Update for KS1 & KS2
Headteachers and Assessment Leaders
Presentation by
Elizabeth Lewin
Assessment Consultant
STA launched on 1st Oct ’11 is an Executive
Agency of the Department for Education
Statutory documents for 2014
KS1


Assessment and Reporting Arrangements
Key Stage 1 - 2014
Guidance for Key Stage 1 Teacher Assessment
Moderation - 2014
KS2


Assessment and Reporting Arrangements
Key Stage 2 - 2014
Guidance for Key Stage 2 Teacher Assessment
Moderation - 2014
Accessing STA documents
Website:
www.education.gov.uk/ks1
www.education.gov.uk/ks2
Making accurate TA judgements
To ensure that judgements are in line with national
standards teachers should be involved in:
1.
2.
3.
4.
5.
on-going assessment
standardisation
teacher assessment
school and cluster moderation
external moderation
This should be on-going and involve ALL teachers
both within and across schools and key stages.
See sections 3.2 page 8 What is moderation? KS1 and KS2
Day to day assessment
Teachers make day-to-day professional
judgements on children’s progress and
attainment to inform next steps in
learning.
Standardisation
A professional development activity where
teachers secure their understanding of
national curriculum levels of attainment. This
involves teachers making a level judgement on
a collection of work with the teacher’s
comments and then comparing their
judgement with a corresponding annotated
version. Where there are differences, teachers
must review their judgements and align them
with national standards.
TA at the end of KS1
Following standardisation, teachers
make informed judgements about
children’s levels of attainment in reading,
writing and mathematics with reference
to the national curriculum level
descriptions, supported by task and test
outcomes.
TA at the end of KS2
Following standardisation, teachers
make informed judgements about
children’s levels of attainment with
reference to the National Curriculum
level descriptions, supported by the
exemplification materials and the revised
criteria for writing.
School and cluster moderation
With colleagues, teachers use the National
Curriculum level descriptions to review a
selection of the judgements and supporting
evidence to check their accuracy and
consistency. Disagreement must be resolved
by reference to national exemplification
materials to ensure that all judgements are in
line with national standards and may require
revisiting all previous TA judgements.
Gathering evidence of learning
Involves:
 observing children - this includes
listening to how they describe their work
and their reasoning
 questioning, using open questions,
phrased to invite children to explore their
ideas and reasoning
Gathering evidence of learning
setting tasks in a way which requires
children to use certain skills or apply
ideas
 asking children to communicate their
thinking through drawings, artefacts,
actions, role play, concept mapping, as
well as writing
 discussing words and how they are
being used

End of Key Stage 1 Assessment
KS1 – changes for 2014

ARA has clarified which schools must
administer the phonics screening check (PSC)
 It must be administered to children in Years 1
and in Year 2 if they did not meet the required
standard in Year 1 or were not assessed at the
end of Year 1
 DfE can intervene in cases of mal
administration of the PSC
 The threshold for the PSC will not be included
in the check materials but will be available at
www.education.gov.uk/ks1 on Mon 30 June
KS1 – changes for 2014
Teacher Assessment
TA at the end of KS1 must determine:
 overall subject levels for English,
mathematics and science
 a level for each attainment target in
English, mathematics and science
KS1 Key dates

See ARA page 6
Guidance to assist with teacher assessment
“Building a picture of what children can do…”
Exemplifies the process
 3 formats:

booklet
 video/DVD
 CD-ROM

Each format has different use
 Common key messages

‘Building a picture of what children can do…’
Guidance booklet
Introduction
overview of arrangements
Building a picture of what
children can do
planning for assessment activity
Using tasks and tests
when and how
Using evidence to make
a level judgement
CD-ROM
PDF files:
Sample plans
Taking account of tasks and
tests
Key questions when
assessing reading
Key questions when
assessing writing
Video/DVD
Overview of assessment
process
Sequence 1
Maths, level 3 work, teaching
and learning, consensus
moderation
Sequence 2
general principles and
exemplification for 3 children
Descriptions of children’s
work
Reading, support from
SENCO, making level
judgements
The moderation process
Teacher view of moderation
visit
Sequence 3
2 models of LEA moderation
Maths, level 1 and level 2A,
support for NQT, LEA
moderation
expectations of LEAs and schools
Useful resources
list of relevant publications and
websites
Video clips of 15
exemplar children
Links to websites
Sequence 4
Writing, planning for
assessment opportunities
Relationship between the 3 formats
Basic text for
guidance
Suggestions for
classroom based
assessment
Sample
commentaries on
3 exemplar
children
Outline models
for LEA
moderation
Guidance
booklet
CD-ROM
Commentaries
on 15 exemplar
children
Clips of teacher
reflection on
assessment
process
Clips of exemplar
children in
classroom
situation
Links to useful
websites
Introduces the new
arrangements
through the
experience of
teachers involved in
the trial
Includes film of 7
of the exemplar
children
Clips of LEA
reflection on
assessment
and moderation
Video/DVD
APP materials
APP Handbook
 Assessment Guidelines sheets



assessment criteria based on level
descriptions and Assessment Focuses
Standards Files
annotated samples of pupils’ work which
provide nationally agreed reference points
for teachers
Website: www.app-assess.org.uk

Key Stage 1 – Tasks and Tests
Administration of the tasks and tests can
take place at any time during the year
 Tasks and tests can be used
diagnostically or to help inform the final
TA judgments and are not reported
separately

Tasks and Tests
Use either the 2007 or 2009 tasks and
tests
 Teachers must administer a task or test
in reading, writing and mathematics for
each child unless working below L1

Key Stage 1 – Teacher Assessment
Judgements:
 are ‘best fit’ and summarised in relation to NC Level
Descriptions
 can be made in relation to the Performance
Descriptions for reading and writing which provide
criteria for 2C, 2B and 2A
 can also be made in relation to the revised criteria for
writing provided for KS2 in 2013
 are based on how a child has performed over time and
across a range of contexts
 take into account strengths and areas for improvement
Key Stage 1 – Teacher Assessment
Teachers need to determine:
 levels for reading, writing and speaking &
listening
 a level for each AT in mathematics
and
 a level for each AT in science
 an overall subject level for English,
mathematics and science
Key Stage 1 – Teacher Assessment
 for
reading, writing and maths,
level 2 will need to be subdivided
into 2C, 2B or 2A
Mathematics
In mathematics the attainment targets are
weighted:
 Using and applying mathematics
1
 Number (including handling data)
3
 Shape, space and measures
1
Science
In science the attainment targets are
weighted:
 Scientific enquiry
3
 Life processes and living things 1
 Materials and their properties
1
 Physical processes
1
P scales

Use of P scales is statutory for pupils with
SEN who are assessed as ‘W’

see ARA pages 19
If a child is assessed as ‘W’ but has EAL,
they should be recorded as ‘NOTSEN’
 Further information about P scales is on the
DfE website
www.education.gov.uk/assessment

relevant for KS1 and KS2
KS1 Moderation
“External moderation is statutory. It gives confidence
that teacher assessment judgements are accurate and
consistent with national standards. The process
confirms whether a school’s key stage 1 teacher
assessment is consistent with national standards and, if
not, how the school must change it.
It helps to ensure the teacher assessment results are
fair for children and useful for schools and others who
evaluate children’s performance and progress. Key
stage 1 teacher assessment must be robust and
credible as it will form part of the schools’ published
accountability data.”
Guidance for Key Stage 1 Teacher Assessment Moderation – 2014 page 6
KS1 Moderation
External moderation visits are only one
part of the teacher assessment process.
It is important for teachers to build a
shared understanding of educational
standards and to discuss their
assessment of children’s work with
colleagues including those from
neighbouring schools.
KS1 Moderation

Schs receive an external moderation visit
at least every 4 years
HTs’ responsibilities:
Permit moderators to enter sch premises
 Meet requests from moderator
(evidence)
 Make time for the moderator to discuss
judgments with Year 2 teachers

End of Key Stage 2 Assessment
Changes for Key Stage 2
Calculators are not allowed in any of the
L3-5 mathematics tests
 Texts in the L3-5 reading tests will not be
linked by a theme and will come in order
of difficulty
 Children will have one hour for the
reading test instead of 15 mins reading
time and 45 mins to answer questions

Changes for Key Stage 2
Changes have been made to:
 applications for additional time – see ARA
page 5 and www.education.gov.uk/ks2
 floor standards – in 2014 tests, a school will
be below if:


fewer than 65% do not achieve L4 in reading,
writing and mathematics
it is below the England median for progression by
two levels in reading, writing and mathematics
KS2 – changes for 2014
Science sampling is statutory and will
start in June 2014 on a biennial basis
 The test will not be taken by whole
cohorts
 Instead, a sample of 9 500 will be
randomly selected (5 pupils per sch)
from 1 900 schs
 Results will not be returned to schs and
will be published as national data only

KS2 – changes for 2014
The science sampling test will be
administered within a 2 week period from
Mon 2 June and consist of 3 papers – up
to 25 mins each to complete
 It will be overseen by external
administrators and sch will be notified in
May

KS2 – changes for 2014
This is the final year for the use of
optional tests for years 3, 4 and 5.
 There will be investigations into
allegations of maladministration of TA –
see section 5.8 page 32

KS2 – Key dates
Important as there will not be any
reminders
 See KS2 ARA pages 7 – 9
 The deadline for submission of TA to
STA is Friday 27 June

National Curriculum Test timetable
The levels 3-5 tests must be taken before the corresponding level 6 tests on
the scheduled day. All children who are entered for the level 6 test must also
complete the corresponding level 3-5 test.
Monday 12 May
Levels 3-5 English reading test
Level 6 English reading test
Tuesday 13 May
Levels 3-5 English grammar, punctuation and spelling test
Level 6 English grammar, punctuation and spelling test
Wednesday 14 May
Levels 3-5 mental mathematics test
Levels 3-5 mathematics Paper 1
No level 6 tests timetabled for this day
Thursday 15 May
Levels 3-5 mathematics Paper 2
Level 6 mathematics Paper 1
Level 6 mathematics Paper 2
Calculating overall subject levels
Aggregate the levels awarded for each
AT according to weightings.
 Formulae and guidance will be published
on the DfE website
www.education.gov.uk/ks2

Level 6 tests
Children entered for the level 6 tests are
required to take the level 3-5 tests.
 Children can be registered and
subsequently withdrawn.
 A child must achieve a level 5 in the levels
3-5 test and pass the corresponding level
6 test.

Moderation of Teacher Assessment
Moderation of teacher assessment in
writing is statutory.
 All teachers must have opportunities to
moderate their judgements, within and
across schools, to ensure that they are in
line with national standards.


For this to be effective……..
Moderation of Teacher Assessment

All teachers should have opportunities to first
standardise their judgements using the STA
exemplification materials and the revised
criteria for writing.
 Teachers can then make informed decisions
about children’s levels of attainment.
 These judgements can then be shared with
others to ensure that they are in line with
national standards – this is called moderation.
Moderation of Writing
LAs will visit at least 25% of schools
annually
 STA will visit at least 25% of LAs
annually
Slough

Training materials available after each
session at:


www.slough.gov.uk/jobs/coursecalendar.aspx
STA and Slough specific assessment
and moderation documents available at:

www.slough.gov.uk/jobs/assessment-andmoderation.aspx