A chance

to find

out…

what assessment

looks like at St Laurence Infants!

What is assessment?

• Questioning

• Marking

• Observation

• Dialogue

• Testing

Testing is just one element of assessment.

Pupil • What do I know?• What do I need to do next?• Am I getting better?

Teachers • Where are they in relation to where they need to be?

• What are the gaps in their knowledge and understanding?

• What do they need to learn next?

Parents • What can they do?• What do they need to know next?• Where are they in relation to where they should

be?• How can I help?

The DfES, education leaders and the general public

• Are the children meeting expectations?• Are they making progress?• Is provision as good as it should be?• Are there groups making less progress than

others?

Who’s interested in assessment and what do they want to know?

“People talk about assessment as though it’s separate to teaching. For me assessment is what you have to do to be able to teach effectively.

When assessment is driven by accountability it becomes a very different thing.”

A teacher’s view of assessment…

Pupil’s view on assessment, marking and feedback…

“I like to check my next steps and find out what I have done well. I don’t like it if there isn’t Pink for Think or a gap task because I want to know how to get better at what I am doing.“

There are two types of assessment in school.

Formative assessment

and

Summative assessment

Formative Assessment takes place all the time. It is a fundamental part of teaching and learning. It tells the teacher what the children know and can do and what they need to learn next.

Summative assessment takes place at the end of a defined instructional period. The summative teacher assessment is what is reported at the end of Key Stage 1. Key Stage 1 SATs (Statutory Assessment Tests) form part of the summative assessment reported at the end of Year 2 and are statutory.

Purposes of statutory assessmentThe main purpose of statutory assessment is to ascertain what children have achieved in relation to the attainment targets outlined in the national curriculum.

The main intended uses of the outcomes are to:• hold schools accountable for the attainment and progress made by

their children • inform parents and secondary schools about the performance of

individual children• enable benchmarking between schools, as well as monitor performance

locally and nationally.

Your child’s teacher is responsible for judging the standards your child is working at in English reading, English writing, mathematics and science, by the end of key stage 1. To help inform those judgements, pupils sit national curriculum tests in English and mathematics, commonly called SATs.

• Reading

• Writing

• Mathematics

• Science

What are the children assessed in?

At the end of Year 2 your child will be judged as one of the following –

‘working towards the expected standard’

‘working at the expected standard’

‘working at greater depth within the expected standard’ (doesn’t apply in Science)

What do the children need to be able to do?

The children are assessed against a Teacher Assessment Framework for each subject. This TAF (Teacher Assessment Framework) has statements that say what the children must be able to do for each judgment and the children must be able to do all the things described to meet that standard.

Reading TAF

Reading Greater Depth

Working at greater depth within the expected standard

The pupil can, in a book they are reading independently:

• make inferences

• make a plausible prediction about what might happen on the basis of what

has been read so far

• make links between the book they are reading and other books they have

read.

Writing TAF

Writing Greater Depth

• Working at greater depth

• The pupil can, after discussion with the teacher:

• • write effectively and coherently for different purposes, drawing on their reading to inform the vocabulary and grammar of their writing

• • make simple additions, revisions and proof-reading corrections to their own writing

• • use the punctuation taught at key stage 1 mostly correctly^

• • spell most common exception words*

• • add suffixes to spell most words correctly in their writing (e.g. –ment, –ness, –ful, –less, –ly)*

• • use the diagonal and horizontal strokes needed to join some letters.

•

Mathematics TAF

Mathematics Greater DepthThe pupil can: • read scales* where not all numbers on the scale are given and estimate points in between • recall and use multiplication and division facts for 2, 5 and 10 and make deductions outside known multiplication facts • use reasoning about numbers and relationships to solve more complex problems and explain their thinking (e.g. 29 + 17 = 15 + 4 + ; ‘together Jack and Sam have £14. Jack has £2 more than Sam. How much money does Sam have?’ etc.) • solve unfamiliar word problems that involve more than one step (e.g. ‘which has the most biscuits, 4 packets of biscuits with 5 in each packet or 3 packets of biscuits with 10 in each packet?’) • read the time on a clock to the nearest 5 minutes • describe similarities and differences of 2-D and 3-D shapes, using their properties (e.g. that two different 2-D shapes both have only one line of symmetry; that a cube and a cuboid have the same number of edges, faces and vertices, but different dimensions).

Science TAF

The Tests

At the end of Year 2, children will take tests in:

• Reading

• Maths

• English grammar, punctuation and spelling; (this is non-statutory again this year and will not be done at St Laurence Infant School)

The tests will take place in May.

Reading Test

The Reading Test consists of two separate papers:

• Paper 1 – One booklet containing texts and questions.

• Paper 2 – One booklet containing a selection of texts and one booklet of questions about the texts.

• Every child must have a go at both papers.

• Each paper is worth 50% of the marks.

• Texts include poetry, fiction and non-fiction.

• Some questions are multiple choice, others require short answers and some require an extended response or explanation.

Reading

Mathematics tests

Children will sit two tests.

• Paper 1 is for arithmetic. It covers calculation methods for all operations. (25 marks)

• Paper 2 covers problem solving, reasoning and mathematical fluency. (35 marks)

• Children will still require calculation skills and questions will be varied including multiple choice, matching, true/false, completing a chart or table or drawing a shape. Some questions will also require children to show or explain their working out.

Sample Questions

• Maths Paper 1: Arithmetic

Sample Questions

• Maths Paper 1: Arithmetic

Sample Questions

Maths Paper 2: Reasoning

Sample Questions

Maths Paper 2: Reasoning

Teacher Assessment

To form our Teacher Assessment judgement of your child we will use:

• Our professional knowledge of your child and how they perform day to day in the classroom

• Evidence gathered from the work they have done in their books

• Test results (which may or may not match how they perform normally)

Summer 2020 at St Laurence Infant School…

• Year 2 will take the SATs tests in May

• Teachers can continue to collect evidence of the children attainment in June.

• They will not take the EGPS test

• Parents of Year 2 children will receive the teacher assessment judgements at the end of the summer term in their report.

• There is no statutory requirement for test scores to be shared.

How to help your child• Support and reassure your child that there is nothing to worry about

and that they should always just try their best. Praise and encourage the effort they put in not whether they are successful or not!

• Ensure your child has the best possible attendance at school.

• Reading, spelling and arithmetic (e.g. times tables) are always good to practise and help work children’s memory muscle!

• Talk to your child about what they have learnt at school and what book(s) they are reading (the character, the plot, their opinion).

• Ask your child to explain things to you. Ask them “how do you know that?”

• Make sure your child has a good sleep and healthy breakfast every morning!

Reading• Focus on developing an enjoyment and love of reading.

• Enjoy stories together – reading stories to your child is equally as important as listening to your child read.

• Read a little but often, rather than rarely but for a long time!

• Talk about the story before, during and afterwards. Discuss the plot, the characters feelings and actions, how it makes you feel, make predictions and encourage your child’s own opinions.

• Look up definitions of words together – you could use a dictionary, the Internet or an app on a phone or tablet.

• Reading can involve anything from fiction and non-fiction to poetry, newspapers, magazines, football programmes, TV guides etc.

• Visit the local library - it’s free!

Writing• Practise and learn spellings – make it fun!

• Model correct use of grammar, eg, “We were” not “We was” “Were you?” not “Was you?”

• Encourage opportunities for writing, such as letters to family or friends, shopping lists, notes or reminders, stories or poems, holiday memory scrap books.

• Encourage the use of a computer for word processing. This allows for editing and correcting of errors without lots of crossing out.

• Remember that good readers become good writers! Identify good writing features when reading (e.g. vocabulary, sentence structure, punctuation).

• Always praise and encourage, especially for effort and improvement!

Maths

• Play mental maths games including counting in different amounts, forwards and backwards and play times tables games

• Encourage opportunities for telling the time

• Encourage opportunities for counting coins and money e.g. finding amounts or calculating change when shopping

• Look for examples of 2D and 3D shapes around the home. Discuss their properties

• Identify, weigh or measure quantities and amounts in the kitchen or in recipes

• Play games involving numbers or logic, such as dominoes, card games, draughts or chess

Thank you for making the time to be here today