Some questions and clarification from today’s KS2 assessment webinar. These are my notes and I did my best to keep up with the questions and answers but they might not be 100% accurate so the usual disclaimer about taking them in that spirit and please refer to the DfE for any further clarification on anything controversial!
- Confirmation of KS2 Teacher Assessment submission date that has been ‘relaxed’ to the 30th June (as before).
- 1900 schools will be tested in Science this year – schools will be contacted by the end of April about this.
- There will be a number of schools contacted to trial the online times tables test this Summer ahead of all schools having to carry this out in 2017.
- There will be some ‘revised guidance’ published shortly around the exemplification materials. A clear statement was made that there doesn’t need to be ‘huge amounts of evidence collected.
- Read the guidance information carefully around access arrangements as there have been changes to the application process.
- Children working below the standard of the tests should not sit them. Read the Rochford Review for information on children working below the ‘working towards standards’.
- Children with additional needs may not apparatus such as numicon, number squares etc. within the tests, even if this is part of their normal classroom practice. Only the apparatus listed in the test may be used.
- Clarification was given on the use of ‘standard methods’ within the Maths test. If children get the answer correct, they achieve full marks; if they get the answer incorrect, they will only get the 1 ‘working mark’ if they demonstrate one of the ‘standard methods’ in the revised National Curriculum.
- Clarification again on the 65% floor targets and progress measures which has been explained in great detail here by James Pembroke.
- GPS is not part of the ‘combined’ floor target but will still be published as an individual subject. Combined is Reading (test), Writing (TA) and Maths (test).
- The process of calculating scaled scores was explained in response to the questions about why these can’t be released earlier – they will be available on the 5th of July along with the results. The trial data was only based on children who hadn’t studied the National Curriculum for 2 years and only this year’s Year 6 cohort will have done this. Therefore, this year, it will have to based on this ‘live’ sample of children.
- The school progress measure will be calculated well after the tests (Autumn?).
- Tests and Teacher Assessment will be reported in different languages this year. Tests will be reported as ‘scaled scores’ whilst Teacher Assessment will be reported against the definitions in the interim assessment frameworks.
- Unlike KS1, there is a statutory requirement to report both test and Teacher Assessment outcomes to parents.
- There will be no further sample tests published prior to May.
WRITING TEACHER ASSESSMENT
- More moderation guidance will be issued shortly in response to the new dates for submission of Teacher Assessment.
- It was suggested that a range of writing opportunities can all contribute towards the evidence base but nothing ‘too heavily scaffolded’.
- ‘Independent’ work within an evidence base was discussed and there will be some more guidance issued shortly around how independent, ‘independent’ writing has to be. It was suggested that work with some peer feedback, self review etc. can be considered as independent.
- As previously, there is no special dispensation for children with dyslexia with regard to the teaching assessment of writing. If any child doesn’t meet the spelling statement, they cannot meet the ‘secure fit’ for writing, however capable they may be in other aspects of writing.
- For children with physical difficulties, the handwriting element is exempt for the expected standard but not for the ‘greater depth’ standard.
- In response to questions around the standard of writing demanded in the exemplification materials, it was suggested that ‘Morgan’ from the exemplification standard is considered to be more of the 4B example that was announced. Leigh, is considered to be more of a borderline between ‘expected’ and ‘greater depth’ – he is considered to have some but not all of the aspects of the ‘greater depth’ descriptors.
- For children who are working at a ‘greater depth’, there is no requirement for any additional evidence base to be collated. It is expected that the greater depth statements can be evidenced within the existing body of work.
- There was an announcement of a ‘high score’ which will be measured after the tests which will be published similar to a previous Level 6? This will also be published.
- The definition of ‘coasting schools’ was re-explained. There’s a definition here which I think is right.
LAs will be informing schools that will receive a moderation visit on or after the 20th of May either the afternoon before or on the morning of a moderation visit.
- Moderators will choose the specific children that will be moderated either before or at their moderation visit.
- The ‘supportive’ process of moderation will now take place before data is submitted (as previous) so that moderation should inform the final data that is submitted on the 30th of June. Schools will be expected to have data on judgements available for moderators before the 30th of June, should they receive a moderation visit.
- Moderators will not be involved in moderating judgements of children working at pre-key stage standards (old P-Scales). These should be moderated locally by either clusters or between schools.
- The evidence base for each child may vary – there is no pre-requisite for there to be the same pieces of work for every child.
- STA will be sampling 48 (a third) of local authorities to QA the moderation process across the UK this year.