘exceeding’ because of these raised expectations.

Key changes to KS1 and KS2

assessmentsKS1 (Year 2) and KS2 (Year 6)

From 2016, KS1 and KS2 national curriculum test outcomes will no longer be reported using levels. Scaled scores will be used instead.

There won’t be separate tests for the most able from 2016. Instead within each test ‘there is scope for higher attaining pupils to show their strengths’.

There will be another meeting regarding SATs for Years 2 and 6 later in the year to discuss this further.

Scaled scores

From 2016 scaled scores, will be used to report national curriculum test outcomes.

The introduction of the scaled scores was ‘to help test results to be reported consistently from one year to the next’.

National curriculum tests will be designed to be as similar as possible year on year, but slight differences in difficulty will occur between years.

Scaled scores ‘maintain their meaning over time so that two pupils achieving the same scaled score in different years will have demonstrated the same attainment’.

For the KS1 and KS2 tests a scaled score of 100 will always represent the ‘expected standard’.

At Bridgewater, we will work out the children’s raw scores and report these results for KS1.

A pupil’s scaled score will be based on their raw score. The raw score is the total number of marks a pupil receives in a test, based on the number of questions they answered correctly.

The pupil’s raw score will be translated into a scaled score using a conversion table.

The KS1 Teachers will translate pupils’ raw scores into scaled scores to see whether each pupil has met the expected standard.

A new set of KS1 national curriculum tests

replaces the previous tests and tasks:The new tests consist of:• English reading Paper 1: combined reading prompt and answer booklet• English reading Paper 2: reading booklet and reading answer booklet• English grammar, punctuation and spelling Paper 1: spelling• English grammar, punctuation and spelling Paper 2: questions• Mathematics Paper 1: arithmetic• Mathematics Paper 2: reasoningThere is no longer a test(task) for English writing. This will be done through teacher assessment.

KS1 For KS1 English reading, English writing and

mathematics, teacher assessment is the primary outcome used for assessment.

Children will be reported using the standards: working towards the expected standard working at the expected standard working at greater depth within the expected

standard Pupils will be grouped into 4 categories for; the 3

categories above plus an additional category for those pupils that do not meet the ‘working towards’ standard.

Formal Assessment in Year 6

ASSESSED BY TESTS (May 9th – 13th)

MATHS READING

PAPER 1-ArithmaticPAPER 2-ReasoningPAPER 3-Reasoning

ONE PAPER

SPaG

SPELLING

GRAMMAR & PUNCTUATION

CONTINUOUS ASSESSMENT WRITING

Year 6 Writing For KS2 English writing, teacher assessment is the

primary outcome used. Teachers will assess the children using the 3 standards:

working towards the expected standard working at the expected standard working at greater depth within the

expected standard Pupils will be grouped into 4 categories; the 3

categories above plus an additional category for those pupils that do not meet the ‘working towards’ standard.

Thank you for attending!

Have you got any questions?

Please take the time to complete the short

questionnaire/evaluation.