1. Assessment updates 2017 www.ristonprimaryschool.co.uk
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2. 2017 tests at key stage 1 and 2 Key stage 1 Key stage 2
English reading
Mathematics
English grammar, punctuation and spelling
Key stage 2
Mathematics.
There are extensive changes at key stage 1. The previous tests and tasks are being replaced by a new set of tests, including the introduction of a grammar, punctuation and spelling test, as well as an arithmetic paper as part of the maths test. I’ll explain more about these changes later.
In terms of the structure of the key stage 2 tests, the only significant change is that the mental mathematics test will be replaced with an arithmetic test.
Also, from 2016 there will be no level 6 tests. The tests of the new national curriculum will include a small number of questions that will stretch the most able pupils so separate tests are no longer required.

3. KS1 tests:
Test window
The KS1 tests are to be administered in May 2017
English reading
2 papers: 1 with text and questions combined.
1 more challenging text with the questions in a separate booklet.
All pupils should be given the opportunity to sit both papers.
Grammar, punctuation and spelling (optional)
Emphasis on technical aspects of grammar.
Separate spelling test.
No English writing test.
Mathematics
Arithmetic test introduced.
Reasoning test.
The key stage 1 tests do not have set days for their administration but schools will need to administer the new tests during May 2016.
In reading there will be two papers, one with the text and questions combined and one more challenging text with the questions in a separate booklet. All pupils should be given the opportunity to sit both papers.
Paper 2 should be offered to all pupils although teachers will be able to withdraw pupils at any stage during the test, if they do not think that they can cope with aspects of this paper.
In the grammar, punctuation and spelling test there will be an emphasis on technical aspects of grammar and there will be a separate spelling test.
There will be no contextualised questions in the test as it was felt that they just increased the reading load without necessarily helping pupils.
There is no longer a test for English writing.
In mathematics at key stage 1, an arithmetic test has been introduced alongside a test of mathematical reasoning.
Some items in the arithmetic test have a grid in the answer / working out space. The grid is there for questions where the pupils may benefit from using more formal methods for calculations.

4. KS2 tests: Week commencing 14th May
English reading
1 paper containing 3 separate texts, potentially fiction, non-fiction and poetry.
English grammar, punctuation and spelling
Grammar, Punctuation and Spelling test.
Spelling text.
Mathematics
Arithmetic test
2 Reasoning papers
In reading, there will be a greater focus on fictional texts.
In the grammar, punctuation and spelling test there is a greater focus on knowing and applying grammatical terminology with the full range of punctuation tested.
The new national curriculum sets out clearly which technical terms in grammar are to be learnt by children and these are explicitly included in the test and detailed in the new test framework. It also defines precise spelling patterns and methodologies to be taught, and these are the basis of spellings in the test.

5. Future Multiplication Testing
This will begin in 2019 for current Year 5 cohort who will be in Year 6.
Every pupil will be expected to know their multiplication tables up to 12x12
The mental mathematics test has been removed at key stage 2 and a new arithmetic test has been introduced. The arithmetic tests assess basic mathematical calculations; there are no contextualised questions in the arithmetic paper. Pupils will need to work quickly to complete the arithmetic paper. Pupils who are able to recall their times tables and number bonds will be at an advantage in completing this paper
The new arithmetic tests will consist of 36 questions and 40 marks. Children will have 30 minutes to complete the test. The questions will cover straightforward addition and subtraction, more complex calculations with fractions with 1 mark each and long divisions and long multiplications worth 2 marks.

6. KS2 tests: key changes (cont)
Science sampling
Science will be teacher assessed using National Curriculum and interim statements in Year 2 and 6.
However, there is the possibility that we could be selected for Science test sampling this year.
The tests will be securely administered in the selected schools by external administrators.
Schools won’t have access to the test papers after their administration. However a set of questions will be made public after the assessment cycle, which schools can use for teaching purposes.

7. Scaled scores
Outcomes of the tests at the end of KS1 and KS2 will be in scaled scores.
The ‘expected standard’ will always be set at 100.
Raw scores in the test will be converted to scaled scores.
The ‘raw score’ that equates to 100 might be different each year.
Pupils who score 100 or more will have met the ‘expected standard’.
Pupils who score below 100 will not have met the ‘expected standard’.
Scaled scores are used all over the world. They help test results to be reported consistently from one year to the next. We design national curriculum tests 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 example, on our scale 100  will always represent the ‘national standard’. However, due to the small differences in difficulty between tests, the ‘raw score’ (ie the total number of correct responses) that equates to 100 might be different (though similar) each year.
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.

8. KS1 interim frameworks for Teacher Assessment
For English reading, writing and mathematics - 3 standards:
working towards the expected standard
working at the expected standard
working at greater depth within the expected standard.
For science, one standard (working at the expected standard).
Each standard contains a number of ‘pupil can’ statements.
Teachers need to judge a pupil demonstrates attainment of all statements ( however a more flexible approach has been introduced) within a standard and all the statements in the preceding standard(s).
In the summer term, local authority moderation may take place to assess teacher judgements
For key stage 1, the English reading, English writing and mathematics frameworks contain 3 standards
Pupils will be grouped into 4 categories for accountability; those 3 categories plus an additional category for those pupils that do not meet the ‘working towards’ standard.
For key stage 1 science, where results are not used for formal accountability, the framework contains one standard: working at the expected standard.
Pupils will be grouped into 2 categories for accountability; the ‘working at the expected standard’ category plus an additional category for those pupils that do not meet that standard.
Each standard contains a number of ‘pupil can’ statements such as, “The pupil can read accurately most words of two or more syllables”
To demonstrate that pupils have met a standard, teachers will need to have evidence that a pupil demonstrates consistent attainment of all the statements within the standard and all the statements in any preceding standard(s).
Where pupils have a physical disability that prevents them from being able to write, the statements relating to handwriting can be excluded from the teacher assessment.
Where pupils are physically able to write and meet all of the statements except for being able to produce legible handwriting, they may be awarded the ‘expected standard’ but cannot be awarded the ‘greater depth’ standard.
As with key stage 1, all pupils must meet the ‘pupil can’ statements related to spelling in any particular standard to be awarded that standard.

9. KS1 Interim pre-key stage standards
The interim pre-key stage standards reflect the attainment of pupils who have not yet completed the relevant programmes of study but are in Year 2 and therefore must be assessed.
For each subject, English reading, writing and mathematics – this is known as ‘Foundations for the expected standard’
The standards contain a number of ‘pupil can’ statements.
Teachers need to judge a pupil demonstrates attainment of all statements within the standard.
P-scales to used for pupils with SEND working below these standards
The standards are to be used to make a teacher assessment judgement when a pupil has reached the chronological age where an outcome must be reported for school accountability, but when the pupil is deemed not to have completed the key stage 1 programme of study in either English reading, writing or mathematics.
The interim pre-key stage 1 standard are called “foundations for the expected standard in ….”.
The additional standards supplement the interim frameworks for teacher assessment in English reading, writing and mathematics. It is not intended to be used to track progress throughout the key stage.
In most cases, pupils assessed against this standard will not have taken the particular key stage 1 test. However, having administered the test to a particular pupil, the school may feel that it is more appropriate to assess the pupil against this standard rather than the interim framework for teacher assessment in English reading.
If a school decides not to enter a pupil for the tests, or if a teacher does not have evidence that a pupil consistently meets all the statements in the ‘working towards’ standard in the interim framework for teacher assessment in English reading, the interim pre-key stage standard should be used to provide a statutory assessment outcome for the pupil unless their attainment is being reported using P scales.
The standard contains a number of ‘pupil can’ statements. To demonstrate that pupils have met this standard, teachers will need to have evidence that a pupil demonstrates attainment of all of the statements within the standard.
This interim pre-key stage standard is for the 2015 to 2016 academic year only. P scales will continue to be used as the reporting framework for those pupils with SEND working below these standards in 2015 to 2016.
Where pupils have a physical disability that prevents them from being able to write, the statement(s) relating to handwriting can be excluded from the teacher assessment. It is expected that schools will be making reasonable adjustments as part of normal classroom practice.

10. KS2 interim frameworks for Teacher Assessment
For English writing - 3 standards:
working towards the expected standard
working at the expected standard
working at greater depth within the expected standard.
For English reading, mathematics and science, there is one standard (working at the expected standard).
Each standard contains a number of ‘pupil can’ statements.
Teachers need to judge a pupil demonstrates attainment of all statements within a standard and all the statements in the preceding standard(s).
In the summer term, local authority moderation may take place to assess teacher judgements.
At key stage 2, teacher assessment is used as the primary outcome for accountability only in English writing
3 standards and 4 categories for accountability
For English reading, mathematics and science at this key stage, the frameworks each contain one standard: working at the expected standard.
Pupils will be grouped into 2 categories; the ‘working at the expected standard’ category plus an additional category for those pupils that do not meet that standard.
Same advice re children that can’t write or can’t write legibly applies to KS2 as it does in KS1
As with key stage 1, all pupils must meet the ‘pupil can’ statements related to spelling in any particular standard to be awarded that standard.
English writing TA - part of the floor standard at end of KS2
For English reading and mathematics, the test is part of the floor standard and TA is a separate measure reported to the DfE but not used for any progression measure.
TA would be utilised, as previously, if the test was not taken or if, due to a maladministration outcome, test results were annulled.

11. KS2 Interim pre-key stage standards
English reading, writing and mathematics
3 standards for each subject
Foundations for the expected standard
Early development of the expected standard
Growing development of the expected standard
Each standard contains a number of ‘pupil can’ statements.
Teachers need to judge a pupil demonstrates attainment of all statements within a standard and all the statements in the preceding standard(s).
P-scales to used for pupils with SEND working below these standards
The standards are to be used to make a teacher assessment judgement when a pupil has reached the chronological age where an outcome must be reported for school accountability, but when the pupil is deemed not to have completed the key stage 2 programme of study in either English reading, writing or mathematics.
The additional standards supplement the interim frameworks for teacher assessment in English reading, writing and mathematics. They are not intended to be used to track progress throughout the key stage.
In most cases, pupils assessed against this standard will not have taken the particular key stage 2 test. However, having administered the test to a particular pupil, the school may feel that it is more appropriate to assess the pupil against this standard rather than the interim framework for teacher assessment in English reading.
If a school decides not to enter a pupil for the tests, the interim pre-key stage standard should be used to provide a statutory assessment outcome for the pupil unless their attainment is being reported using P scales.
The standards contain a number of ‘pupil can’ statements. To demonstrate that pupils have met a standard, teachers will need to have evidence that a pupil demonstrates attainment of all of the statements within the standard and the preceding standards.
This interim pre-key stage standard is for the 2015 to 2016 academic year only. P scales will continue to be used as the reporting framework for those pupils with SEND working below these standards in 2015 to 2016.
Where pupils have a physical disability that prevents them from being able to write, the statement(s) relating to handwriting can be excluded from the teacher assessment. It is expected that schools will be making reasonable adjustments as part of normal classroom practice.

12. Year 1, 3, 4 and 5
There are no interim statements provided by the government for years 1,3,4 and 5. As a result, we use the National Curriculum guidelines to assess against. These then form our teacher judgements, for each year group these are called: Beginning Developing Secure Greater depth

13. Assessment continued
For core subjects, progress is tracked half termly using these gradings and these judgements: beginning, developing, secure and greater depth. These are recorded on Otrack. We identify children that may need extra support in certain areas and work to fill these gaps either in lessons or interventions. We track attainment in all subjects termly and this data is also analysed and actions taken if required.