1. The effective use of tests and tasks to support teacher assessment in Y2 4 th February 2014 Karen Samples

2. Course content: An overview of the tests and tasks available, and how they might be used to enhance Teacher Assessment Aims and objectives: To enable Y2 teachers, in particular those who have not been responsible for Y2 assessment since the new arrangements were introduced in 2004/05, to use the tests and tasks appropriately. Others interested in the end of KS1 assessment process are welcome to attend.

3. Use 2007 or 2009 tasks and tests. P scales must be used to record achievement of children judged to be at level W Any maths tasks can be used to assess level 1 2014

4. The 2014 Assessment and Reporting Arrangements booklet is an essential document.

7. Training and moderation opportunities in 2013/14 4 th Feb: The effective use of tests and tasks to support teacher assessment in Year 2 27 th Feb: Moderation workshop for Y2 and Y3 teachers 22 nd May: KS1 moderation workshops for writing (am) and reading / maths (pm)

8. KS1 Teacher Assessment Moderation  Schools will receive an LA external moderation visit at least once every 4 years  Purpose of visit is to check the teachers’ understanding of standards and look at children’s written work and other evidence from across the year  Moderation sample must now be a minimum of 10% across the cohort  Moderators will select different children for reading, writing and maths to maximise the number of different children’s work

9. Teacher assessment model The aim is to make a rounded judgement that: Is based on knowledge of how a child has performed over time and across a range of contexts Takes into account strengths and weaknesses of the child’s performance

10. Use of tests and tasks to support teacher assessment Use is optional for children at level W. Tasks must be used for children at level 1 in reading, writing and mathematics. The spelling test must also be used. Reading task OR level 2 test must be used for children at level 2. Writing task and spelling test must be used for children at level 2 or level 3. Level 2 maths test must be used for children at level 2. Level 3 reading test must be used for children at level 3. Level 3 maths test must be used for children at level 3. As well as using the level 3 tests and writing tasks, teachers may also use the optional tasks for children working above the level of the tests and tasks on the QCA website at www.qca.org.uk/optionaltasks

11. Remember Tasks and tests must be administered to all eligible children who are working at level 1 or above in reading, writing and mathematics. The role of the tasks and tests is to help inform the final teacher assessment judgement reported for each child at the end of KS1. There is no requirement to report separately the levels obtained from the tasks and tests.

12. Children who transfer to a new school If a child starts in the new school before the summer half-term holiday, the new school must report the child’s results to the LA (The results count in the new school’s KS1 results) If a child starts in the new school during the second half of the summer term, the old school must report the child’s results to the LA (The results count in the old school’s KS1 results) If a child moves school within Year 2, the new school must report the end of key stage results to parents

13. Best Assessment Practice Whole school systems are in place Assessment opportunities are planned In addition, ongoing assessment opportunities are seized across the curriculum In school moderation is a key feature External moderation is also used Tests and tasks are used appropriately to support teacher assessment Assessment informs teaching and learning P scales are used to assess children working below Level 1 with SEN Tracking systems are accessible and used appropriately

14. Supporting Reading Assessment Teachers have to report an overall level in reading at the end of KS1 Final judgements are based on on-going assessment as part of teaching and learning in the classroom Final judgements based on a range of children’s reading across the curriculum and from a variety of contexts Judgements take into account the outcome of the 2007/09 reading tasks or tests

15. Raising standards in reading Reading is led with a clear vision Teachers motivate children to read There is a clear strategy for the teaching of reading AFL is used effectively Progress is monitored and evaluated

17. How do you currently assess reading? Where do you get the evidence from? How is this recorded?

19. Reading Tasks: Level 1: Check the appropriate booklist Put a selection of books to one side Task to be done on a 1:1 basis Level 2: Most often used with children teacher assessed at level 2c Check the appropriate booklist Put a selection of books to one side Task to be done on a 1:1 basis

23. Reading Tests Level 2 Usually used with children teacher assessed at 2b or 2a Usually delivered in group situation Level 3 Used with children teacher assessed at level 3 Usually delivered in group situation

24. Coffee Time

25. Writing Tasks Used with all children except those working below level 1 Longer task (18 marks) Shorter task (12 marks) Handwriting (3 marks) Spelling (7 marks) Usually delivered in a group or whole class situation

26. Composition and effect Up to 17 marks 42.5% of total Sentence structure and punctuation Up to 9 marks22.5% of total HandwritingUp to 3 marks7.5% of total SpellingUp to 7 marks17.5% of total

28. Evidence of attainment against national standards should be part of everyday classroom practice… Class books Literacy books Tests Cross-curricular examples

29. Activity Time!

30. Mathematics Task Only for those children teacher assessed at level 1 Delivered to a small group of up to 4 children

31. Mathematics tests Level 2 test for children teacher assessed at level 2c, 2b or 2a Level 3 test for children teacher assessed at level 3

32. Science A level for each attainment target should be entered A subject level will be automatically entered on the basis of the attainment target levels entered Weightings remain unchanged

33. Summary of points to consider Put a range of reading books to one side Make sure all materials are stored and ready Decide when children will do tests/tasks Decide which children will do which tests/tasks Plan how you will carry them out Give careful consideration to how much ‘practice’ is necessary Plan marking arrangements, especially for writing tasks Remember that KS1 is a Teacher Assessment model

34. KS1 Key Dates W/c 3 February Schools receive their standard and modified versions of the key stage 1 tasks and tests. February Phonics screening check ‘Check administrators’ guide’ published on the DfE’s website. March ‘Check administrators’ guide’ sent to schools. Final week of spring term schools notified of inclusion in local authority teacher assessment moderation visits. Summer term Local authority teacher assessment moderation visits take place. 2 June to 13 June Schools receive phonics screening check materials. W/c 16 June Schools administer the phonics screening check. Thursday 3 July Deadline for schools to finalise key stage 1 teacher assessment levels. By the end of the summer term (or final term) Schools and academies submit their phonics screening check and end of key stage 1 results to their local authority. Schools report children’s end of key stage 1 and phonics screening check achievements to parents.