Understanding Assessment Warton Nethersole’s CE Primary School Monday 7 th March 2016 Understanding Assessment Warton Nethersole’s CE Primary School Monday 7 th March 2016

Purpose of Assessment Evening 1.Help parents understand how their children are assessed in school and why 2.Explain the changes to assessment without levels 3.Share information about this years SATs tests for years 2 / 6 3.Share the key curriculum changes in Literacy and Numeracy

Knowing how each pupil is performing allows teachers to help individuals improve. Assessment plays a key role in helping schools to improve outcomes. This in turn promotes improvement at class level, then at school level. Why Assess?

TYPES OF ASSESSMENT Observational Formative Summative

OBSERVATIONAL

FORMATIVE Continuous day to day assessment Learning intention and success criteria Effective feedback and marking

SUMMATIVE End of term checks Pupil Progress Meetings (PPM) six times per year. EYFS Baseline and KS1 / KS2 SATs

EYFS STRIVING FOR A ‘GOOD LEVEL OF DEVELOPMENT ’ At the end of Foundation Stage Emerging Expected Exceeding

PREVIOUS EXPECTATIONS: AVERAGE POINT SCORES (APS) & LEVELS APS c1b1a2c2b2a3c3b3a4c4b4a5c5b5a5c5b5a NC level Level 1 Level 2 Level 3 Level 4 Level 5 Level 6 National expectations for attainment: Year 2 – level 2 Year 6 – level 4 National expectations for progress: 12 APS – Expected 14 APS – Good

Assessment without levels Pupils are no longer assessed using levels and average points scores There is no racing ahead through content to ‘just fit’ into the next level Requirements of the new curriculum are that to achieve the ‘expected’ standard at the end of each year group pupils will need to have ‘mastered’ all of the curriculum content

Formal Assessment in Year 2 Teacher assessment throughout the year in all subjects The tests are further evidence to support teacher assessment Results of the TAs with speaking & listening and science will be reported Administered informally during May and June

Formal Assessment in Year 2 Tests during May and June to inform teacher judgements MATHS READING Paper 1 Arithmetic Paper 2 Reasoning Paper 1 Combined reading and answer booklet Paper 2 Reading booklet with separate answer booklet ESPG Paper 1 Spelling Paper 2 Grammar and punctuation CONTINUOUS ASSESSMENT WRITING

End of year 2 expectations 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).

Formal Assessment in Year 6 ASSESSED BY TESTS (Week beginning May 9 th ) MATHS READING Paper 1 Arithmetic Papers 2 and 3 Reasoning One paper 3 texts of increasing difficulty ESPG Paper 1 Punctuation and grammar Paper 2 Spelling GRAMMAR & PUNCTUATION * No Calculator Paper CONTINUOUS ASSESSMENT WRITING

End of year 6 expectations 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).

New Primary Curriculum for Mathematics Aims: Fluency in the fundamentals Reason mathematically Solve problems

I’m thinking of a number....

1. I’m thinking of a number. If you double my number, add 10 and then take away 1 you will get 21. What’s my number? 2. I’m thinking of a number greater than 75. It is an odd number. It rounds to 90. It has more tens than units. It is 3 away from the next 10. What’s my number? 3. I’m thinking of a number. If you multiply my number by 5 and then subtract 48, you will get my number. What’s my number? 4. I’m thinking of a number. If you divide my number by 3 and then add 4 times my number you will get 390. What’s my number?

1. I’m thinking of a number. If you double my number, add 10 and then take away 1 you will get 21. What’s my number? Answer 6 2. I’m thinking of a number greater than 75. It is an odd number. It rounds to 90. It has more tens than units. It is 3 away from the next 10. What’s my number? Answer I’m thinking of a number. If you multiply my number by 5 and then subtract 48, you will get my number. What’s my number? Answer I’m thinking of a number. If you divide my number by 3 and then add 4 times my number you will get 390. What’s my number? Answer 90

New Primary Curriculum for Mathematics What’s out? Informal written methods of calculation Calculators Separate strand for using and applying What’s there less of? Emphasis on estimation Less work on place value Less work on data handling (statistics) What’s there more of? More challenging objectives, especially in number Formal written methods introduced earlier More work on fractions What’s in? Times tables up to 12 x 12 Equivalence between metric and imperial Long division and algebra (Y6)

New Literacy Framework

Your EGPS Challenge...

Your EGPS Answers... C A B D

English in KS1 (Faster, Fuller, Deeper!) Writing: o Increased challenge, including developing “stamina” for writing o Longer compositions and proof-reading of own writing o Increased focus on composition, structure and convention o Deeper focus on learning grammar and punctuation  Joined writing expected in Year 2 Reading:  Emphasis on reading widely for pleasure, re-reading books and reading aloud  Increased focus on engaging with and interpreting texts  Learning of poetry (including reciting poetry) introduced Spelling:  Specific spellings, e.g. days of the week, prefixes & suffixes  Pupils expected to write sentences dictated by the teacher

English in KS2 (Faster, Fuller, Deeper!) Writing:  Greatly increased expectations in grammar and punctuation  Children have to identify and label complex grammatical concepts, punctuation and spelling rules  Expectation that children expertly use and apply the grammar and punctuation concepts in independent writing to create specific effects Reading:  Read for pleasure  Word reading: pupils applying their knowledge to understand the meaning of new words  Learning of classic & modern poetry (including reciting poetry) introduced Spelling:  Statutory lists of words to be learnt in Years  Specific spelling rules to be taught

Assessment is not meant to be used as a measure of your child’s ability at school but as a means to improve their ability to learn; their knowledge, their understanding and their skills. We should assess what we value, not value what we assess.