KS2 ASSESSMENT ‘CLARIFICATION’ WEBINAR – February 2016

Some questions and clarification from today’s KS2 assessment webinar.  These are my notes and I did my best to keep up with the questions and answers but they might not be 100% accurate so the usual disclaimer about taking them in that spirit and please refer to the DfE for any further clarification on anything controversial!

TESTS

  • Confirmation of KS2 Teacher Assessment submission date that has been ‘relaxed’ to the 30th June (as before).
  • 1900 schools will be tested in Science this year – schools will be contacted by the end of April about this.
  • There will be a number of schools contacted to trial the online times tables test this Summer ahead of all schools having to carry this out in 2017.
  • There will be some ‘revised guidance’ published shortly around the exemplification materials.  A clear statement was made that there doesn’t need to be ‘huge amounts of evidence collected.
  • Read the guidance information carefully around access arrangements as there have been changes to the application process.
  • Children working below the standard of the tests should not sit them.  Read the Rochford Review for information on children working below the ‘working towards standards’.
  • Children with additional needs may not apparatus such as numicon, number squares etc. within the tests, even if this is part of their normal classroom practice.  Only the apparatus listed in the test may be used.
  • Clarification was given on the use of ‘standard methods’ within the Maths test.  If children get the answer correct, they achieve full marks; if they get the answer incorrect, they will only get the 1 ‘working mark’ if they demonstrate one of the ‘standard methods’ in the revised National Curriculum.
  • Clarification again on the 65% floor targets and progress measures which has been explained in great detail here by James Pembroke.
  • GPS is not part of the ‘combined’ floor target but will still be published as an individual subject.  Combined is Reading (test), Writing (TA) and Maths (test).
  • The process of calculating scaled scores was explained in response to the questions about why these can’t be released earlier – they will be available on the 5th of July along with the results.  The trial data was only based on children who hadn’t studied the National Curriculum for 2 years and only this year’s Year 6 cohort will have done this.  Therefore, this year, it will have to based on this ‘live’ sample of children.
  • The school progress measure will be calculated well after the tests (Autumn?).
  • Tests and Teacher Assessment will be reported in different languages this year.  Tests will be reported as ‘scaled scores’ whilst Teacher Assessment will be reported against the definitions in the interim assessment frameworks.
  • Unlike KS1, there is a statutory requirement to report both test and Teacher Assessment outcomes to parents.
  • There will be no further sample tests published prior to May.

WRITING TEACHER ASSESSMENT

  • More moderation guidance will be issued shortly in response to the new dates for submission of Teacher Assessment.
  • It was suggested that a range of writing opportunities can all contribute towards the evidence base but nothing ‘too heavily scaffolded’.
  • ‘Independent’ work within an evidence base was discussed and there will be some more guidance issued shortly around how independent, ‘independent’ writing has to be.  It was suggested that work with some peer feedback, self review etc. can be considered as independent.
  • As previously, there is no special dispensation for children with dyslexia with regard to the teaching assessment of writing.  If any child doesn’t meet the spelling statement, they cannot meet the ‘secure fit’ for writing, however capable they may be in other aspects of writing.
  • For children with physical difficulties, the handwriting element is exempt for the expected standard but not for the ‘greater depth’ standard.
  • In response to questions around the standard of writing demanded in the exemplification materials, it was suggested that ‘Morgan’ from the exemplification standard is considered to be more of the 4B example that was announced.  Leigh, is considered to be more of a borderline between ‘expected’ and ‘greater depth’ – he is considered to have some but not all of the aspects of the ‘greater depth’ descriptors.
  • For children who are working at a ‘greater depth’, there is no requirement for any additional evidence base to be collated.  It is expected that the greater depth statements can be evidenced within the existing body of work.
  • There was an announcement of a ‘high score’ which will be measured after the tests which will be published similar to a previous Level 6? This will also be published.
  • The definition of ‘coasting schools’ was re-explained. There’s a definition here which I think is right.

MODERATION

LAs will be informing schools that will receive a moderation visit on or after the 20th of May either the afternoon before or on the morning of a moderation visit.

  • Moderators will choose the specific children that will be moderated either before or at their moderation visit.
  • The ‘supportive’ process of moderation will now take place before data is submitted (as previous) so that moderation should inform the final data that is submitted on the 30th of June.  Schools will be expected to have data on judgements available for moderators before the 30th of June, should they receive a moderation visit.
  • Moderators will not be involved in moderating judgements of children working at pre-key stage standards (old P-Scales). These should be moderated locally by either clusters or between schools.
  • The evidence base for each child may vary – there is no pre-requisite for there to be the same pieces of work for every child.
  • STA will be sampling 48 (a third) of local authorities to QA the moderation process across the UK this year.

TR

KS1 Assessment ‘Clarification’ Webinar – February 2016

Some questions and clarification from today’s KS1 assessment webinar.  These are my notes and I did my best to keep up with the questions and answers but they might not be 100% accurate so the usual disclaimer about taking them in that spirit and please refer to the DfE for any further clarification on anything controversial!

Exemplification Materials

  • A key message that the exemplification materials are ‘a guide’ to support children in making the judgements and not something statutory.  There is no requirement for tick sheets.  Ultimately, the relationship between test and TA hasn’t changed and this will be a teacher judgement. (This does appear to be at odds to the ‘secure fit’ statement and sounds more like the best fit world that we have just left behind?).
  • Reiteration that individual pieces of work should not be assessed using the interim frameworks.  The interim frameworks should be used to assess the ‘body of evidence’, rather than individual pieces of work.  This is a key message at the top of the interim framework documents.
  • Clarification on the ‘Some, Many, Most’ terminology within the Interim Frameworks.

‘Most of the time’ – see it regularly, usually correct, generally speaking is accurate with occasional errors.

‘Some of the time’  – means seeing it now, occasionally but is not secure, consistent or frequent.

‘Many’ is ‘somewhere in between’ the two above statements and is a matter for professional judgement and will not be defined by a number.

TESTS

  • The KS1 tests still have to be taken in May, despite the deadline for teacher assessment date being pushed back.
  • KS1 tests can be administered more flexibly in small groups and at different times in the day but the general rule of thumb is that each paper should be administered on one day.
  • There is no requirement to cover all displays however schools should ensure that they don’t put children at an unfair advantage.
  • Schools will not be expected to report test outcomes to parents – it will only be Teacher Assessment outcomes that will be required to be published.  This is as previous years.
  • Readers can be used within the GPS test if this is part of ‘normal classroom practice’ and it doesn’t put anyone at an unfair advantage.  Whole class reading of tests isn’t really acceptable.
  • Children working below the standard of the tests should not sit them.
  • There is no strict time limit on the length of the tests.  Teachers should use their professional judgement on how long children need to show in the test what they are capable of doing.  Rest breaks and the use of scribes may also be used (if this is part of normal classroom practice) and there is no requirement for reporting or requesting these access arrangements (unlike KS2).
  • KS1 tests should inform the Teacher Assessment judgement, not be the ultimate measure.
  • Conversion tables for scaled scores will be published on the 3rd of June.  These will be set against the national standard and not calculated as any average of children’s achievement on tests.

MODERATION

LAs will be informing schools that will receive a moderation visit on or after the 20th of May either the afternoon before or on the morning of a moderation visit.

  • Moderators will choose the specific children that will be moderated either before or at their moderation visit.
  • Moderation will now take place before data is submitted (as previous) so that moderation should inform the final data that is submitted on the 30th of June.  Schools will be expected to have data on judgements available for moderators before the 30th of June, should they receive a moderation visit.
  • Moderators will not be involved in moderating judgements of children working at pre-key stage standards (old P-Scales). These should be moderated locally by either clusters or between schools.
  • There was a mention of ‘5 or 6 pieces of work’ as a reasonable evidence base to make a judgement from.
  • The evidence base for each child may vary – there is no pre-requisite for there to be the same pieces of work for every child.
  • STA will be sampling 48 (a third) of local authorities to QA the moderation process across the UK this year.
  • Children should be able to spell in context not just in spelling tests although the spelling test can provide useful evidence as to whether children can spell at the expected standard.
  • Children do not  need to join their handwriting to be awarded the ‘expected standard’.

SCHOOLS INVOLVED IN THE EARLY ADMINISTRATION OF TESTS

  • Emails have already been sent out to confirm those schools who are being asked to take one of the KS1 tests early for sampling purposes in April.  If you haven’t heard, you’re in the clear!  If you do administer these tests in April, you should still administer the other 2 in May.
  • Approximately 2200 schools (30,000 pupils per subject) have been chosen for the early KS1 test exercise.

TR