EYFSP, Ks1 and Ks2 assessment
overview
2012 - 2013
Alison Philipson
Dulcie Leach
To update senior managers, particularly if they are new to role, on
statutory guidance and requirements for assessment at end KS1 and
KS2
To ensure all senior managers are aware of how to apply for KS2
access arrangements for EAL and other pupils
Aims
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Identify key documents and how to use them
Clarify 2013 changes
Give an overview of access arrangements
Give an overview of monitoring and moderation
arrangements for 2013
• Discuss day to day organisation of tests
• Discuss implications for changes in practice
• Give latest EYFSP update and revised assessment
descriptors
EYFSP
- latest update and revised
assessment descriptors
KS1 assessment overview
Assessment and Reporting
Arrangements KS1 2013
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All Y2 teachers need to have a copy of the ARA for 2013 – was sent
into schools in October
It sets out the statutory responsibilities of those involved in
assessment and reporting for KS1
No new tests and tasks are available this year. Schools should have
ordered sufficient copies of the 2007 or 2009 tests (note that there can
be flexibility about which year’s tests can be administered but the
writing tasks and the spelling test must be from the same year)
Teacher assessment is the main focus for end of KS1 assessment
and reporting, and is carried out as part of teaching and learning –
based on knowledge of how a child has performed over time and
across a range of contexts
What do teachers have to assess ?
At the end of KS1, teachers have to summarise
their judgement for each eligible child and determine :
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a level for reading, writing, speaking and listening
an overall subject level for mathematics
a level for each attainment target in science
Tests and tasks must be administered to all eligible children
who are working at L1 or above and should be used to inform
the final teacher assessment judgement
P scales should be reported for children with special educational
needs who are working below L1 (w) – P scales are not to be
used to assess children with English as an additional language
unless they have additional special educational needs
Code used to report teacher assessment for a child
working below level 1 who does not have a special
educational need has changed from EAL to NOTSEN
If teacher assessment and task and test results differ, the
teacher assessment results should be reported
Using Assessing Pupil Progress
(or similar)
It is strongly recommended that teachers use
formative assessment materials to support
assessment of reading, writing and mathematics –
• Regularly review the full range of evidence (written
(independent), spoken and observed) for each
assessment focus
• An assessment focus should only be highlighted if
the teacher feels the pupil has demonstrated secure
understanding in a range of contexts
• Teachers select the appropriate ‘level boundary’ and
arrive at judgements
• Undertake in-school and across LAP moderation with
colleagues – reading and maths ?
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Getting ready for the task and tests
• Choosing which tasks and tests to use
• How many tasks and tests should be used?
• Reading task – use with as many children as
possible
• Assessing children working towards L1 – optional
use of tasks in reading, writing and maths
Children working at level 1 or above
but who are unable to access the tasks
and tests
– should be assessed solely on the work completed in
class throughout the year
Procedures for providing notification of these children –
• Discussion with teachers and parents
• Consults educational psychologists or other specialist
staff
• Consult LA
• Write a report
Access arrangements
• Access
arrangements
–
further
information
is
available
from
www.education.gov.uk/contactus
Children who may need access
arrangements
Children –
• with statement of SEN
• at School Action or School Action Plus
• with a disability that does not give rise to a special
educational need but requires alternative access
arrangements
• who are unable to sit and work at a task or test for a
sustained period
• for whom English is an additional language with
limited fluency
Access arrangements should match the
support the children receive in school
Children for whom school is unable to
make a teacher assessment
• Long period of illness – record as A
• Late arrival in school in the summer term –record as A or if pupil
does not speak English record as w for speaking and listening,
reading and writing and D for maths and science
• Pupils physically unable to write – record as D for writing for
teacher assessment
• Report should be sent to parents or carers, governors and LA
• Children not going on to KS2 PoS in the following year – do not
report KS1 assessments
• Pupils at PRUs who are still on the register of their home school
need to be assessed and the results reported by the home
school
Reporting and using results
• Reporting and using results – ARA
• Date for reporting results of teacher
assessment is not yet finalised – usually
towards end of June
KS1 moderation
• This is an educational model designed to ensure that
teachers professional judgements are in line with
national standards so that they can apply these
judgements when making their assessments
• Moderation focuses on training teachers in how to
make accurate assessments, practising assessing
and moderating using exemplar material, undertaking
sample moderation for their own class to set
benchmarks i.e. high, medium, low, hard to assess,
where task/test outcome differ
KS1 moderation (continued)
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Statutory obligation to moderate KS1 assessment judgements in 25%
schools each year – this also includes moderation of schools where
SIP or SIO have concerns about standards and accuracy of
assessment in KS1
Priority 1 schools and schools with entirely new Y2 teams are also
moderated
Quality assurance model – teacher assessment judgements need to
be seen as robust and rigorous
Moderation process - supportive process
If schools are to be moderated they cannot report assessment results
to the LA until after the moderator’s visit
Reciprocal appeals process is in place with Education Leeds
KS1 moderation (continued)
Schools will be invited to send Y2 teachers to a moderation
meeting in the Spring term to meet with moderator and
complete planning form for in-school moderation visit.
Teachers will be asked to bring sample of writing from each
class for three pupils to be moderated at this meeting.
Writing will only be moderated in school if school requests or
there were issues with accuracy of levelling at the
moderation meeting.
KS1 Moderation (continued)
• The moderation process is supported by Y2/Y3
moderation workshops for all schools that cover
reading, writing and maths. Schools are invited to
send at least one Y2 and one Y3 teacher to these
workshops
• Y2 and Y3 teachers should also be working together
in school to moderate samples of work for maths,
reading and writing – writing exemplification on CD
Y2/Y3 moderation workshops
12.10.12
27.11.12
28.02.13
06.03.13
16.04.13
08.05.13
20.05.13
21.05.13
a.m.
a.m.
p.m.
p.m.
a.m.
a.m.
a.m.
a.m.
Future House, Bradford
The Innovation Centre, Keighley
Future House, Bradford
The Innovation Centre, Keighley
The Innovation Centre, Bradford
The Innovation Centre, Keighley
Future House, Bradford
Future House, Bradford
KS2 assessment overview
Assessment and reporting
arrangements KS2 2012
• All schools should have had one copy of the ARA for
2013 – was sent into schools in October
• Responsibilities of Headteachers and teachers are set
out in the Introduction to the ARA
• School will receive a copy of the test administrators’
guide in April 2013. It will also be published along with
the modified test administrator’ guide on the
Department’s website at www.education.gov.uk/ks2 in
March 2013
Key dates – p. 7
• Test week is w/c 13th May, 2013
• There will be no English writing test as this has
been replaced with the new English grammar,
punctuation and spelling test
• There will be no Science sampling tests in 2013.
In 2014, a new biennial pupil-level sampling
system will be introduced
• Level 6 tests will take place on the same days
as the level 3 – 5 tests
THE BIG CHANGES FOR 2012 !
How did it go ?
The level 6 tests
• Schools may administer optional level 6 tests in English reading,
writing and maths to children who are already demonstrating
attainment above level 5
• The test will be available to download from the Test orders
section of NCA tools from the end of February 2012
• Completed writing test scripts should be marked internally and
reading and maths scripts be marked externally
• To be awarded an overall level 6 in a subject, a child must
achieve both a level 5 in the end of Key Stage 2 test and pass
the level 6 test for that subject
• Refer to the 2011 and 2012 level 6 test papers in order to inform
your assessment of whether to enter children for the tests
(available on the test orders section of NCA tools)
Level 6 equates to grade C at G.C.S.E.
Level 6 in Literacy/Maths
at primary school ?
(half day sessions for each subject)
01.10.12
23.11.12
26.11.12
Future House, Bradford
The Innovation Centre, Bradford
The Innovation Centre, Keighley
Optional workshop for those who attended the training –
14.03.13
Future House, Bradford
Writing composition is now
only subject to teacher
assessment and not tested
KS2 moderation
• For a sample of schools, teacher assessment
judgements in English and writing were
subject to external moderation on a nonstatutory basis
• Moderation visits considered ordinary work
produced across Year 6. Schools were not
expected to produce any additional work
or compile portfolios for moderation
KS2 moderation feedback –
key points
• Document
Key questions . . .
Independent writing
Do teachers give children lots of
opportunity to write independently ?
Cross-curricular writing
Do teachers give children lots of
opportunity to write independently in
other areas of the curriculum ?
Text Types Guidance and
Progression Papers
Do teachers use these to support them
with knowing what progression looks
like within a genre ? (on CD)
Writing exemplification
Do teachers know what a level 4, 5 and
6 piece of writing looks like ? (on CD)
Y6 writing moderation
workshops
28.11.12 a.m.
Future House, Bradford
23.01.13 a.m.
The Innovation Centre, Bradford
14.02.13 a.m.
The Innovation Centre, Keighley
27.03.13 p.m.
Future House, Bradford
13.05.13 p.m.
The Innovation Centre, Keighley
Optional follow-on moderation workshops
27.3.13 - 4.00 – 6.00 p.m. – Future House
(for those who attended the first 3 dates)
13.6.13 – 4.00 – 6.00 p.m. – Future House
(for those who attended the last 2 dates)
THE BIG CHANGES FOR 2013 !
The English grammar,
punctuation and
spelling test
Let’s eat, Grandma
Let’s eat Grandma
New materials now available
on BSO . . .
Initial observations
• 46 questions !
• More of a focus on vocabulary than in
the original exemplification
• Omission and possession !!!
• Question 9 is interesting - are they
calling 'and' a connective and not using
the term ‘conjunction’ ?
What we know about the test
• Small, specific question and answer
• 20 word spelling test (like now)
Level 6
• Longer pieces of writing to demonstrate
choices and range
• KS3 questions scaffolded
What we know about the test
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Word class
Formal and informal
Statements, commands and questions
Complex sentences
Paragraphs
Commas
Apostrophes
Word classes
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verbs
nouns
adjectives
adverbs
pronouns
articles
preposition
conjunction
Main points
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This is PART of writing as a whole
Call things the right names
Let children do the test and use for AfL
Devise own tests linked to current texts
used in literacy and guided reading
Preparing for the test
What are you doing in your school to prepare children (and
teachers) for this test ?
Who are the National Curriculum
tests for ?
• All pupils in their final year of KS2 must
be registered
• Pupils at PRU or in hospital school but
still on school register must participate in
the tests
• Pupils below L3 and those whose level
can not be established should not take
test but must be registered – enter as B
on mark sheet
• If pupils working below level of test do
sit a test, test paper must be sent for
external marking
• Pupils may just take one or two subjects
Access Arrangements
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Visually or hearing impaired
Difficulty with reading
Difficulty with writing
Difficulty concentrating or suffer fatigue
EAL
Additional Time
Visually Impaired
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Modified tests and modified guidance
Recorded versions of Maths
Photocopying onto coloured paper
Enhancing diagrams
May use underlining, highlighting, readers or any
other method to emphasise words already written in
bold, italics etc.
• Use low-vision aids – see website for form to attach
to test script
• Adapt Braille to meet individuals needs
• Use of technical/electrical aids may be used where
this is normal classroom practice – use must be
notified on appropriate form downloaded from
www.qcda.gov.uk/accessarrangements
Hearing Impaired and Users of
Sign Language
• Use communicators or signers - don’t have to
request permission
• Maths test translated - sign
• English tests- only general instructions
• Pupils Responses - sign in maths
Pupils Who Have Difficulty Reading
• All pupils can request a word or phrase from
a question to be read to them – except in the
reading test
One-to-one basis only
• Reading age much lower than actual age – 9
years or below
• Regular classroom practice/I.E.P.
Pupils Who Have Difficulty Writing
• Amanuensis – a scribe
• Transcript - completed at end of test
• Word Processors
- must be normal classroom practice
• Technical or electrical aids
- must be normal classroom practice
Pupils with EAL
• Should be registered but not take the English tests if
cannot communicate in English (enter as B on mark
sheet)
• Assess mathematical ability using language support
staff to translate as appropriate
• If working below level of tests in mathematics enter
as B on mark sheet
• If working at level of the tests consider using access
arrangements
• If school does not have time before tests to carry out
assessments and judge level – enter as T (children
from different education system)
Pupils with EAL (continued)
• Consider additional time
• Normal classroom practice
• Consider if pupils should be entered for English or
just Maths
• If pupils usually work in English they should access
the tests by reading and writing in English
• Maths Tests - If pupils use a combination of English
and their first language you should choose the best
option. Consider use of oral or written translation
Pupils who have difficulties
concentrating or suffer fatigue
Rest Breaks
• Splitting tests into sections or stopping the
clock
Prompters
• One-to-one basis
• Agreed way to prompt
Additional Time
Online Application on NCA tools website before 5pm on 25th
February 2013.
Collect evidence for up to 25% extra time – make sure you
use the correct tests – see lists
A. Evidence of three of the following is needed :
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Below average reading age (standardised score below 85)
Increase in reading age by nine months with 25% additional time
Free writing speed of 10 words or fewer per minute
Phonological processing speed below average
(standardised score below 90) and performance – see AAG
• Discrepancy between cognitive ability and performance
Additional Time
Or
B. Evidence of one criteria is needed;
• Pupils with limited fluency in English
(Level 1 or 2 of the common scale for
assessment in A language in
common)
• An appropriate professional has made
a recommendation
• Other exceptional circumstances
Access arrangements
• Profound hearing loss and can’t access spelling/mental maths tests –
school should request a formal exemption from spelling/mental maths
tests. Compensatory marks may also be applied for which will be
based on average scores during pre-testing.
Working at the level of the tests but unable to access:
• Physical/sensory disability
• Excluded, educated at home, hospitalised recently and need time to
adjust.
• Recent experience of temporary, severe emotional problem
Register and enter as T on mark sheet. Consult with parents and write
a report which must be sent to LA, parents and governors
Identifying Access Arrangement Needs?
• Have you given pupils an opportunity to do a practice
test?
• Are pupils performing at the same level in tests as in
class? If not, why not?
• Consider all access arrangements e.g. additional
time, translation, rest breaks, readers, prompter,
early opening, amanuensis and or transcription
• Identify the support that would help pupils working at
level 3 or above to achieve the same level in the test
as in class
Online applications for access
arrangements
• Details are in ARA - an application is not required for
children with a statement of SEN
• Contact LA or STA if not sure
Access Arrangement Key
Dates
• 7th January, 2013 - the access arrangements section of NCA
tools website is available for online applications for additional
time, early opening, special consideration and compensatory
marks
• 5pm, 25th February, 2013 - deadline for online applications for
additional time, early opening, special consideration and
compensatory marks
• 19th April 2013 - the latest date that STA and LAs will inform
schools of the outcome of applications for additional time or
early opening
• 28th June, 2013 - deadline for special consideration applications
THE INAPPROPRIATE USE OF ANY ACCESS
ARRANGEMENTS MAY LEAD TO THE ANNULMENT OF A
PUPIL’S RESULTS
Reflection:
Consider/identify pupils who
may be entitled to access
arrangements.
What arrangements need to
be in place in school?
Test Security
• Advice on storing test materials securely will be in the Test
administrators’ guide which is published on the Department’s website
in March.
• Standard and modified tests will be delivered together w/c 29th April,
2013
• Once the delivery has been checked against the delivery note, schools
should reseal the box containing the test packs and mark scheme
packs and store it in a secure, locked place and not be opened until
the dates specified on the front of each item.
• Contact STA if a delivery is incomplete or faulty, anyone suspects that
there might have been a breach of security with the test materials or
an of the test packs are unsealed or damaged on arrival (photographic
evidence may be asked for)
Early Opening
Application needs to be made on the Access
arrangements section of the NCA tools website by 5pm
25th February, 2013 if school needs to open test papers
more than one hour before test is due to start. Written
confirmation needs to be received by school before
tests are opened.
• Preparations for visually or hearing impaired
• Transportation – PRU, hospital
Unforeseen Circumstances
• Unforeseen injuries – use access arrangements
• Administering tests elsewhere
• Special Consideration application can be made to STA
by Friday 1st June, 2013
e.g. Death of a close family member or friend, serious,
disruptive domestic crisis, terminal illness, serious
accident of pupil, family member or other major
disruption.
Collation and security of scripts
• Test scripts must be returned immediately to the
headteacher or senior member of staff who is
responsible for the Key Stage 2 tests
• They must not be looked at, annotated or
reviewed in any way (unless it is necessary to
make a transcript)
• They must be stored securely in the packaging
provided and kept in a secure place until they are
collected
• All notification forms or other relevant paperwork
must be attached to the test scripts
• It is advised that test administrators work in pairs
rather than on their own
Discounting pupils’ results
Schools have a opportunity to do this during the annual
tables checking exercise. These will be children who have
recently arrived overseas with little or no English. Criteria
is in the ARA.
More information is available on the Department’s website
at www.education.gov.uk/contactus or contact the
Department on 0370 000 2288
Reporting teacher assessment
levels at the end of KS2
• Information on the submission of teacher assessments
and P scale data will be available on the Department’s
website at www.education.gov.uk/assessment
• 13th May, 2013 – teacher assessment may be submitted
on the NCA tools website from this date
• 28th June, 2013 – deadline for submission of teacher
assessment and P scale data
• Teacher assessmens must be reported for English,
mathematics and science and will be reported alongside
test results
Reporting teacher assessment
levels at the end of KS2
(continued)
• If pupils complete programmes of study for KS2 in any of
the core subjects and take one or more tests early schools
must report the teacher assessment level in that subject in
the same school year
• Guidance on calculating overall teacher assessment levels
will be published on the Department’s website
www.education.gov.uk/ks2 in May 2013
• Guidance on what to do if teacher assessment cannot be
made because of long periods of absence, pupils are new
to school or need to be disapplied is in the ARA
P scales – p. 41
• Statutory for pupils with special educational needs
who are working below level 1 but should not be used
to assess children with English as an additional
language ( EAL) at any age, unless they have
additional special educational needs. Further
guidance available on the STA website and in the
ARA
• Code used to report teacher assessment for a
child working below level 1 who does not have a
special educational need has changed from EAL
to NOTSEN
Day-to-day Organisation:
• Impact on whole school
• Clear organisation
LA Monitoring
• Unannounced visits to 10% of KS2 schools will take
place before, during or after tests more information
will be available on the Department’s website at
www.education.gov.uk/ks2 in February 2013
• Inform the LA and STA without delay about any
irregularities in the test administration process and
discuss steps to take
Useful Contacts and website
• Alison Philipson
alison.philipson@bradford.gov.uk
• Dulcie Leach –
dulcie.leach@bradford.gov.uk
• Bradford Schools Online
Access Curriculum and Assessment page from the menu
on the left