Primary Assessment Arrangements for 2016 January 2016

Context and introduction An overview of the context to assessment arrangements and what the presentation will cover

2016 key stage 1 and key stage 2 tests An overview of the key changes to the 2016 national curriculum tests

2016 tests at key stage 1 and 2  Key stage 1  English reading  English grammar, punctuation and spelling  Mathematics.  Key stage 2  English reading  English grammar, punctuation and spelling  Mathematics.

Sample tests  Design similar to 2016 live tests.  Sample mark schemes and test administration instructions available.  Modified versions of the tests are available from the modified test agency.  Description of pupil performance at the national standard is included in the test framework - used to set the raw score that links to a scaled score of 100 on the test.  The sample tests can be used as practice tests prior to pupils taking the live tests.

KS1 tests: key changes Test window  The new KS1 tests are to be administered in May 2016 English reading  2 papers: 1 with text and questions combined.  1 more challenging text with the questions in a separate booklet.  All pupils should be given the opportunity to sit both papers. Grammar, punctuation and spelling  Emphasis on technical aspects of grammar.  Separate spelling test.  No English writing test. Mathematics  New arithmetic test introduced.

KS2 tests: key changes English reading  Greater focus on fictional texts. English grammar, punctuation and spelling  Greater focus on knowing and applying grammatical terminology with the full range of punctuation tested.  Technical terms in grammar tested.  Spelling patterns and methodologies form the basis of spellings tested.

KS2 tests: key changes (cont) Mathematics  Mental mathematics test removed.  Arithmetic test introduced to assess basic mathematical calculations.  No contextualised questions.  36 questions, 40 marks available, 30 minutes duration.  Questions will cover:  straightforward addition and subtraction  more complex calculations with fractions  long divisions and long multiplications.

KS2 tests: key changes (cont) Science sampling  Statutory science sampling tests in  Tests will be securely administered in selected schools by external administrators.  No access for schools to the test papers after their administration.  A set of questions will be made public after the assessment cycle.

Multiplication tables check  Introduced to help ensure pupils master the basics in mathematics  Every pupil will be expected to know their multiplication tables up to 12x12  On-screen check will be piloted in summer 2016 with approx pupils in 80 primary schools.  It will be rolled out nationally in 2017.

Scaled scores  Outcomes of the tests at the end of KS1 and KS2 will be in scaled scores.  The ‘expected standard’ will always be set at 100.  Raw scores in the test will be converted to scaled scores.  The ‘raw score’ that equates to 100 might be different each year.  Pupils who score 100 or more will have met the ‘expected standard’.  Pupils who score below 100 will not have met the ‘expected standard’.

2016 teacher assessment An overview of the key changes to teacher assessment (TA) arrangements for 2016, including the introduction of the interim TA frameworks

KS1 interim frameworks for TA  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).  Each standard contains a number of ‘pupil can’ statements.  Teachers need to judge a pupil demonstrates attainment of all statements within a standard and all the statements in the preceding standard(s).  Please note the specific advice on handwriting.

KS1 interim frameworks for TA (cont)  KS1 tests must be taken in May 2016 under existing STA test arrangements.  Test outcomes form one piece of strong evidence of independent work that a teacher must utilise when making their final teacher assessment judgement.  The raw score to scaled score conversion tables will be available to schools at the beginning of June  Schools will have to judge a child’s raw score as to how that influences the TA judgement.  Nationally there will only be guidance on a scaled score of 100 being equal to the ‘expected standard’.

KS1 Interim pre-key stage standards  The interim pre-key stage standards reflect the attainment of pupils who have not yet completed the relevant programmes of study but have reached a chronological age that requires a statutory outcome to be reported.  1 standard for each subject, English reading, writing and mathematics – ‘Foundations for the expected standard’  The standards contain a number of ‘pupil can’ statements.  Teachers need to judge a pupil demonstrates attainment of all statements within the standard.  P-scales to used for pupils with SEND working below these standards  Please note the specific advice on handwriting.

KS1 Teacher assessment moderation Essential requirements  Schools must use the TA frameworks and exemplification materials  Internal moderation processes – in school and inter school Evidence  Examples of pupils’ independent work and guided group work for each subject  Pupils’ scripts and results of the tests  Independent status of the evidence

KS1 Teacher assessment moderation National TA data submission date  Key stage 1 deadline: 13 June 2016  Schools must not re-submit TA data after the deadline without authorisation from STA or the LA.  LAs will moderate 25% of schools in their area  Schools will be notified of a visit after the KS1 data submission deadline  Minimum sample of 10% across the cohort, or a minimum of 3 pupils. Different pupils must be selected for each subject.  The sample must cover the full range of attainment within the cohort.

KS2 interim frameworks for TA  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).  Each standard contains a number of ‘pupil can’ statements.  Teachers need to judge a pupil demonstrates attainment of all statements within a standard and all the statements in the preceding standard(s).  Please note the specific advice on handwriting.

KS2 Interim pre-key stage standards  English reading, writing and mathematics  3 standards for each subject o Foundations for the expected standard o Early development of the expected standard o Growing development of the expected standard  Each standard contains a number of ‘pupil can’ statements.  Teachers need to judge a pupil demonstrates attainment of all statements within a standard and all the statements in the preceding standard(s).  P-scales to used for pupils with SEND working below these standards  Please note the specific advice on handwriting.

Essential requirements  Schools must use the TA frameworks and exemplification materials  Internal moderation processes – in school and inter school Evidence  Range of writing that includes both fiction and non-fiction.  Examples can come from pupils’ exercise books and other examples of written work for a range of purposes and audiences.  Written work drawn from other subjects should be considered.  Any other evidence that the school considers relevant.  Independent status of the evidence KS2 Teacher assessment moderation for writing

National TA data submission date  Key stage 2 deadline: 27 May 2016  Schools must not re-submit TA data after the deadline without authorisation from STA or the LA.  LAs will moderate 25% of schools in their area  Schools will be notified of a visit after the KS2 data submission deadline  Minimum sample of 15% across the cohort, or a minimum of 5 pupils.  The sample must cover the full range of attainment within the cohort.

Accountability reforms An overview of the floor standard, school progress measure and new approach to coasting schools

Accountability reforms: school progress measure  Progress now a value-added measure, rather than ‘expected levels of progress’ measure.  A pupil’s KS2 score is measured against the average KS2 score for pupils nationally having the same prior attainment.  KS1 baseline is worked out by creating a combined score of all teacher assessment outcomes.  Up to and including 2019, progress to KS2 will use KS1 APS based on levels from pupils’ prior attainment.  A school’s progress score will be calculated as the mean average of its pupils’ progress scores, so it will show whether overall pupils make above or below average progress compared to similar pupils in other schools.

Accountability reforms: floor standard  The new accountability system reflects the raised expectations of primary schools and recognises the excellent work they do.  In 2016, a school will above the floor standard if:  65% of pupils or more achieve the expected standard in English reading, writing and mathematics or  pupils make sufficient progress in English reading, writing and mathematics.  A school below the floor is a reason for significant concern which the LA or RSC would investigate.  Ofsted may also inspect the school earlier.

New approach to coasting schools  Floor standard identifies those schools that are failing to provide an acceptable level of performance in any one year.  The Government is also committed to identifying those schools where pupils do not fulfil their potential.  Education and Adoption Bill (2015) - new category of schools  Subject to passage of the Bill, in 2016 a school will be in this category if it is below these levels in all 3 of these years:  2014 < 85% pupils achieve L4+ and pupils failed to make expected progress  2015 < 85% pupils achieve L4+ and pupils failed to make expected progress  2016 < 85% pupils achieve the new higher expected standard and pupils fail to make sufficient progress

What does this mean for schools?  While the floor standard remains at 65%, schools will need to aim for at least 85% to achieve the higher national standard.  Schools will need to ensure they take steps to ensure all pupils are making good progress, not just those at the thresholds (as VA is a relative measure there will be no ‘target’ for progress).

For more information Sample test materials for 2016: assessments-2016-sample-materials 2016 test frameworks: assessments-test-frameworks Scaled scores: KS1 TA frameworks: for-teacher-assessment-at-the-end-of-key-stage-1

For more information (cont) KS1 TA frameworks: for-teacher-assessment-at-the-end-of-key-stage-2 CAWL report: assessment-without-levels-final-report Contact us: National curriculum assessments helpline:

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