1. Primary Assessment Arrangements for 2016
Autumn 2015
Standards and Testing Agency, STA

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

3. Why were levels removed?
Levels were designed for the previous national curriculum
Unintended consequences for pedagogy.
Teaching guided by level descriptors, rather than the curriculum.
Levels encouraged pace over consolidation.
Lead to disproportionate focus on pupils just below the boundaries.
The best-fit model confused their meaning.
Inconsistency in application and confusion in interpretation.
Although intended for statutory assessment, they dominated classroom assessment too.

4. Life after levels Statutory assessment
KS1 and KS2 new national curriculum tests with outcomes in the form of scaled scores.
Teacher assessment at KS1 and KS2 using the interim frameworks for teacher assessment.
Phonics screening check.
Classroom assessment
Determined by the school in line with their curriculum.
Optional reception baseline.

5. Reception baseline
To enable progress to be measured from when a cohort of children start school.
A teacher-administered, age-appropriate assessment conducted in the first half-term of a child starting in reception.
The reception baseline will measure progress from the start of school to the end of KS2.
STA will conduct a comparability study in autumn 2015.

6. Reforms to accountability
New floor standard.
New way of measuring progress.
New ‘coasting schools’ measure.
Changes to Ofsted’s expectations of classroom assessment.

7. 2016 sample tests and test frameworks
An overview of the key changes to the 2016 national curriculum tests

8. 2016 sample tests and frameworks
Sample tests and frameworks available on GOV.UK
Key stage 1
English reading
English grammar, punctuation and spelling
Mathematics.
Key stage 2

9. Sample tests Design similar to 2016 live tests.
Sample mark schemes and test administration instructions available.
Modified versions of the tests published soon.
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.

10. KS1 tests: key changes 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.

11. 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.

12. 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.

13. KS2 tests: key changes (cont)
Science sampling
Statutory science sampling tests in 2016.
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.

14. Scaled scores
Tests at the end of KS1 and KS2 will report 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’.

15. 2016 teacher assessment
An overview of the key changes to teacher assessment (TA) arrangements for 2016, including the introduction of the interim TA frameworks

16. 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.

17. 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 2016.
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’.

18. 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.

19. KS2 interim frameworks for TA (cont)
English writing TA - part of the floor standard at end of KS2
For English reading and mathematics, the test is part of the floor standard and TA is a separate measure reported to the DfE but not used for any progression measure.
TA would be utilised, as previously, if the test was not taken or if, due to a maladministration outcome, test results were annulled.

20. Interim frameworks - materials
Moderation guidance for LAs and schools will be available in the Autumn term.
Exemplification will be available early in the Spring term. It will include video clips to exemplify Reading.

21. Assessment freedoms
An overview of what is expected of schools in selecting an approach to assessment and the findings of the Commission on Assessment Without Levels (CAWL)

22. Assessment freedoms
At the end of key stages there will be an ‘expected standard’ set
Schools decide how best to assess their pupils in a way that best suits their needs.
Schools are expected to select an assessment approach which:
aligns well with their curriculum
sets out what pupils are expected to know, understand and do, and when
explains pupils’ progress and attainment to parents
can be used to set aspirational targets and wherever possible supports pupils to reach the expected standards.
CAWL’s report will help schools to identify what they need to do following the removal of levels.

23. What the CAWL report says
Explains the purposes of assessment and principles to support schools in developing effective systems of assessment.
how assessment without levels can better serve the needs of pupils and teachers
guidance to help schools create assessment policies.
Clarifies role of assessment without levels in Ofsted’s inspection process.
Provides examples of what good practice looks like.
Advises how ITT / CPD can support assessment without levels.
Provides advice to the Government on ensuring that appropriate provision is made for pupils with SEN.
Gives careful consideration to tackling teacher workload.

24. Expert review of pupils working below the standard of NC tests
Advise on a solution for statutory assessment of pupils working below the standard of national curriculum tests.
Consider how P-Scales fit with the wider approach to assessment and advise on whether they need to be revised in light of the new national curriculum.
Consider the impact of assessment and qualification reform at KS4 to ensure continuity and consistency with any proposed changes to assessment of lower-attaining pupils at KS1 to KS3.
Consider the wider implications of any recommendations they make, including any professional development needs that might arise.

25. What does this mean for schools?
Last year’s Y2 and Y6 were the last cohorts assessed on the old national curriculum and received an end of key stage ‘level’.
Schools should have begun selecting or developing and implementing an approach to assessment which aligns with their curriculum.
Most schools will have selected a baseline assessment for use from September.

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

27. 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.

28. Progress measure how does it work?
Stage 1:
All other pupils nationally with average score at KS1 of 18.0
This is Chris
Back to Chris
Chris’ results are
KS1 APS = 18.0
KS2 reading
score = 117
He got 1 point more than the average for those with similar starting points = +1
All these pupils’ KS2 scores are added together and divided by the number of pupils in the group
= average (national mean) reading score is 116

29. Progress measure how does it work?
Stage 2: -2 +2 +3
We put Chris back with his Y6 peers in his school
Chris now brings his +1 progress score with him +5 +2 +2 +2 +1 +1 +1 -4 -2 +2
We add all the Y6 progress scores together and
divide by the number of pupils to give mean score
= schools progress score – of, say, +1
So pupils in Chris’ school made slightly more progress than those with similar starting points in other schools
Parents can now compare schools to see where pupils with similar starting points make more or less progress
Govt will set the definition of sufficient progress once tests have been taken (e.g. a school should have a score of at least -3 below or above.

30. 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 be classed as below the floor standard if:
Fewer than 65% of pupils achieve the expected standard in reading, writing and mathematics
and
the school level score does not demonstrate sufficient progress in reading, writing or 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.

31. 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 in reading, writing and mathematics in all 3 of these years:
2014 – less than 85% pupils achieve L4+ and pupils making expected progress is below the national median percentage less than 85% pupils achieve L4+ and pupils making expected progress is below the national median percentage – less than 85% pupils achieve the new higher expected standard and pupils do not make sufficient progress.

32. 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).

33. 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

34. 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:

35. Thank you for listening
Any questions?