Presentation on theme: "Assessment Update April 2015"— Presentation transcript:
1 Assessment Update April 2015 Powerpoints handouts – 3 to a pageNotes pagesNikki Tilson – Assessment and Achievement Adviser (Nursery and Primary)1
2 KS2 testsOnline marking – check guidance on page boundaries, pens, folding booklets etcCheck all test administrator guidanceTest materials delivered w/b Monday 27 AprilKeep KS2 pupil registration details up to dateIf you have applied for early opening or compensatory marks for the key stage 2 tests please check NCA tools in case DfE have asked for additional information. If not, you will be able to see the outcome of your application(s).Check test administrator guides e.g. SPAG - apostrophes, capital letters, no calculators except L6 paper 2Test pack instructions,keeping materials secure,Dealing with issuesHow to answer pupils questionsUsing access arrangementsModified test administrator guides
3 Maladministration allegations Guidance on GOV.UK inc. for schools as polling stationsEnsure training for all test administratorsRecommend 2 test administrators per roomInvite people in to avoid misunderstandings and possible allegationsTest pack security, test administration and access arrangements, and test script storageLA monitoring – 10% minimum inc DfE listWill need to show delivery notes, proof of collection, access arrangements, timetable variationsGuidance to avoid accusations of maladministrationTraining for all staff including readers, how to answer pupils questions, dealing with issues etcHe 2 people to do opening, administering, collecting – always in twos. – as with safeguarding principles!!!!Invite people in - community, governor, secondary school so no misunderstandingsVistors could help with bagging up etcCollect papers in alphabetical order at end of testWrite on cellotape on sealed packs when checked against delivery notes to protect themGuidance for Polling daysNover be tempted to see how well they have doneKeep copies of delivery notes, proof of collection, access arrangements in line with normal classroom practice, timetable variations, early opening etc
4 Moderation Overviews and Requirements KS1 – test and tasks must be used to inform TA before moderation visitsKS1 and KS2 - Use of NC level descriptionsNo portfolios, must have independent samplesHT responsible for robust moderation processesHave to submit changes made as a result of moderation – if different, schools must contact LA, submit further evidence and reach agreement, otherwise investigatedExamples of TA maladministrationmoderators must request to see results of test and tasks to identify how levels have been used to inform the schools TASole use of NC descriptionsMaladministration– concern regarding TA evidence and processes within the schoolLack of independent workChanges to TA judgements by school staff to influence school assessment outcomesConcern about the pattern of attainment
5 Reception BaselineDeadline 30th April 2015 if you opt for a baseline this year.Choice of 6 suppliersSuppliers need commitment from 10% of schools .DfE will notify you in June if your one is not viableLast year of EYFS Profile in June 2016, but EYFS and ELGs remain statutory.Reception baseline sits within broader assessment of children’s developmentNAHT guidance is a useful summary% of schools who reached 2013 floor target of 60% L4+ in R, W and M in 2013?% of school who reached proposed floor target of 85% L4B+ in R, W, M in 2013?Progress floor standard has to be in R, W and MCEM/BASE – quick, on screen, basic skillsEarly Excellence – observation based + within EYFSGL – on screen, assesses very particular skillsHodder – paper based work books, basic skillsNFER – task based, linked to EYFSSpeech Link – on screen, speech and basic skills
6 Progress from Reception baseline to KS2 Individual scores will not be used to track individual progress, but to compare progress with others nationally with same starting point.“When pupils reach the end of key stage 2, we will use the reception baseline score to calculate how much progress they have made compared to others with the same starting point. A school’s measure of progress will be the average progress made by its pupils.”Will help DfE to allocate funding for schools with low prior attainment once EYFSP is not compulsoryAs part of the changes, we are introducing an assessment at the start of reception year.We will collect a score for each child following the assessment, but we will not use it to track individual pupil progress. The purpose of the reception baseline is to provide a score for each pupil at the start of reception. When pupils reach the end of key stage 2, we will use the reception baseline score to calculate how much progress they have made compared to others with the same starting point. A school’s measure of progress will be the average progress made by its pupils.The reception baseline will be part of teachers’ broader assessments of children’s development, which will be wider than any single baseline assessment can accurately capture.Measuring primary schools’ progressFrom the 2016 reception cohort onwards, the reception baseline assessment will be the only measure we use as the starting point for measuring progress to the end of key stage 2. We will hold schools to account at the end of key stage 2 by the attainment of their pupils and the progress they have made.When pupils who have taken the reception baseline reach the end of key stage 2, we will compare their score on the key stage 2 tests with other pupils who achieved the same score on the same reception baseline. We will use this score comparison for all pupils in a school, to produce the progress measure for the school. Pupils in a school do not need to have taken the same reception baseline in order to be included in the measure, as the comparison will be national.Allocating prior attainment fundingThe reception baseline will also allow us to allocate low prior attainment funding to primary and infant schools from 2016 once the EYSF profile stops being compulsory. This funding helps schools support pupils whose attainment was below the expected level before reception year.
7 Southwark Tracking and Assessment Record STAR (Primary) Feedback from pilot schoolsSignificant changes made to R and WMaths – now writing Y6Continuing to pilot changes, consider mastery, collect exemplificationCurriculum and Assessment briefing – Thursday 7th May, 1:30 – 4:00 for SLTOutline of Assessment Conference - July 9th - for HT and Assessment CoordinatorPlan in INSET days for transfer to new systemR and W have bold statements, M couldn’tTraining focus for teachers next year – masteryCurriculum and Assessment briefingsPlan ahead for training and communicating with teachers and TAs, Parents, Govs –Materials – will need to build on mastery as we learn more next, general progress tweaks, new TA performance descriptorsTransition – teachers to level with old system and new system end of year or beginning of next year? Start at relevant year group and adjust for gapsStill draft – we want to get this rightWould have materials without trainingFindings likely to be about exploring assessment of masteryMastery Series – planning, teaching inc differentiation, and assessment ofIn depth learning with appropriate challenge.
8 Data submission deadlines SurveyDetailDeadlineKS2 teacher assessmentCollection opens: Monday 1 JuneAll schools should enter their KS2 teacher assessments (including P scales) directly on to the Standards and Testing Agency on the Teacher Assessment section of NCA tools. So Southwark LA can get school profiles out as early as possible we are asking that you also submit the data to Southwark Stats Submit data to: ANDWednesday 24 JuneSTA deadline is 26 June, however the LA strongly recommend the 24 June so there is time to address any possible issuesKS1 teacher assessmentCollection opens: Monday 1 JuneSubmit data to:EYFSCollection opens: Monday 22 JuneFriday 26 JuneY1 Phonics andY2 re-testsCollection opens: Friday 19 JuneWednesday 1 JulyWait for moderation before submitting results in KS1 and EYFS
9 Key statements – linked to NC Year 3EmergingDevelopingSecureNumber – Counting and Place ValueRead and write numbers to 200 in numerals and wordsCount from 0 in multiples of 4Say/identify the number that is ten more or less within 200Order and compare numbers up to 200Recognise the place value of each digit in a three-digit number to 200 including the use of practical resourcesRead and write numbers to 500 in numerals and wordsCount from 0 in multiples of 4, 8 and 100Say/identify the number that is ten or one hundred more or less than a given number within 500Order and compare numbers up to 500Recognise the place value of each digit in a three-digit number to 500 including the use of practical resourcesRead and write numbers to 1,000 in numerals and wordsCount from 0 in multiples of 4, 8, 50 and 100Say/identify the number that is ten or one hundred more or less than a given number to 1,000Order and compare numbers up to 1,000Recognise the place value of each digit in a three-digit number to 1,000 Solve number, practical and word problems that involve all of the aboveAddition and SubtractionNumber –Mentally add a three-digit number and ones and a three-digit number and tens within 200, including the use of jottings such as a number lineMentally subtract ones/tens from a three-digit number within 200, including the use of jottings such as a number lineUse a range of mental strategies to add and subtract (for example, add 19 to a two-digit number by adding 20 and adjusting)Add two two-digit numbers, bridging 100, using informal written methodsSubtract two two-digit numbers, and a two-digit number from a three-digit number, within 200 using informal written methodsMentally add a three-digit number and ones; tens; hundreds within 500, including the use of jottings such as a number lineMentally subtract from a three-digit number ones; tens; hundreds within 500, including the use of jottings such as a number lineUse a range of mental strategies to add and subtract (for example, add 19 to a two-digit or three-digit number by adding 20 and adjusting)Begin to use the formal written method to add two two-digit numbersBegin to use the formal written method to subtract two two-digit numbersMentally add a three-digit number and ones; tens; hundreds, including the use of jottings such as a number lineMentally subtract from a three-digit number ones; tens; hundreds within 1000, including the use of jottings such as a number lineUse a range of mental strategies to add and subtract (for example, add 19, to a two-digit or three-digit number by adding 20 and adjusting)Add numbers with up to three-digits using the formal written methodSubtract numbers with up to three-digits using the formal written methodSolve word problems involving addition / subtraction using the methods outlined aboveSolve number problems, including missing number problems, and puzzles that involve all of the aboveSolve number problems, including missing number problems, and puzzles that involve all of the aboveFlexibility – best fit highlighting, key skillsKey statements – linked to NCMaps out steps of progression towards an end of year standardAiming at capturing progressionWill work for transfer of informationTim Oates video – about assessment for learning, next steps, embedding/applicationTracking – steps mapped out to support teachers assess who is on track to reach an end of year standardAccountability tool
10 Meeting HTs and Meeting Lewisham, Greenwich and Bexley, and Gwen Year 1Year 1 EYear 1 DYear 1 S192021Attainment - % at each step that are on track to be secure at end of each year*Denotes mastery at each step3 steps a year is typical progress4+ steps a year is rapid progressBelow – emerging in age related year group or below age related year groupWorking towards – 1 step below secure in age related year groupAt – secure at in age related year groupBeyond/above – at any point beyond age relatedMastery/depth- acknowledge in conjunction with previous terminolgyBelow ExceedingPSCYear 2Year 2 EYear 2 DYear 2 S222324TowardsTests + TA performance descriptors At + masteryYear 3Year 3 EYear 3 DYear 3 S252627Year 4Year 4 EYear 4 DYear 4 S282930Year 5Year 5 EYear 5 DYear 5 S313233Below Y6Year 6Year 6 EYear 6 DYear 6 S343536Towards Y6Tests and TA performance descriptorsAt +Meeting HTs and Meeting Lewisham, Greenwich and Bexley, and GwenHave seen Sheffield, Croydon, HertfordshireAll year group models apart from learning laddersNot all Las are developing modelsGood for transfer of information we think – eg Greenwich and outstanding schools.