1. KS2 Parent Workshop Assessment without levels End of KS2 tests
January 2016

2. Aims To discuss what the changes have been to assessment nationally
To understand how these changes will affect assessment at Pikemere
To discuss how we will report your child’s progress and attainment to you

3. National Issues around National Curriculum Levels
Pupils often missed out on deeper understanding in the rush to move up to the next level.
Levels were too subjective with different teachers judging levels differently.
Levels were not representative of a pupil’s learning and focused on narrow aspects of the curriculum.
“…Levels also used a ‘best fit’ model, which meant that a pupil could have serious gaps in their knowledge and understanding, but still be placed within a level. This meant is wasn’t always clear exactly which areas of the curriculum the child was secure in and where the gaps were.”
Final report of the Commission on Assessment without Levels 2015

4. Purpose of Assessment
The purpose of assessment is to improve learning, inform teaching, help pupils achieve the highest standards they can and provide meaningful reports on pupils’ achievement.
There are three main forms of assessment:
in-school formative assessment - which is used by teachers to evaluate pupils’ knowledge and understanding on a day-to-day basis and to tailor teaching accordingly;
in-school summative assessment - which enables schools to evaluate how much a pupil has learned at the end of a teaching period;
nationally standardised summative assessment - which is used by the Government to hold schools to account.

5. School Responsibility
Schools have been given the freedom to create their own assessment systems to support more informative and productive conversations with pupils and parents.
At Pikemere our assessment is based on the content of the school’s curriculum. This allows teachers, parents/carers to have a clear understanding of how to support their children and to build and consolidate learning.
At Pikemere we encourage our pupils to reflect on their own progress, understand what their strengths are and identify what they need to do to improve.

6. Assessment Principles
Assessment is:
at the heart of teaching and learning
fair
reliable
ambitious
appropriate
consistent
Assessment feedback should inspire greater effort and a belief that, through hard work and practice, more can be achieved.

7. Reporting to Parents/Carers
When effectively communicated by teachers, in-school formative assessments provide parents/carers with a broad picture of where their children’s strengths and weaknesses lie and what they need to do to improve.
Discussions with teachers should provide more helpful information about what your child knows and understands and should help to clarify how you, as parents/carers, can support your child’s continued progression.
We are currently working with the parent forum to help develop how we report to parents. If you have any ideas or suggestions please pass on to the office or parent forum representatives.

8. Reporting to Parents/Carers
We are now using the phrases ‘EMERGING’, ‘EXPECTED’ and ‘EXCEEDING’ to describe your child’s progress against the curriculum for their year group.
By the end of the year most children will be assessed as ‘EXPECTED' age-related attainment and some may be assessed as ’EXCEEDING' age-related attainment. Some pupils may not achieve ’EXPECTED' standards.
In order to do this, we are using a combination of half termly assessments as well as on-going termly teacher assessments.

9. Scaled Scores
A new scaled score system will be used to report attainment at the end of both KS1 and KS2 which is now replacing the old levels.
Headteachers won’t need to change the way their school prepares for, or administers, the tests because of the introduction of scaled scores. Scaled scores:
Help test results to be reported consistently from one year to the next.
National curriculum tests are designed 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 the KS2 tests a scaled score of 100 will always represent the ‘expected standard’. 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. The pupil’s raw score will be translated into a scaled score using a conversion table.
Conversion tables for the 2016 tests will be published on GOV.UK on 5 July so schools can understand how pupils’ scaled scores are derived from their raw scores.

10. Curriculum Every year group follows the new National Curriculum
There are much higher expectations across the school
This curriculum is progressive so it builds on prior learning
More opportunities are being planned for cross curricular Maths and English

11. Maths: Evidence So how will we assess in Maths:
Evidence in children’s books
A range of assessment techniques during lessons e.g. questioning, marking work, focus group work
Diagnostic marking, including response to marking opportunities
Half termly progress tests
This allows for the teacher to make a confident and accurate judgement on the children’s progress and attainment each term
This evidence will be reviewed at the end of the year to assess whether the children are working at the age-expected standard

12. Maths: SATs SATs test will take place at the end of Y6 (KS2) KS2
There will be three tests:
Arithmetic (30 mins)
Two Mathematical fluency and reasoning tests (40 mins each)

13. Maths: KS2 SATs
Examples from the Arithmetic Sample Paper

14. Maths: KS2 SATs
Examples from the Fluency & Reasoning example paper 1

15. Maths: KS2 SATs

16. Maths: KS2 SATs
Examples from the Fluency & Reasoning example paper 2

17. Maths: KS2 SATs
Examples from the Fluency & Reasoning example paper 2

18. English: Evidence So how will we assess in English:
Evidence in children’s books
Writing ‘Tickled Pink’ pieces of writing
A range of assessment techniques during lessons e.g. questioning, marking work, focus group work
Diagnostic Marking – Completed target work and response to marking
Cross Curricular Writing
Portfolio of work – building up within Learning Journeys
Reading Ages/Spelling scores
Termly Tests for SPaG and Reading

19. English: Writing So how will we assess in writing:
At the end of each teaching sequence the children will complete one independent piece of writing.
Using the performance descriptors, teachers will assess whether the child is emerging, expected or exceeding the age- related standard.
Evidence will be collected across a range of genres including a variety of both fiction and non-fiction.

20. English: Reading SATs
SATs tests will take place at the end of Y6 (KS2)
KS2 Reading
1 paper incorporating a range of different texts (1 hour)

21. English: KS2 Reading SATs

22. English: KS2 Reading SATs

23. English: SPaG SATs SATs tests will take place at the end of Y6 (KS2)
KS2 SPaG
Paper 1 – grammar and punctuation questions (45 mins)
Paper 2 – spelling (15 mins)

24. English: KS2 SPaG SATs
Examples from the Spelling paper

25. English: KS2 SPaG SATs
Example from the Grammar and Punctuation paper

26. English: KS2 SPaG SATs
Example from the Grammar and Punctuation paper

27. Questions