The KS1 and KS2 Primary Assessment webinars were first aired on Friday 26th February and can now be watched online here. As they are 2 hours long in total and time for teachers is so precious I have watched, paused and written down all points from each webinar. They are in a similar order of what was said within the webinar so some information may be explained further on in the explanation. This is based on my notes although some of the wording is taken directly from what was said on the webinars.
Please note: The webinar explained that the DfE will be releasing updated moderation information soon but, to date, it has not yet been published.
There will be a sample of schools who will trial one of the KS1 tests in April. Schools have been informed by email if they are to be included in the sample. If you are in the sample of schools to take a test early it will be only ONE test.
The other KS1 tests need to be administered within May, like all other schools. The trials will inform the scaled score, which will be published on 3rd June. Tests will be used to inform Teacher Assessment (TA). Don`t just rely on tests. Parents of children in KS1 do not need to be informed of the tests results, but, if parents ask they do have the right to see their child’s work.
Submission date for Teacher Assessment (TA) has been moved to 30th June. This means that moderation will now be similar to 2015, although, as I mentioned this document has not yet been finalised and published.
If the moderator disagrees with the TA then the moderator have the final say, however, now that the discussion with moderators will be taking place before data is submitted there may be time for teachers to collect more evidence and then speak to their LA about changing the moderator’s decision.
The GPS test should inform the Teacher Assessment of writing (TA). The spelling test, however, cannot be used. Children need to show they can apply a strategy and understand it. If children answer questions on spelling rules correctly then this can be used towards the evidence for writing. This will be explained in the advice for moderators which will be published onto http://www.gov.uk soon.
1/3 of LAs will be moderated by the STA to ensure that they are being consistent and accurate in their moderation.
Initial TA judgements against the interim framework need to be completed before a moderator visit. LA’s will inform schools if they are being moderated on or after the 20th May. The moderator will then contact schools to arrange a visit date. The moderator will inform schools which pupils they will moderate on the day of moderation, or the afternoon before. Most moderators will want to look at the work before having a professional dialogue with the class teacher.
The exemplification material that has been released by DfE is just a guide. There is no requirement to use the tick list as shown in the exemplification material. Schools can use this if they would like to but teachers can also use mark books, annotations and verbal feedback to inform assessment. It is up to the individual schools.
The interim framework is not intended to be used on single pieces of work but a body of evidence at the end of the Key Stage. Schools can decide what they use to assess writing in between the end of Key Stages and, therefore, if they assess individual pieces or not.
A recap of the vocabulary – some, many, most – which appears in the interim frameworks:
Some – occasionally used, not consistent, some errors
Many – Becoming more consistent (This is in between some and most. Teachers are to use own judgement.)
Most – regularly, consistent and only a few errors.
The DfE are not assigning a numerical number to these.
Children in KS1 do not need to join their handwriting to achieve working toward or working at. They do need to join to show they are working at greater depth. Handwriting books shouldn`t be used for evidence of joining.
If you are using a word processor or computer programme then spellchecker and thesauruses need to be turned off.
If a teacher feels a child is working at greater depth they do not need to look in detail at working towards and working at. They can quickly look at these and then look in more detail at greater depth. The statements are more or less accumulative. You do not need separate pieces for each standard or each statement.
Performance descriptors in the sample test frameworks are useful to look at and be aware of.
Readers can be used in the GPS test if it is normal classroom practice. A scribe can also be used in test if used in normal classroom practice.
There will be a guide of what can be read and what cannot be read. DfE wouldn`t encourage reading the test to the whole class.
Tests do not need to be administered if children are at pre-key stage standards.
KS1 tests are not timed, although a guide time is given. Children can have breaks, Don`t encourage children to sit there without using extra time or not doing test. Children in KS1 do not need an access arrangement application.
Don`t need to have the same genres of writing for each child. This is up to schools. The amount of examples will depend on the child as will the example pieces.
Moderators do not need to moderate children who are on pre-key stage or p-scales.
KS1 tests can be administered in groups or whole class. Do try to have tests completed in one day. A child who has low attention can have breaks but do try to complete on one day.
Children don`t often know they are completing a test in KS1. Trying to encourage this so that it is part of classroom practice is best to keep children’s stress results low.
Cover displays that may help a child within a test.
Can`t use equipment in tests but can do in TA.
Academies are included in the same way as other schools.
No performance tables at KS1 but TA will be available on raise online.
(Early tests won`t be used for accountability).
STA encourage internal moderation and moderation with schools outside of their own school.
Science test is being trialed in schools, these schools will be informed in April as will 80 schools for a trial of the timetable tests.
Date for TA submission on NCA tools is 30th June.
Moderation will be similar to previous years. Data will be submitted after discussing with moderator. TA against interim framework needs to be completed before moderator visit.
Independence in writing will be explained in the updated moderation publication. The STA explained that self-assessment, peer assessment, and editing their own work is acceptable. Children can use word mats, dictionaries and thesaurus as supporting materials.
Professional dialogue to see that writing wasn`t teacher led. Self reviewed writing overtime is ok. Teachers can`t say change this word. There will be direction by the teacher for some parts of writing and this needs to be judged professionally by the teacher.
The KS2 scaled score will be based on the live data from the tests taken in May.
As mentioned in KS1 webinar, the grid in the exemplification material doesn`t have to be used. School system can be used. Teachers will have a broad understanding of where a child is. If teachers are collecting evidence in same piece for working below and working at.
Writing exemplification shows Leigh, who is on the border of Greater Depth and Morgan who is more of the old 4b standard. The new model is a secure fit and not a best fit like the old NC used to be.
For writing evidence the STA have said they are not suggesting how many pieces are needed for moderation, but they feel more than one is needed and will be based on professional dialogue.
KS2 external marking will inform the scaled score which will be released in July.
If a child has a difficulty in spelling there is no exception. If a child is unable to spell then they are unable to achieve that standard.
If a child breaks their arm then a scribe can be used within tests but a note needs to be included with their paper to explain it is not their handwriting.
This year schools are expected to achieve 65% of pupils achieving the expected standard OR sufficient progress measure. This will be released after the tests. In future years this will not be the case.
Scaled score will take into account the difficulty of questions so that it will be comparable every year.
No notion of greater depth in KS2 for reading and maths but score will show how well they have done and this will be reported in raise online (see below).
Raise online will show:
% meeting expected
% of children achieveing a high score (exceptional score – will be set after tests)
Coasting schools evidence for this year is based on the same system as the floor standard but at a higher % of 85% or a higher bar of a progress score (which will be set after tests). Schools have to below the coasting standard for three years so, it also includes being below the coasting measure in 2015 and 2014 too.
KS2 have to report TA and test scores to parents.
For more information and to stay up to date please follow @Jo_c_gray on twitter
I will also be holding a Literacy Leader Network Meeting in Manchester on 17/3/16. This will take place after I have had the update moderator training so I will be able to inform you of any updates. To book your place please email me at email@example.com or book online at http://www.oneeducation.co.uk