EYFSP, Ks1 and Ks2 assessment overview

2012 - 2013

Alison Philipson

Dulcie Leach

Aims• Identify key documents and how to use them• Clarify 2013 changes • Give an overview of access arrangements• Give an overview of monitoring and moderation

arrangements for 2013• Discuss day to day organisation of tests• Discuss implications for changes in practice• Give latest EYFSP update and revised assessment

descriptors

To update senior managers, particularly if they are new to role, on statutory guidance and requirements for assessment at end KS1 and KS2 To ensure all senior managers are aware of how to apply for KS2 access arrangements for EAL and other pupils

EYFSP

- latest update and revised assessment descriptors

KS1 assessment overview

Assessment and Reporting Arrangements KS1 2013

• All Y2 teachers need to have a copy of the ARA for 2013 – was sent into schools in October

• It sets out the statutory responsibilities of those involved in assessment and reporting for KS1

• No new tests and tasks are available this year. Schools should have ordered sufficient copies of the 2007 or 2009 tests (note that there can be flexibility about which year’s tests can be administered but the writing tasks and the spelling test must be from the same year)

• Teacher assessment is the main focus for end of KS1 assessment and reporting, and is carried out as part of teaching and learning – based on knowledge of how a child has performed over time and across a range of contexts

What do teachers have to assess ? At the end of KS1, teachers have to summarisetheir judgement for each eligible child and determine :

• a level for reading, writing, speaking and listening• an overall subject level for mathematics• a level for each attainment target in science• Tests and tasks must be administered to all eligible children

who are working at L1 or above and should be used to inform the final teacher assessment judgement

• P scales should be reported for children with special educational needs who are working below L1 (w) – P scales are not to be used to assess children with English as an additional language unless they have additional special educational needs

• Code used to report teacher assessment for a child working below level 1 who does not have a special educational need has changed from EAL to NOTSEN

• If teacher assessment and task and test results differ, the teacher assessment results should be reported

Using Assessing Pupil Progress(or similar)It is strongly recommended that teachers useformative assessment materials to support assessment of reading, writing and mathematics –

• Regularly review the full range of evidence (written (independent), spoken and observed) for each assessment focus

• An assessment focus should only be highlighted if the teacher feels the pupil has demonstrated secure understanding in a range of contexts

• Teachers select the appropriate ‘level boundary’ and arrive at judgements

• Undertake in-school and across LAP moderation with colleagues – reading and maths ?

•

Getting ready for the task and tests

• Choosing which tasks and tests to use• How many tasks and tests should be used?• Reading task – use with as many children as

possible• Assessing children working towards L1 – optional

use of tasks in reading, writing and maths

Children working at level 1 or above but who are unable to access the tasks and tests– should be assessed solely on the work completed in class throughout the year

Procedures for providing notification of these children –

•Discussion with teachers and parents

•Consults educational psychologists or other specialist staff

•Consult LA

•Write a report

Access arrangements

• Access arrangements – further information is available from www.education.gov.uk/contactus

Children who may need access arrangementsChildren –

•with statement of SEN

•at School Action or School Action Plus

•with a disability that does not give rise to a special educational need but requires alternative access arrangements

•who are unable to sit and work at a task or test for a sustained period

•for whom English is an additional language with limited fluency

Access arrangements should match the

support the children receive in school

Children for whom school is unable to make a teacher assessment• Long period of illness – record as A• Late arrival in school in the summer term –record as A or if pupil

does not speak English record as w for speaking and listening, reading and writing and D for maths and science

• Pupils physically unable to write – record as D for writing for teacher assessment

• Report should be sent to parents or carers, governors and LA• Children not going on to KS2 PoS in the following year – do not

report KS1 assessments• Pupils at PRUs who are still on the register of their home school

need to be assessed and the results reported by the home school

Reporting and using results

• Reporting and using results – ARA

• Date for reporting results of teacher assessment is not yet finalised – usually towards end of June

KS1 moderation

• This is an educational model designed to ensure that teachers professional judgements are in line with national standards so that they can apply these judgements when making their assessments

• Moderation focuses on training teachers in how to make accurate assessments, practising assessing and moderating using exemplar material, undertaking sample moderation for their own class to set benchmarks i.e. high, medium, low, hard to assess, where task/test outcome differ

KS1 moderation (continued)

• Statutory obligation to moderate KS1 assessment judgements in 25% schools each year – this also includes moderation of schools where SIP or SIO have concerns about standards and accuracy of assessment in KS1

• Priority 1 schools and schools with entirely new Y2 teams are also moderated

• Quality assurance model – teacher assessment judgements need to be seen as robust and rigorous

• Moderation process - supportive process• If schools are to be moderated they cannot report assessment results

to the LA until after the moderator’s visit• Reciprocal appeals process is in place with Education Leeds

KS1 moderation (continued)

Schools will be invited to send Y2 teachers to a moderation meeting in the Spring term to meet with moderator and complete planning form for in-school moderation visit. Teachers will be asked to bring sample of writing from each class for three pupils to be moderated at this meeting. Writing will only be moderated in school if school requests or there were issues with accuracy of levelling at the moderation meeting.

KS1 Moderation (continued)

• The moderation process is supported by Y2/Y3 moderation workshops for all schools that cover reading, writing and maths. Schools are invited to send at least one Y2 and one Y3 teacher to these workshops

• Y2 and Y3 teachers should also be working together in school to moderate samples of work for maths, reading and writing – writing exemplification on CD

Y2/Y3 moderation workshops

12.10.12 a.m. Future House, Bradford

27.11.12 a.m. The Innovation Centre, Keighley

28.02.13 p.m. Future House, Bradford

06.03.13 p.m. The Innovation Centre, Keighley

16.04.13 a.m. The Innovation Centre, Bradford

08.05.13 a.m. The Innovation Centre, Keighley

20.05.13 a.m. Future House, Bradford

21.05.13 a.m. Future House, Bradford

KS2 assessment overview

Assessment and reporting arrangements KS2 2012

• All schools should have had one copy of the ARA for 2013 – was sent into schools in October

• Responsibilities of Headteachers and teachers are set out in the Introduction to the ARA

• School will receive a copy of the test administrators’ guide in April 2013. It will also be published along with the modified test administrator’ guide on the Department’s website at www.education.gov.uk/ks2 in March 2013

Key dates – p. 7

• Test week is w/c 13th May, 2013• There will be no English writing test as this has

been replaced with the new English grammar, punctuation and spelling test

• There will be no Science sampling tests in 2013. In 2014, a new biennial pupil-level sampling system will be introduced

• Level 6 tests will take place on the same days as the level 3 – 5 tests

THE BIG CHANGES FOR 2012 !

How did it go ?

The level 6 tests• Schools may administer optional level 6 tests in English reading,

writing and maths to children who are already demonstrating attainment above level 5

• The test will be available to download from the Test orders section of NCA tools from the end of February 2012

• Completed writing test scripts should be marked internally and reading and maths scripts be marked externally

• To be awarded an overall level 6 in a subject, a child must achieve both a level 5 in the end of Key Stage 2 test and pass the level 6 test for that subject

• Refer to the 2011 and 2012 level 6 test papers in order to inform your assessment of whether to enter children for the tests (available on the test orders section of NCA tools)

Level 6 equates to grade C at G.C.S.E.

Level 6 in Literacy/Mathsat primary school ?(half day sessions for each subject)

01.10.12 Future House, Bradford

23.11.12 The Innovation Centre, Bradford

26.11.12 The Innovation Centre, Keighley

Optional workshop for those who attended the training –

14.03.13 Future House, Bradford

Writing composition is now only subject to teacher assessment and not tested

KS2 moderation

• For a sample of schools, teacher assessment judgements in English and writing were subject to external moderation on a non-statutory basis

• Moderation visits considered ordinary work produced across Year 6. Schools were not expected to produce any additional work or compile portfolios for moderation

KS2 moderation feedback – key points

• Document

Key questions . . .

Independent writing

Do teachers give children lots of opportunity to write independently ?

Cross-curricular writing

Do teachers give children lots of opportunity to write independently in other areas of the curriculum ?

Text Types Guidance and Progression Papers

Do teachers use these to support them with knowing what progression looks like within a genre ? (on CD)

Writing exemplification

Do teachers know what a level 4, 5 and 6 piece of writing looks like ? (on CD)

Y6 writing moderation workshops

28.11.12 a.m. Future House, Bradford

23.01.13 a.m. The Innovation Centre, Bradford

14.02.13 a.m. The Innovation Centre, Keighley

27.03.13 p.m. Future House, Bradford

13.05.13 p.m. The Innovation Centre, Keighley

Optional follow-on moderation workshops

27.3.13 - 4.00 – 6.00 p.m. – Future House

(for those who attended the first 3 dates)

13.6.13 – 4.00 – 6.00 p.m. – Future House

(for those who attended the last 2 dates)

THE BIG CHANGES FOR 2013 !

The English grammar,

punctuation and

spelling testLet’s eat, Grandma

Let’s eat Grandma

New materials now available on BSO . . .

Initial observations

• 46 questions !

• More of a focus on vocabulary than in the original exemplification

• Omission and possession !!!

• Question 9 is interesting - are they calling 'and' a connective and not using the term ‘conjunction’ ?

What we know about the test

• Small, specific question and answer

• 20 word spelling test (like now)

Level 6

• Longer pieces of writing to demonstrate choices and range

• KS3 questions scaffolded

What we know about the test

• Word class

• Formal and informal

• Statements, commands and questions

• Complex sentences

• Paragraphs

• Commas

• Apostrophes

Word classes• verbs• nouns• adjectives• adverbs• pronouns• articles• preposition• conjunction

Main points

• This is PART of writing as a whole

• Call things the right names

• Let children do the test and use for AfL

• Devise own tests linked to current texts used in literacy and guided reading

Preparing for the test

What are you doing in your school to prepare children (and

teachers) for this test ?

Who are the National Curriculum tests for ?• All pupils in their final year of KS2 must

be registered• Pupils at PRU or in hospital school but

still on school register must participate in the tests

• Pupils below L3 and those whose level can not be established should not take test but must be registered – enter as B on mark sheet

• If pupils working below level of test do sit a test, test paper must be sent for external marking

• Pupils may just take one or two subjects

Access Arrangements

• Visually or hearing impaired• Difficulty with reading• Difficulty with writing• Difficulty concentrating or suffer fatigue• EAL• Additional Time

Visually Impaired• Modified tests and modified guidance• Recorded versions of Maths • Photocopying onto coloured paper• Enhancing diagrams• May use underlining, highlighting, readers or any

other method to emphasise words already written in bold, italics etc.

• Use low-vision aids – see website for form to attach to test script

• Adapt Braille to meet individuals needs• Use of technical/electrical aids may be used where

this is normal classroom practice – use must be notified on appropriate form downloaded from www.qcda.gov.uk/accessarrangements

Hearing Impaired and Users of Sign Language

• Use communicators or signers - don’t have to request permission

• Maths test translated - sign

• English tests- only general instructions

• Pupils Responses - sign in maths

Pupils Who Have Difficulty Reading

• All pupils can request a word or phrase from a question to be read to them – except in the reading test

One-to-one basis only

• Reading age much lower than actual age – 9 years or below

• Regular classroom practice/I.E.P.

Pupils Who Have Difficulty Writing

• Amanuensis – a scribe

• Transcript - completed at end of test

• Word Processors

- must be normal classroom practice

• Technical or electrical aids

- must be normal classroom practice

Pupils with EAL

• Should be registered but not take the English tests if cannot communicate in English (enter as B on mark sheet)

• Assess mathematical ability using language support staff to translate as appropriate

• If working below level of tests in mathematics enter as B on mark sheet

• If working at level of the tests consider using access arrangements

• If school does not have time before tests to carry out assessments and judge level – enter as T (children from different education system)

Pupils with EAL (continued)

• Consider additional time• Normal classroom practice• Consider if pupils should be entered for English or

just Maths • If pupils usually work in English they should access

the tests by reading and writing in English• Maths Tests - If pupils use a combination of English

and their first language you should choose the best option. Consider use of oral or written translation

Pupils who have difficulties concentrating or suffer fatigueRest Breaks

• Splitting tests into sections or stopping the clock

Prompters

• One-to-one basis• Agreed way to prompt

Additional Time

Online Application on NCA tools website before 5pm on 25th February 2013.

Collect evidence for up to 25% extra time – make sure youuse the correct tests – see lists

A. Evidence of three of the following is needed :

• Below average reading age (standardised score below 85)• Increase in reading age by nine months with 25% additional time • Free writing speed of 10 words or fewer per minute• Phonological processing speed below average (standardised

score below 90) and performance – see AAG• Discrepancy between cognitive ability and performance

Additional TimeOr B. Evidence of one criteria is needed; • Pupils with limited fluency in English

(Level 1 or 2 of the common scale for assessment in A language in common)

• An appropriate professional has made a recommendation

• Other exceptional circumstances

Access arrangements

• Profound hearing loss and can’t access spelling/mental maths tests – school should request a formal exemption from spelling/mental maths tests. Compensatory marks may also be applied for which will be based on average scores during pre-testing.

Working at the level of the tests but unable to access:

• Physical/sensory disability• Excluded, educated at home, hospitalised recently and need time to

adjust.• Recent experience of temporary, severe emotional problem Register and enter as T on mark sheet. Consult with parents and writea report which must be sent to LA, parents and governors

Identifying Access Arrangement Needs?

• Have you given pupils an opportunity to do a practice test?

• Are pupils performing at the same level in tests as in class? If not, why not?

• Consider all access arrangements e.g. additional time, translation, rest breaks, readers, prompter, early opening, amanuensis and or transcription

• Identify the support that would help pupils working at level 3 or above to achieve the same level in the test as in class

Online applications for access arrangements

• Details are in ARA - an application is not required for children with a statement of SEN

• Contact LA or STA if not sure

Access Arrangement Key Dates• 7th January, 2013 - the access arrangements section of NCA

tools website is available for online applications for additional time, early opening, special consideration and compensatory marks

• 5pm, 25th February, 2013 - deadline for online applications for additional time, early opening, special consideration and compensatory marks

• 19th April 2013 - the latest date that STA and LAs will inform schools of the outcome of applications for additional time or early opening

• 28th June, 2013 - deadline for special consideration applications

THE INAPPROPRIATE USE OF ANY ACCESS ARRANGEMENTS MAY LEAD TO THE ANNULMENT OF A PUPIL’S RESULTS

Reflection:

Consider/identify pupils who

may be entitled to access

arrangements.

What arrangements need to

be in place in school?

Test Security

•Advice on storing test materials securely will be in the Test administrators’ guide which is published on the Department’s website in March.

•Standard and modified tests will be delivered together w/c 29th April, 2013

•Once the delivery has been checked against the delivery note, schools should reseal the box containing the test packs and mark scheme packs and store it in a secure, locked place and not be opened until the dates specified on the front of each item.

•Contact STA if a delivery is incomplete or faulty, anyone suspects that there might have been a breach of security with the test materials or an of the test packs are unsealed or damaged on arrival (photographic evidence may be asked for)

Early Opening

Application needs to be made on the Access

arrangements section of the NCA tools website by 5pm

25th February, 2013 if school needs to open test papers

more than one hour before test is due to start. Written

confirmation needs to be received by school before

tests are opened.

• Preparations for visually or hearing impaired• Transportation – PRU, hospital

Unforeseen Circumstances

• Unforeseen injuries – use access arrangements • Administering tests elsewhere• Special Consideration application can be made to STA by

Friday 1st June, 2013

e.g. Death of a close family member or friend, serious,

disruptive domestic crisis, terminal illness, serious

accident of pupil, family member or other major

disruption.

Collation and security of scripts

• Test scripts must be returned immediately to the headteacher or senior member of staff who is responsible for the Key Stage 2 tests

• They must not be looked at, annotated or reviewed in any way (unless it is necessary to make a transcript)

• They must be stored securely in the packaging provided and kept in a secure place until they are collected

• All notification forms or other relevant paperwork must be attached to the test scripts

• It is advised that test administrators work in pairs rather than on their own

Discounting pupils’ results

Schools have a opportunity to do this during the annual tables checking exercise. These will be children who have recently arrived overseas with little or no English. Criteria is in the ARA.

More information is available on the Department’s website at www.education.gov.uk/contactus or contact the Department on 0370 000 2288

Reporting teacher assessment levels at the end of KS2

• Information on the submission of teacher assessments and P scale data will be available on the Department’s website at www.education.gov.uk/assessment

• 13th May, 2013 – teacher assessment may be submitted on the NCA tools website from this date

• 28th June, 2013 – deadline for submission of teacher assessment and P scale data

• Teacher assessmens must be reported for English, mathematics and science and will be reported alongside test results

Reporting teacher assessment levels at the end of KS2 (continued)

• If pupils complete programmes of study for KS2 in any of the core subjects and take one or more tests early schools must report the teacher assessment level in that subject in the same school year

• Guidance on calculating overall teacher assessment levels will be published on the Department’s website www.education.gov.uk/ks2 in May 2013

• Guidance on what to do if teacher assessment cannot be made because of long periods of absence, pupils are new to school or need to be disapplied is in the ARA

P scales – p. 41• Statutory for pupils with special educational needs

who are working below level 1 but should not be used to assess children with English as an additional language ( EAL) at any age, unless they have additional special educational needs. Further guidance available on the STA website and in the ARA

• Code used to report teacher assessment for a child working below level 1 who does not have a special educational need has changed from EAL to NOTSEN

Day-to-day Organisation:

• Impact on whole school

• Clear organisation

LA Monitoring

• Unannounced visits to 10% of KS2 schools will take place before, during or after tests more information will be available on the Department’s website at www.education.gov.uk/ks2 in February 2013

• Inform the LA and STA without delay about any irregularities in the test administration process and discuss steps to take

Useful Contacts and website

• Alison Philipson alison.philipson@bradford.gov.uk • Dulcie Leach – dulcie.leach@bradford.gov.uk

• Bradford Schools Online Access Curriculum and Assessment page from the menu

on the left