School Direct TraineeTwighlight

GAP TASK

Types of Assessment

Formative assessment – assessment activities that show teachers what pupils have already learned and help teachers decide what to teach next.

Summative assessment – a type of assessment used at the end of a unit of work, end of a half term/term or key stage to show what pupils have learned.

Diagnostic assessment - It is like formative assessment. It assesses what the pupil already knows and/or the difficulties that they have that, if left, might limit their learning.

Different types of Assessment

Effective questioning; Planned observations; Incidental observations; Peer and self assessment; Tests.

Attainment and Progress!

How well are children doing? Have they made progress?

How much progress do they make?

How much progress do different groups make in your school? How do you narrow the gap?

Vulnerable groups Pupil premium (extra funding into school for FSM, looked after and forces children)

What should good assessment do?

Be complementary to and supportive of learning; Be reliable Be fit for purpose and manageable; Support teachers’ professional judgement; Support accountability

What makes a good assessment? Points to consider:

When do you need to assess and why? When did you teach the knowledge or skill? Does a given activity truly probe understanding of the relevant aspect of the

curriculum or give the pupil a chance to demonstrate his/her skills. Consider whether a pupil could respond in a way that might suggest understanding

where none really exists (for example, by mimicking a response from another pupil). Develop questioning techniques or activity outlines that encourage expanded

responses so you can evaluate the true extent of pupils’ achievement or understanding.

Some pupils find it hard to record their achievements in writing. This doesn’t mean you can’t assess. It just means that you may need to use other media – audio, visual or observational.

http://www.nfer.ac.uk/publications/getting-to-grips-with-assessment-primary/

Assessment in the Early Years

Exceeding 3

Expected 2

Emerging 1

Colleting evidence – observations

Moderation

Accurate

How it is reported….

Reported in June. Called the Early Years Foundation Stage Profile. Collected in a spread sheet and sent to the Local Authority. Shared with school leaders and staff and governors. Individual pupils achievements Expected / emerging / exceeding

shared with pupils in a report along with their characteristics of learning.

What does this mean for schools?

Trends and patterns. Areas for improvement / school development. Inform the schools improvement plan.

Changes

From September 2016 There will be an on entry to reception baseline assessment that schools will be able to choose to take or not.

This will be used to assess progress from children entering reception until they leave at the end of year 6.

This has not been released yet and teachers are not aware of the format.

If a school chooses not to take part in these assessments only attainment not progress can be measured at the end of year 6.

Year One Phonics Check

Children take the phonics check in June when they are in year one. Children have to read a range of real and nonsense words. Each year the pass mark is released after all the tests have been completed. In 2013 and 2014 it was 32. If a child does not achieve the expected level they complete the phonics

check the following year when they are in year two.

The number of children passing the phonics check is reported in the Schools RAISE document.

OFSTED will have a copy of this document along with the school self evaluation before an inspection takes place!

How it is reported in RAISE

Year 2 – End of Key stage One Assessments. These are teacher assessed judgements. Judgements need to be moderated and very accurate! Progress across Key stage 2 (years 3-6) is currently measured from

year 2 assessments. Children are currently expected to achieve a 2b to be ‘age

appropriate’.

What is assessed?

Reading Writing Maths Science Speaking and Listening

As a result… So what????

Schools leaders look at patterns and trends. Inform school improvement / development.

Take a look at these key stage 1 results… Which subject is a strength? Which subject do you think will be a focus for the school?

Changes

Schools are currently going through an exciting time of change…

As the curriculum has changed so have the expectations. Schools are asked to devise their own method of assessing progress. There is an element of the unknown however all assessments need to

be..

Accurate and moderated. In line with school policies. Regular and used to inform planning – ensuring that children make

progress!

Year 2 SPAG

3 papers Paper 1 Grammar and punctuation short task. (20 mins) Paper 2 Grammar, punctuation and vocabulary – short answers. (Two

ten min sections a break can be given between at teacher discretion). Paper 3 Spelling. (Not timed)

Sample tests will be released in Summer 2015!

(Information was taken from the Draft information for test developers)

What do the Year 6 statutory tests look like?The children take the following tests in May: 2 maths papers and a mental maths test A reading paper A grammar test A spelling test

Writing is assessed using teacher assessment. The LA moderate the judgements of teachers in Y6 to ensure that TA is accurate.

RAISEonline gives the following % as the national averages figures for attainment at each sublevel/level at the end of Y2

Y2 % L1+ L2c+ L2b+ L2a+ L3+

Reading

98 90 81 57 31

Writing

97 86 70 39 16

Mathematics

98 92 80 53 24

What are the expectations?

Y6 % L3+ L4+ L4b+

L5+

L6+

Reading 96 85   33 2Writing 95 89 78 49 0Mathematics 96 86 76 42 9English Grammar, Punctuation and Spelling

96 76 68 52 4

RAISEonline gives the following % as the national averages figures for attainment at each sublevel/level at the end of Y6

Statutory Assessment Tests – the future?Pupils entering years 2 and 6 in September 2014 will continue to be taught the current programmes of study for primary English, maths and science in the 2014 to 2015 academic year, to allow for statutory end-of-key- stage assessments in summer 2015.

Task - What are you tracking and why? What data do you record and track in your classroom/school? How is that data used?

Points to consider about tracking

Schools will have different tracking systems and track different information but you need to consider, if you are recording data, what are you going to do with that data, e.g. Teachers may track times tables scores, but what are they doing with

that information or if they are using target cards to track progress, how long should the child be on the same target?

Assessment leaders will usually track data to look at the progress and attainment made by individual children, classes, year groups, gender, vulnerable groups.

Pupil Progress Meetings

Focus on the progress and attainment that individuals are making. If they are not making the expected progress, what could be put in

place to support learning? If children are making exceptional progress, could these strategies be

shared with other staff?

RAISEonline and Data Dashboard RAISE stands for Reporting and Analysis for Improvement

through school Self-Evaluation RAISEonline provides interactive analysis of school and pupil

performance data. It uses data from Y1 phonics check and KS1 & 2 SATs

Analysis of RAISE can highlight areas of strength and areas for development.

http://dashboard.ofsted.gov.uk/ The Data Dashboard provides a snapshot of performance in a school, college or other further education and skills providers. The dashboard can be used by governors and by members of the public to check performance of the school or provider in which they are interested.

Gap Task

What formative and summative assessments take place and when?

How many of the children in your class are at age appropriate expectations for reading, writing and maths?

What is in place to support learners who are below age appropriate in your school?