Understanding Assessment in Bridgewater Primary School Thursday 5 th November 2015
Reason for Assessment Update The changes to assessments in line with the new curriculum. Purpose of Assessment 1. Help parents understand how their children are assessed in school and why. 2. Help foundation, Y2 and Y6 parents understand what the assessments in these year groups mean. 3. Share the key curriculum changes in Literacy and Numeracy and how we are assessing in line with these changes.
Why Assess? Knowing how each pupil is performing allows teachers to help individuals improve. Assessment plays a key role in helping schools to improve outcomes. This in turn promotes improvement at class level, then at school level.
TYPES OF ASSESSMENT Diagnostic Observational Formative Summative
DIAGNOSTIC In EYFS, the teachers use a baseline assessment to assess the children s ability within different aspects of the EYFS curriculum. This year we are trialling a new baseline assessment by CEM called BASE. This information is used to inform teaching and learning.
OBSERVATIONAL In EYFS, the staff are continually making observations of the children and use this information to add to the children s profile and included in the 2Build a Profile. Teachers in all classes make observations on a daily basis (AfL) and this helps to inform assessments and teaching.
FORMATIVE Day to day assessmentincluding marking, observations, questioning etc. Learning objectives and success criteria
Classtrack Since January 2015, teachers in Year 1-6 have been using an app called Classtrack to input day to day assessments against the new curriculum objectives.
SUMMATIVE Pupil Progress Meetings (PPM) three times per year- children in years 1-6 are recorded as B, A or E. B= Below the National Expected Standard (Working Towards the Expected Standard), A=At the National Expected Standard, E=Exceeding the National Expected Standard (Working at a Greater Depth within the Expected Standard). KS1 SAT/KS2 SATs (2016) Year 1 Phonics Screening test New PiRA and PuMA termly tests.
PiRA and PuMA PiRA (Progress in Reading Assessment) and PuMA (Progress in Understanding Mathematics Assessment) assessments from Hodder Education are carried out to provide a summative assessment each term. It provides teachers with an Age Standardised score so teacher s can see how pupils are attaining each term. Mean=100 Expected-85-115 Emerging-70-85 Exceeding-115-130 The summative assessment will provide teachers with information they can use to monitor and support pupils progress, attainment and wider outcomes.
EYFS STRIVING FOR A GOOD LEVEL OF DEVELOPMENT At the end of Foundation Emerging Expected Exceeding
The EYFS curriculum has not changed. It is still based on 7 areas of learning. Prime Areas Personal, Social and Emotional Development, Communication and Language and Physical Development Specific Areas English, Mathematics, Understanding the World and Expressive Arts and Design These areas are broken down into 17 strands (ELGs)
Children are defined as having reached a good level of development at the end of the EYFS if they have achieved at least the expected level in: the early learning goals in the prime areas of learning (personal, social and emotional development; physical development; and communication and language) and; the early learning goals in the specific areas of mathematics and literacy.
Assessment without levels From September 2014 and the introduction of the new National Curriculum, there was the removal of levels. Levels were used previously to monitor progress towards age group expectations- 2b for Year 2 and 4b for Year 6. The Government felt these were too confusing for parents. The Government has refined the year group expectations/objectives and children are now to be assessed in relation to working at the National Expected Standard.
The raised expectations mean that children need to have a very secure knowledge of the programme of study for their year group and depth of understanding and application. End of year expectation is now that children are secure in their year group. This is where they NEED to be at the end of the year.
Year 5
It s is really important for parents to understand that the expectations of the new national curriculum are much higher at the end of each year group. There is also a focus on children being able to explore the curriculum in more depth and being able to apply their learning before moving on the concept of MASTERY. So it is likely that not so many children will be exceeding because of these raised expectations.
Key changes to KS1 and KS2 assessments KS1 (Year 2) and KS2 (Year 6) From 2016, KS1 and KS2 national curriculum test outcomes will no longer be reported using levels. Scaled scores will be used instead. There won t be separate tests for the most able from 2016. Instead within each test there is scope for higher attaining pupils to show their strengths. There will be another meeting regarding SATs for Years 2 and 6 later in the year to discuss this further.
Scaled scores From 2016 scaled scores, will be used to report national curriculum test outcomes. The introduction of the scaled scores was to help test results to be reported consistently from one year to the next. National curriculum tests will be designed to be as similar as possible year on year, but slight differences in difficulty will occur between years. Scaled scores maintain their meaning over time so that two pupils achieving the same scaled score in different years will have demonstrated the same attainment.
For the KS1 and KS2 tests a scaled score of 100 will always represent the expected standard. At Bridgewater, we will work out the children s raw scores and report these results for KS1. A pupil s scaled score will be based on their raw score. The raw score is the total number of marks a pupil receives in a test, based on the number of questions they answered correctly. The pupil s raw score will be translated into a scaled score using a conversion table. The KS1 Teachers will translate pupils raw scores into scaled scores to see whether each pupil has met the expected standard.
A new set of KS1 national curriculum tests replaces the previous tests and tasks: The new tests consist of: English reading Paper 1: combined reading prompt and answer booklet English reading Paper 2: reading booklet and reading answer booklet English grammar, punctuation and spelling Paper 1: spelling English grammar, punctuation and spelling Paper 2: questions Mathematics Paper 1: arithmetic Mathematics Paper 2: reasoning There is no longer a test(task) for English writing. This will be done through teacher assessment.
KS1 For KS1 English reading, English writing and mathematics, teacher assessment is the primary outcome used for assessment. Children will be reported using the standards: working towards the expected standard working at the expected standard working at greater depth within the expected standard Pupils will be grouped into 4 categories for; the 3 categories above plus an additional category for those pupils that do not meet the working towards standard.
Formal Assessment in Year 6 ASSESSED BY TESTS (May 9 th 13 th ) MATHS PAPER 1- Arithmatic PAPER 2- Reasoning PAPER 3- Reasoning READING ONE PAPER SPaG SPELLING GRAMMAR & PUNCTUATION CONTINUOUS ASSESSMENT WRITING
Year 6 Writing For KS2 English writing, teacher assessment is the primary outcome used. Teachers will assess the children using the 3 standards: working towards the expected standard working at the expected standard working at greater depth within the expected standard Pupils will be grouped into 4 categories; the 3 categories above plus an additional category for those pupils that do not meet the working towards standard.
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