1. Assessment Information Evening Wednesday 13 th January 2016

2. Objectives National background on assessment Yattendon’s approach to assessment End of KS1 and KS2 SATs and teacher assessment

3. Background New national curriculum Commission on Assessment without Levels New materials for statutory assessment A strongly shifting landscape!

4. Why get rid of levels? Originally levels were intended to be used to assess pupils against the whole programme of study, but have come to be used as a measure of overall attainment “Progress became synonymous with moving on to the next level.” Progress should be about developing deeper or wider understanding, not just moving on to work of greater difficult. Levels were a ‘best fit’ model, which meant that children could have serious gaps in their knowledge and understanding, but still be placed within a level. Levels were open to interpretation and different teachers could potentially make different judgements

5. Why get rid of levels? Levels became the main focus of conversations with pupils and their parents Pupils compared themselves to others and often labelled themselves according to the level they were at.

6. What are the Principles of our Assessment? Why are pupils being assessed? What do we want the assessment to achieve? How will we use the assessment information? Three types of assessment: o Day to day formative assessment o In school summative assessment o Nationally standardised summative assessment

7. How are we achieving this? Reading: Formative assessment: o Guided reading o 1:1 reading & reading record log notes o Cross-curricular opportunities o Teacher modelling o Summative Assessment: Termly tests (Including comprehension) which provide information on progress and which can be used to identify key areas for development End of year reports

9. How are we achieving this? Writing: Formative Assessment: o Questioning o Guided writing groups and teacher modelling o Marking with green to grow / tickled pink feedback o Oral feedback/peer marking/self evaluation/self editing o Weekly spelling tasks o Grammar focus areas Summative Assessment: o Termly independent writing assessment, assessed against individual statements; informing teacher planning and booster/intervention work o Termly spelling tests: diagnostic assessment to identify gaps

10. How are we achieving this? Maths Formative Assessment: o Questioning o Guided group work and teacher modelling o Marking and feedback, including green to grow indicators o Verbal feedback o TAs supporting with misconceptions o Cross curricular links Summative Assessment: o Termly tests of whole curriculum, which provide diagnostic areas for targeting

11. What about SEN Pupils? “Assessment arrangements should build in the ‘graduated approach’ for pupils with SEN (Assess, Plan, Do, Review)” “Assessment should be designed to offer the next steps on each child’s learning pathway and ensure a focus on long term outcomes.” “High expectations should apply equally to pupils with SEN as to all other pupils. For many pupils with SEN, effort applied to learning is significant and assessment should recognise this alongside outcomes achieved whilst maintaining high aspirations and expectations. For pupils working below national expected levels of attainment assessment arrangements must consider progress relative to starting points and take this into account, alongside the nature of pupils’ learning difficulties.”

12. Year 2 All children will take tests in Year 2: Reading, Grammar, punctuation and spelling and Maths. 2 reading papers 1 spelling, grammar and punctuation paper Calculation and reasoning paper in maths Year 2 teachers will use test results and children’s work to make a teacher assessment for each child for reading, writing, maths and science Teacher assessment will either be that child is below, working towards expected standards, meeting expecting standards or working at greater depth within expected standards.

13. Year 6 Reading: Test (similar to previous years but based on new curriculum) Writing: Teacher assessment Spelling Test Grammar and Punctuation Test Maths: Test: 1 arithmetic test (30 mins for 36 questions); 2 reasoning tests (45 mins each) Science: Teacher assessment: working at the expected standard Science: some schools chosen for science sampling tests

21. Writing 2 Key aspects to writing: o Grammar, punctuation and spelling test: significant increase in difficulty o Teacher assessment: 3 teacher assessment standards Teachers need to have evidence that a pupil demonstrates attainment of all of the statements within that standard and all in the preceding standards o Working towards the expected standard o Working at the expected standard o Working at greater depth within the expected standard

26. What information will be given to parents? This is not yet certain, but we believe that what we will provide to parents will be: a raw score (the number of marks awarded) and/or a scaled score confirmation of whether or not they attained the expected standard Information on each of the teacher assessment areas about whether the expected standard has been met

27. Which children will sit tests? The tests are designed to be used with all pupils who are working at the standard of the national curriculum. There will be some pupils who will be working below the ‘expected standard’ of the test, who will not achieve a scaled score of 100, but who should still take the tests. Teachers will use their knowledge of each pupil to decide whether to administer the tests to them. It is the Head-teacher that makes the final decision.

28. Access Arrangements Reader Scribe Extra time Breaks Own room

29. How can parents help to prepare children? School homework: o Daily reading (right up to Y6 / including taking turns to read to each other) o Reading video on school website o Weekly English and Maths homework (Y6) o Weekly spellings homework (Y5 & Y6) o Home Learning Practice tests are available from bookshops: remember to look for new curriculum