11th October 2016 Sheila Hentall And Natalie Graham. New to Y6 Assessment 11th October 2016 Sheila Hentall And Natalie Graham.

NEW to Y6 Assessment This course is specifically designed to inform teachers who are new to Year 6 about the 2017 statutory testing and assessment requirements for end of KS2 and to address the implications of these for curriculum planning.

The course will include: STA website and its key documents the statutory tests and Y6 curriculum implications for teacher assessment of writing and good practice in evidence based teacher assessment the ‘Pupil can’ statements for writing and the implications for the teaching

Agenda 9.30 welcome and introductions test administration the reading test 10.45 –Coffee 11.00 mathematics test grammar, punctuation and spelling test 12.30 Lunch 1.30 teacher assessment assessing writing 3.30 close

It’s worth keeping an eye on it for updates. The ARA and https://www.gov.uk/government/collections/national-curriculum-assessments-key-stage-2-tests  The ARA will set out the school’s statutory obligations in relations to testing and assessment 2017. It is your starting place to look for answers about the tests and teacher assessment. Section 6 is key for those administering the tests The ARA also contains links for additional key information on topics such as : access arrangements ( Section 5 ) submitting data It’s worth keeping an eye on it for updates.

Test Administration Guidance (TAG) All ‘involved in administering the key stage 2 tests in 2016 you should prepare by reading this test administration guidance (TAG). It includes information about: planning for the tests receiving test materials administering and marking the tests’ usually published during the spring term

Test packs should be opened at the start of the test in front of the pupils. They contain a test-specific script.

The 2017 TESTS There is one test/set of tests for each subject – no extra tests for more able pupils. The tests will include a small number of questions designed to assess the most able pupils. Sample tests and 2016 materials are available at: https://www.gov.uk/government/collections/national-curriculum-assessments-practice-materials. .

What will be on the paper? The million dollar question Test frameworks set out the standard pupils will be expected to achieve in the tests. Test frameworks set out the standard pupils will be expected to achieve in the tests. www.gov.uk/government/collections/national-curriculum-assessments-test-frameworks. Past papers show what this looked like in practice.

Test timetable 2017

The reading test Mixture of genres fiction, non fiction and poetry In order of difficulty 1 hour to read the texts and do the questions Marked out of 50 ( raw score) 22 – 33 one mark answers, 5-10 two mark answers and 1-4 three mark question

content domain The subject knowledge to be assessed by the test. The content domain sets out the elements from the national curriculum programme of study that are assessable through the test. Table 2 sets out the 8 areas of the reading test content domain.

What will be assessed? Where should I focus my teaching of reading?

Maths - Paper 1 the Arithmetic test 30 minutes duration Will be context-free questions. The majority of the calculations worth one mark. Two marks will be available for long multiplication and long division Papers 2 and 3 40 minutes per paper mathematical problems presented in a wide range of formats to test mathematical fluency, mathematical problem solving and mathematical reasoning. If a pupil answers a question correctly the method they use to get the answer is unimportant. If however, on a 2 mark question, the answer is incorrect then method will be taken into account. •

the distribution of marks across 9 strands of the content domain .

GPS The key stage 2 English grammar, punctuation and spelling test is presented to pupils as two separate test papers. The spelling paper is administered aurally by a test administrator. The total testing time is approximately 60 minutes as the spelling test is not strictly timed.

KS2 English grammar, punctuation and spelling test framework

Further definitions and guidance

GPS http://www. talk4writing. co

TEACHER ASSESSMENT Teacher assessment judgements are submitted for reading, writing, mathematics and science. Reading, mathematics and science are assessed as a simple at the standard or not. The judgement for writing is part of a school’s performance data and is a more rigorous assessment. Writing TA is moderated by the local authority on behalf of the STA

KS2 interim frameworks for TA Each standard contains a number of ‘pupil can’ statements. Teachers need to show that a pupil demonstrates attainment of all statements within a standard and ( in writing) all the statements in the preceding standard(s). .

Achieving the standard

The Rochford Review guidance about how to report statutory assessment outcomes for pupils working below the standard of the tests follows the same principles as the interim teacher assessment frameworks provides an interim solution for reporting outcomes in 2017 defines interim pre-key stage standards

The standards of achievement in writing For English writing there are 3 standards and 3 pre KS Working at greater depth at the expected standard Working at the expected standard Working towards the expected standard Growing development of the expected standard Early development of the expected standard Foundations for the expected standard

PUPIL CAN STATEMENTS for Writing

Exemplification of the standards Morgan is a pupil with sufficient evidence for a TA judgement of ‘working at the expected standard’.

‘some’, ‘most’, ‘many’ statements containing qualifiers some’ indicates that the skill/ knowledge is starting to be acquired, and is demonstrated correctly on occasion, but is not consistent or frequent. ‘most’ indicates that the statement is generally met with only occasional errors. many “ is somewhere in between”.

some’, ‘most’, ‘many’ how the statements containing qualifiers should be applied Working towards the expected standard using some cohesive devices* within and across sentences and paragraphs using different verb forms mostly accurately using capital letters, full stops……. mostly correctly spelling most words correctly* (years 3 and 4)  spelling some words correctly* (years 5 and 6) Working at the expected standard selecting vocabulary and grammatical structures ….. mostly correctly using passive and modal verbs mostly appropriately using inverted commas, commas … mostly correctly, and making some correct use of semi-colons, dashes,… spelling most words correctly* (years 5 and 6

‘some’, ‘most’, ‘many’ how the statements containing qualifiers should be applied. Spelling at the expected standard “Spelling most words correctly* (years 5 and 6)” Morgan Despite occasional errors and inconsistencies, spelling is mostly correct. Errors:- exclamed; screemed; crazyest; opend .

Handwriting To be awarded ‘working towards’ or ‘working at expected’ standards, pupils do not need to demonstrate joined up handwriting. To be awarded ‘working at greater depth’ at the end of key stage 2, pupils must meet all of the statements relating to handwriting in the preceding standards.

Independent work If writing has been redrafted by the pupil, this is acceptable as independent work. The redrafted work may be in response to self, peer, or group evaluation, or after discussion with the teacher. Pupils can also independently use classroom resources such as dictionaries, thesauruses, word banks, classroom displays, books or websites. It would not be independent if the work was modelled or heavily scaffolded, copied or paraphrased or where the teacher has directed the pupil to change specific words or punctuation.

Assessing pupils’ writing against the expected standard To award a standard you … will need to have evidence that a pupil demonstrates attainment of all of the statements within that standard and all the statements in the preceding standard. The judgement … is made across a collection of evidence and not on individual pieces. However, there needs to be sufficient evidence of consistent performance across several pieces to demonstrate the pupil’s understanding and application of the statement.