Wildmoor Heath School 27 th March 2014

 To know about statutory end of phase assessments (and the coming changes)  To know about on going assessments in school  To look at test materials

 What skills / knowledge do they have now and what do they need to do next? (Target setting)  Have they reached their targets? (Tracking)  What do we need to do to get them there? (Interventions)

 Summative ◦ Statutory assessments at end of EYFS, KS1 and KS2 ◦ Half termly ‘tracking’ - informs intervention planning (RAP groups) ◦ NC levels  Formative (Assessment for Learning - AfL) ◦ During and between lessons – informing teaching and planning ◦ AfL techniques include:  Talking (learning) partners  Effective questioning  Learning objectives and success criteria  Self and collaborative marking and feedback

 EYFS Profile  End of Year 1 Phonics test  End of Key Stage 1 SATs (end of Year 2)  End of Key Stage 2 SATs (end of Year 6)

 Children are assessed against 17 Early Learning Goals  3 Prime areas of learning & 4 specific areas:  Children assessed through observation  Learning journeys  “Development Matters” Prime AreasSpecific Areas Communication & LanguageLiteracy Physical DevelopmentMathematics PSEDUnderstanding the world Expressive arts and design

 Photos  Incidental and narrative observations of children in their environment  Samples of children's work  Parent’s comments and observations  Children’s comments

 Completed in June  Teacher assessment – ‘best fit’  Assesses against Early Learning Goals (ELGs)  Short narrative describing child’s three learning characteristics  Judged as emerging, expected or exceeding Good level of development (GLD) defined as at least expected development in prime areas and mathematics and literacy.

 Week beginning 16 th June 2014  40 words  20 real words  20 pseudo words e.g. spron, jound  Specifically tests decoding (AF1) NOT reading as a whole  Children that do not achieve required level in Year 1, repeat the test in Year 2

 Commonly known as ‘SATs’  Tasks and Tests that the Government sets for children aged 7 & 11  Children's knowledge in English, Mathematics and Science is assessed  A mix of tests and teacher assessment depending on the Keystage and subject

Key Stage 1 (All teacher assessed) Key Stage 2 (Tests and teacher assessment) Literacy Speaking and listening Reading Writing (including spelling and handwriting) Maths Science English Reading (test) Writing (teacher) Spelling, Grammar & Punctuation (test) Maths (test) Science (teacher)

End of Year 2End of Year 4End of Year 6 WTL1 Level 1Below average Level 2cLow average Level 2bNational standard Level 2aHigh average Below average Level 3c Above average (Not sub-levelled for SATs) Below average (Not sub-levelled for SATs) Level 3b National standard Level 3a Level 4cAbove averageLow average Level 4bNational standard Level 4aHigh average Level 5Above average Level 6Well above average

 The tests help to inform teacher assessment  One overall level for each subject reported to parents

 Carried out as part of normal teaching practice  Purpose is to identify next learning steps  Reported to parents at each stage of child’s education

 Normal day  One to one, or in small groups  Some whole class  Children asked to do their best  Teachers explain what the children have to do  Children must work without adult help

 2a - Must be entirely accurate  2b - Can make a mistake on 1 word in 20  2c - Can make a mistake on 1 word in 10

 Comprehension booklet  2a in both task & test - children go on to take Level 3 test

 Two writing tasks  One longer - about 45 mins – eg a recount or a story  One shorter - about 30 mins, eg an invitation or a postcard  Done on different days  Spelling test  Marks for handwriting

 Teacher assessment Level 1  Teacher assessment Level 2 or above, then take tests  Level 2 or Level 3 test

 Teacher assessment (no test)  4 attainment targets ◦ Scientific Enquiry ◦ Life Processes & Living Things ◦ Materials & their Properties ◦ Physical Processes  Overall Level given

 Used as a progress measure from KS1–2 ◦ Children expected to make at least ‘2 Levels of progress’ from Year (e.g. from Level 2 to 4)  Published (league tables) ◦ %-age making Level 4+ in each subject ◦ %-age achieving Level 4+ in reading, writing and mathematics combined  Allows comparison against other schools  Tests the knowledge, skills and understanding that is taught in school daily – no tricks!

 National timetable spread over a week  Week beginning 12 th May 2014  Children absent during this week will take the test later  Children with SEN – reader or scribe

DateLevel 3-5 TestsLevel 6 Tests Monday 12 th MayEnglish reading test Tuesday 13 th MayEnglish grammar, punctuation and spelling test Wednesday 14 th MayMental mathematics test Mathematics – Test A Thursday 15 th MayMathematics – Test BMathematics – Paper 1 Mathematics – Paper 2

 English spelling, punctuation and grammar (SPAG) test  SPAG test informs writing assessment  Writing –teacher assessment only (based on work done in class over time)  Moderated by local authority team

 Test  Changes made for 2014  Three different text types, no connecting theme (easiest first, hardest last)  60 minutes to read and answer questions  Children can approach paper as they wish (i.e. read one text and answer questions before moving on to next text)  Different sorts of comprehension questions  Externally marked

 Two papers – calculators can’t be used in either  Mental mathematics test

 Practise questions (technique)  Mock week  Revision  Intervention (booster) groups in and after school

 Attendance every day & on time  Avoid taking holidays during term time  Enough sleep ensures they are alert & ready to learn  Attend parents evenings  Encourage positive attitudes to school & learning  Encourage them to have a go, not worry if they make a mistake

 Ensures ‘no child left behind’  Summative assessment made each half term for reading, writing and mathematics ◦ Are they at, above or below age related expectations (ARE)? ◦ Are they making progress (from previous July and entry to phase)? ◦ Pupil progress meetings identify children needing extra support or challenge ◦ Interventions planned and evaluated (RAPs)

 Any practice which provides information to teachers (and pupils) about what the children need to do to improve  Allows teachers to adapt lessons ‘in action’ to better challenge and support children  Based on both academic (Black & Wiliam, 1998) & classroom based action research (Shirley Clarke, ) ◦ Talk (learning) partners ◦ Effective questions ◦ Marking and feedback – highlighting and ‘closing the gap’ comments ◦ Learning objectives and success criteria

 Participation from all children (not just those with their hands up)  Time to think, formulate ideas and responses  Teachers ‘listen in’ and take feedback to collect information  Randomly chosen partners – mixed attainment groupings  Changed every 2 weeks  Talking partner rules established

 Demands explanation  Promotes discussion and explanation  Reveals misconceptions and understanding  Develops critical thinking, reasoning and problem solving skills (NB. Bloom’s Taxonomy)  Gives pupils confidence in expressing their opinions  Stimulates curiosity and interest  Reinforces previous learning  Develops respect for other points of view

 Close to when the work is done (often during or shortly after the lesson)  Includes ‘formal’ marking, self and collaborative marking and verbal feedback  Focussed on the learning objective and success criteria  Marking highlights success and what needs to be improved  Comments help to ‘close the gap’  Children have time to make improvements immediately

 Children know what they are learning each lesson  Children know what success ‘looks like’ and what to do / include to be successful: ◦ Modelling & ‘excellent’ examples ◦ Compulsory ◦ Optional  Marking and feedback given using LO and SC

 New NC starts in September 2014  Current Year 5 and 6 tested on ‘old’ curriculum – SATs used as now  Current Year 4 and below will be tested on ‘new’ curriculum when they reach Year 6 – govt. yet to announce how and which subjects  End of KS1 assessment will still be ‘teacher’ rather ‘test’

 Existing assessment framework - NC Levels (Level 4, Level 2b etc) scrapped from September up to schools what they do!  Children will be assessed as ‘Secondary ready’, ‘KS2 ready’, ‘KS1 ready’  Proposals that children are ranked by test score and parents told which percentile their child is in compared to school / national

 What are your questions?  Chance to look at the materials