Primary Assessment and Reporting Arrangements & Test Administration - Amanda Lowe - Norfolk Schools
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Primary Assessment and Reporting Arrangements & Test Administration Amanda Lowe amanda.lowe@norfolk.gov.uk assessment @norfolk.gov.uk
Outline of the Session EYFS • Teacher assessment and accountability • Accurate assessment • Data checking and reporting • Dates KS1 & 2 Teacher Assessment • New writing frameworks – inclusion and accuracy • Data checking and reporting • Dates KS1 & 2 Testing • Exploration of some test questions • Administration of the test • Access arrangements Data submission • There will be some practical and discussion elements to the session to explore key points from EYFS and to potential pitfalls in teacher assessment and the tests (KS1 and 2).
EYFS Profile - no change • Best fit • Exemplification materials
Early Learning Goals
Personal Social and • Making Relationships
Emotional • Self-Confidence and Self-awareness
Development • Managing Feelings and Behaviour
A Good
• Listening and Attention Level of
Prime Areas Communication
and Language • Understanding Develop
Of Development
• Speaking ment
(expected
Physical or Average
• Moving and Handling exceedin
Development Point
• Health and Self Care g in all Score
Prime (Total
• Reading Areas, score
Literacy Literacy when
• Writing
and adding
Maths) 1, 2, 3
• Numbers scored
Maths
• Shape, Space and Measures for each
Specific Areas ELG)
Of Development • People and Communities
Understanding
• The World
the World
• Technology
• Exploring and Using Media and
Expressive Arts Materials
and Design
• Being Imaginative
Assessment is based primarily
on the practitioner’s knowledge Embedded learning is
of the child. Knowledge is identified by assessing what a
gained predominantly from child can do consistently and
observation and interaction independently in a range of
in a range of daily activities everyday situations.
and events.
Accurate
Responsible pedagogy must Assessment Accurate assessments take
be in place so that the EYFS account of contributions from
provision enables each child a range of perspectives
to demonstrate their including the child, their
learning and development parents and other relevant
fully. adults.
An effective assessment
presents a holistic view
of a child’s learning and
development.
Possible Next Steps - EYFS
Use moderation within and between schools to:
• Recalibrate understanding of the three standards
(emerging, expected, exceeding)
• Check back to the curriculum. Is it broad and balanced,
have a range of perspectives has been sought and are
children given the challenge that they need?
• Discuss borderline children – ensures confident, accurate
assessment
• Share materials and lessons learned from the Moderator-
led Assessment Networks or the Professional
Development Forum
• Ensure that judgements are accurate and agreed through
professional discussion and challenge from colleagues
Writing - EYFS • Look at the collection and consider the ELG • What judgement would you give this child? • What would they need to show to move to exceeding? • What needs to come before all of this to underpin successful writing?
Data checking All headteachers are responsible for ensuring that data checking takes place prior to the final data set leaving the school. The following should be considered: • Patterns in attainment • Achievement in linked ELGs • Spikey profiles • Data inputted not matching judgements made by the teacher • Missing data – all children that you have good knowledge of will be a 1 (emerging) or more • Judgements agreed at external moderation differing from those submitted
Child 01 02 03 04 05 06 07 08 09 10 11 12 13 14 15 16 17
A 1 2 2 2 2 2 1 2 2 1 2 2 2 2 2 1 1
B 1 1 1 1 2 2 2 2 2 1 1 2 2 2 2 2 2
C 3 3 2 2 2 2 2 2 2 2 3 3 3 3 3 2 2
D 2 2 2 2 2 2 2 2 1 2 2 1 2 2 2 2 2
E 1 3 3 3 3 2 2 2 3 3 2 3 2 2 2 3 3
ELG01 – Listening and attention ELG10 – Writing
ELG02 – Understanding ELG11 – Numbers
ELG03 – Speaking
ELG12 – Shape, Space and
ELG04 – Moving and Handling
Measures
ELG05 – Health and Self-care
ELG06 – Self-confidence and Self- ELG13 – People and Communities
awareness ELG14 – The World
ELG07 – Managing Feelings and ELG15 – Technology
Behaviour
ELG08 – Making Relationships ELG16 – Exploring and using media
ELG09 – Reading and materials
ELG17 - Being imaginative
Reporting
Parents:
• EYFS Profile:
• a written summary of their child’s attainment against the 17 ELGs
• a short commentary on how their child demonstrates the 3
characteristics of effective learning
• Year 1 teachers:
• a copy of the child’s EYFS Profile
• Discussion about gaps in learning relating to the Profile resultsFAQs • See Assessment Handbook for full FAQs (Norfolk Schools – Assessment page) Top 3 Questions 1. If a child soils themselves, can they be awarded the Health and Self-care ELG? • Children know the importance for good health of physical exercise, and a healthy diet, and talk about ways to keep healthy and safe. They manage their own basic hygiene and personal needs successfully, including dressing and going to the toilet independently. This may be dependent on whether the child has a medical need or not. 2. If a child does not speak but communicates in a different way, can they be awarded the Speaking ELG? With the exception of ELG03 Speaking, where the EYFS profile contains the word ‘talks’ or ‘speaks’, children can use their established or preferred mode of communication. 3. If the child is not moving into Y1, do I need to submit Profile results for them? No. The Profile is complete once for each child, usually the summer before the child moves into KS1.
Dates – Teacher Assessment
Monday Tuesday Wednesday Thursday Friday
26th March
Schools informed
of LA moderation
for EYFS
Easter Break
Easter Break
16th April
23rd April
30th April 1st May 2nd May 3rd May 4th May
Moderation EYFS Moderation EYFS Moderation EYFS Moderation EYFS
Bank Holiday 9th May 10th May 11th May
Moderation - EYFS Moderation - EYFS Moderation EYFs
14th – 17th May KS2 statutory test week
16th May 17th May 18th May
Moderation - EYFS Moderation - EYFS Moderation - EYFS
21st May 23rd May 25th May
Moderation - EYFS Moderation - EYFS Moderation - EYFS
22nd June
Data submissionTraining Opportunities • Moderator-led assessment networks in your areas – April/May • Various dates sent to school via email • EYFS Profile: Making a judgement of exceeding • Today
KS1 and 2
Teacher Assessment – key points to note • Changes to the writing framework criteria • Changes to exemptions that can be made against the writing criteria • No change for reading and maths at KS1 or 2 • Emphasis on composition in writing • Some criteria to do with punctuation, spelling and grammar are less prescriptive than previously • An emphasis on the criteria not being applied in a reductive manner – development of effective writers promoted • Scripted moderator training released to all schools on NCA Tools – Teacher Assessment tab • Frameworks for next academic year have been released – don’t let that confuse you this year!
STA guidance: KS1&2 TA Guidance
Guidance expanded this year to
cover all aspects of teacher
assessment.
• Professional discussion
• A more flexible approach to
assessment of English writing
• ‘Particular weakness’
• ‘Good reason’
• Independent writing
• Assessing pupils with disabilitiesProfessional Discussion • The professional discussion between the year R, 2 and 6 teacher(s) and LA external moderator is essential and should be central to the process. It should be shared and time should be planned in for discussion between teacher and moderator. This allows the teacher(s) to talk through their judgements using evidence to support their decision and articulate their understanding of the standards. • As a consequence, it is key that moderators receive good quality communication training as part of their LA training. • This should also be part of practice in schools when moderating
A more flexible approach • A pupil’s writing should meet all the ‘pupil can’ statements within the standard they are judged to be working at. • Teachers can use their discretion to ensure that, on occasion, a particular weakness does not prevent an accurate judgement being made of a pupil’s overall attainment. • A teacher’s professional judgement about whether the pupil has met the standard overall takes precedence over the need for the pupil to meet all ‘pupil can’ statements if the pupil is judged to have a particular weakness. Teachers must be able to justify their decisions during moderation.
‘Particular weakness’ • A particular weakness can relate to a part or the whole of a statement(s). • It is an aspect of an individual pupil’s writing over which a teacher can use their discretion to determine that, despite them not meeting or only partially meeting the relevant aspect of the framework, the pupil is working at a given standard. • A particular weakness may well relate to a specific learning difficulty, but it is not limited to this. The same overall standard must be applied equally to all pupils.
‘Good reason’ • When a teacher deems that a pupil meets a standard despite a particular weakness, they must have good reason to judge that this is the most accurate standard to describe the pupil’s overall attainment. • Teachers must be confident that the weakness is an exception in terms of the pupil’s overall attainment. • Moderators should scrutinise whether there was good reason to reach this judgement. • Look at the ‘good reasons’ and discuss why they have been agreed as being such.
Independent writing • Teachers must base their judgements on writing which has been produced independently. • A piece of writing may provide evidence of a pupil demonstrating some ‘pupil can’ statements independently, but not others. This does not mean that the entire piece is not independent. • Schools must identify independent work, and clarify the degree of support a pupil has received. • What does this mean? - Discuss
Assessing pupils with disabilities • All schools are required to make reasonable adjustments for pupils with disabilities. • If a pupil has a disability that physically prevents them from demonstrating a ‘pupil can’ statement altogether, even with reasonable adjustments in place, these statements can be excluded from the teacher assessment judgement.
Examples of description of characters and settings – inferring meaning rather than being shown in a reductive manner Morgan (EXS) ‘…is this me? Has she climbed into my mind?’ Rhetorical questions as Macbeth questions whether he can go through with the murder give information about his character and serve to create tension at this pivotal moment. Leigh (EXS) ‘Determined to escape’ A fronted subordinate clause foregrounds Lauren’s determination and resourcefulness… ‘Should I risk my life…?’ Modal verb expresses Jack’s doubt and uncertainty. ‘Everything was still apart from Jack…’ The atmospheric stillness contrasts with Jack’s mother’s agitation and excitement…
Aims of the English curriculum vs. the writing criteria The overarching aim for English in the national curriculum is to promote high standards of language and literacy by equipping pupils with a strong command of the spoken and written word, and to develop their love of literature through widespread reading for enjoyment. The national curriculum for English aims to ensure that all pupils: • read easily, fluently and with good understanding • develop the habit of reading widely and often, for both pleasure and information • acquire a wide vocabulary, an understanding of grammar and knowledge of linguistic conventions for reading, writing and spoken language • appreciate our rich and varied literary heritage • write clearly, accurately and coherently, adapting their language and style in and for a range of contexts, purposes and audiences • use discussion in order to learn; they should be able to elaborate and explain clearly their understanding and ideas • are competent in the arts of speaking and listening, making formal presentations, demonstrating to others and participating in debate.
What Teachers Must Assess Reading, Writing, Maths and Science: • Teachers must use their knowledge of a pupil’s work over time, taking account of their written practical and oral classwork • KS1 teachers must take into account the results of the statutory tests for reading and maths • Pupils working at the standards of the tests should be assessed using the key stage frameworks • Pupils working below the standard of the tests should be assessed using the Pre Key Stage Standards • Pupils with SEND working below the Pre Key Stage Standards should be assessed using P-scales (this is the final year) • Pupils must be teacher assessed for Science at KS1 and 2 – there is only one standard for this – Expected Standard
Key Stage 1 Teacher Assessment (2017-2018)
Interim Pre
Below Pre Key Stage KS1 KS1 Teacher Assessment Framework
Standards
Working Expected Greater
SEND Not SEND Foundations
Towards Standard Depth
BLW & P BLW &
Reading PKF WTS EXS GDS
Scales NOTSEN
BLW & P BLW &
Writing PKF WTS EXS GDS
Scales NOTSEN
BLW & P BLW &
Maths PKF WTS EXS GDS
Scales NOTSEN
HNM & P
Science HNM EXS
ScalesKey Stage 2 Teacher Assessment (2017-2018)
Below Pre Key Stage Interim Pre KS2 Standards KS2 Teacher Assessment Framework
Early Growing
Found- Develop- Develop- Working Expected Greater
SEND Not SEND
ations ment ment Towards Standard Depth
BLW & BLW &
Reading PKF PKE PKG HNM EXS
P Scales NOTSEN
BLW & BLW &
Writing PKF PKE PKG WTS EXS GDS
P Scales NOTSEN
BLW & BLW &
Maths PKF PKE PKG HNM EXS
P Scales NOTSEN
HNM &
Science HNM EXS
P ScalesDates – Teacher Assessment & LA Moderation
Monday Tuesday Wednesday Thursday Friday
14th – 17th May - KS2 test week May 18th
Schools informed of
LA moderation
appointment for KS1
&2
Half term
5th June 6th June 7th June 8th June
Moderation Moderation Moderation Moderation
11th -15th June - Phonics Screening check week
11th June 12th June 13thJune 14th June 15th June
Moderation Moderation Moderation - Moderation - Moderation
18th June 19th June 21st June 22nd June
Moderation Moderation Moderation Moderation
25th June 26th June 27th June 28th June
LA data AE surgeries - AE surgeries - Moderation data
submission date NPDC Swaffham checking and final
AE surgeries - submission
NPDCVenues for LA Moderation • Hethel Engineering • King’s Centre, Great Yarmouth • Green Britain Centre, Swaffham • Knights Hill Small Barn, King’s Lynn • PDC, Norwich Local Agreement 1. Ask schools to submit interim data one week in advance of the meeting and use this to select the pupil sample. The sample is then communicated to the school 24 hours before that appointment 2. Require teachers to be released from their teaching commitment for half a day
Data checking All headteachers are responsible for ensuring that data checking takes place prior to the final data set leaving the school. The following should be considered: • Data inputted not matching judgements made by the teacher • Missing data • Judgements agreed at external moderation differing from those submitted
Reporting Parents: • Must cover achievements, general progress and attendance. • Outcomes of statutory national curriculum TA for reading, writing, maths and science • Results of any national curriculum tests taken, including the pupil’s scaled score, and whether or not they met the ‘expected standard’ (KS2) • A statement that TA takes account of results of statutory tests in English reading and maths (KS1) • Where appropriate, a statement explaining why any national curriculum test has not been taken • Comparative information about the attainment of pupils of the same age in the school • Comparative information about attainment in the core subjects of pupils of the same age nationally If a parent requests their child’s test results, this must be made available to them (KS1)
FAQs • See Assessment Handbook for full FAQs (Norfolk Schools – Assessment page) Top 3 Questions 1. If a child is working below the standard of the test, can I disapply them? No. They would be assessed using the PKS Interim Frameworks and, if not a secure fit here and SEN, the p-scales. 2. Can I still use success criteria? Yes. It is an effective teaching tool. Just be careful that the success criteria does not over aid the pupil if using that piece of writing to assess that specific criteria. 3. Does a ‘particular weakness’ apply to reading and maths TA? No. The ‘more flexible approach’ applies only to the new frameworks for writing.
Training Opportunities • Moderator-led assessment networks in your areas – April/May • Various dates – sent to school via email • Pre Key Stage Standards: Assessing pupils working below the standard of the key stage Date and Time Venue Course Reference 14/03/2018 1.30pm – 4.30pm Fred Nicholson School TLS-0318-T056 21/03/2018 1.30pm – 4.30pm John Grant School TLS-0318-T057 27/03/2018 1.30pm – 4.30pm Norwich PDC TLS-0318-T058
KS1 and 2 Statutory Tests
Phonics • Keep the materials secure from when they arrive until 25th June • Packs must not be opened before 11th June • Pupils only attempt the check once • The member of staff administering the checks must be a trained member of staff who is known to the children (not a family member) • It should not be administered by a TA or HLTA unless they have been trained and have experience in delivering phonics sessions to pupils • Training – Check administration guidance and the training video online • Remember the pupils in Y2 who did not reach the standard in Y1 (could be a pupil new to your school) • The LA monitors at least 10% of schools each year for Phonics Screening Test Security
Common Queries • Can the child add sound buttons to help them to read the word, as long as they say the full word after sounding it out? • Yes • Can I adapt the check for some children? • Yes. Follow the guidance from STA. • What if a child is absent during phonics screening check week? • The child would take the check during the following week. However, if the child returns after Friday 22nd June, they must be recorded as ‘absent’ • Can a child have breaks? • Yes • Do I have to complete the check if the child is finding it difficult? • No. Stop at an appropriate point to save any distress. • Do all pupils have to take the check? • No. There are exceptions and headteachers must decide. Any queries, please ask – assessment@norfolk.gov.uk
Statutory End of Key Stage Tests
Sample tests • Experience of the test situation for staff and children • Experience of the independence needed • Establishment of any access arrangements that may be needed • Establishment of the resources allowed and not allowed - maths • Development of key learning skills needed to sit the tests • Experience of the wording and layout of test questions • Confidence to set about answering questions with multiple layers • Experience of moving on to questions that you will be able to answer when faced with one that you are unable to.
Questions that catch pupils out and why?
How to help - maths • Develop vocabulary through ‘maths word of the day’ • Have a daily maths challenge – could be part of maths lesson, timetable or organisational issue for the class, Science, etc. It could be what starts the lesson sometimes and what concludes it at others times • Give the children regular opportunities to solve problem solving questions by acting out the scenario described, using varied concrete apparatus, using pictorial representation of the problem. • Put the children in mixed-ability groups to solve the problems regularly – collaboration, mixture of mindsets, communication of ideas • Use groups problem solving where each member of the group has a part of the problem written down to share – they will need to order and work together to solve.
The Reading Tests ale, brandy and tea are not standard for todays cross Channel Swimmers Why was this answer awarded 0 points?
1. Jelly fish stings. Webb coated himself in protection. 2. Protect and feed. Friends accompanied him to feed and protect him. Why was this answer awarded 0 points?
Summary – test content • Use the sample tests for: • Practising the administration of the tests • Establishing the pupils’ cognitive ability and subject knowledge • Inform planning • Give pupils strategies for overcoming difficulties • Could start with the question and unpick to lead to the learning • Could teach the skills and use the question to check understanding at the end • Encourage the children to think of their own question that is similar to the one just solved. • Make yourself aware of the possible content and the ‘expected standard’ – test developers guide.
KS1 Administering the Tests • Tests – throughout May • Pupils should be given the opportunity to attempt each test paper. • Teachers can use their discretion to decide if pupils need a rest break during any of the tests or whether, if appropriate, to stop the test early. • Access arrangements should be used where needed and usually where part of normal classroom practice for that child. No access arrangements need to be applied for at KS1.
KS1 Administering the Tests • The questions in the Mathematics paper and the optional Grammar, Punctuation and Spelling papers can be read to pupils on a 1:1 basis, in a small group or to the whole class. • The pace of the reader must not disadvantage any pupils
KS1 Administering the Tests Compensatory marks for the spelling paper • Some pupils with a hearing impairment will not be able to access the spelling paper of the optional English grammar, punctuation and spelling test. Raw scores from both English grammar, punctuation and spelling papers are needed to give an overall scaled score for the test. Compensatory marks allow pupils with a profound hearing impairment to receive an overall test outcome for the English grammar, punctuation and spelling test. • A compensatory mark for the spelling test will be available to schools, by request, from the national curriculum assessments helpline on 0300 303 3013 at the beginning of June. • Schools should add the compensatory mark for spelling to the raw score from the English grammar, punctuation and spelling Paper 2: questions, before converting the overall raw score to a scaled score. At KS2, compensatory marks have been applied for via NCA Tools by 26th Feb 2018
Administration of the KS2 Tests
KS2 - Modifications to the test • Schools can open the test materials up to one hour before the administration of the tests if they decide to make specific modifications to the papers for particular pupils. This may include copying onto coloured paper or enlarging the test. Headteachers must ensure that the confidentiality of the tests is maintained when any modifications are being made. • Schools should consider how much time they will need to make any modifications. If schools need more than the hour before the test start time to make the modifications, they must have made an application for early opening in the ‘Access arrangements’ section of NCA tools by 26th Feb 2018.
KS2 - Access arrangements may be appropriate for pupils: • with a statement of special educational needs (SEN) or an Education, Health and Care Plan (EHCP) as described in the SEND Code of Practice18 • for whom provision is being made in school using the SEN Support system or whose learning difficulty and/or disability significantly affects their ability to access the tests • who have a disability or a sensory impairment * • who have behavioural, emotional or social difficulties • with English as an additional language (EAL) and who have limited fluency in English * Schools must make sure they have documentation to show that a pupil is eligible for access arrangements in the event of a monitoring visit. This must include evidence that resources are routinely committed to providing this support in the classroom.
Requiring applications (KS2) Requiring notification (KS2)
Compensatory marks - spelling Alternative location
Early opening Scribe
Additional time Transcription
(EHCP automatically get +25%, those with
Braille or MLP versions of the test get
+100%)
Timetable variation – different day Word processor or electronic aid
(within 5 days of the timetabled slot)
Timetable variation – same daySchool delegated arrangements: No notification/application needed (KS2) Written or oral translations Readers Prompters Rest breaks Apparatus in mathematics tests Translation – maths tests Modification of papers – with papers being opened up to 1 hour before their administration (coloured paper, enhancing diagrams or enlarging text)
Facebook – live Q&A session • Join STA expert panel in a live Q&A session at 6pm on Thursday 15 March. They'll cover all aspects of test administration and access arrangements. This 45-minute event is your opportunity to pose detailed questions and seek clarification about any outstanding issues to help you deliver the 2018 national curriculum assessments. By signing up to their Facebook event page you will receive a notification when the Q&A is about to start. You can also submit your questions to them in advance by posting on the event page.
Preparing the Room • remove or cover any displays or materials that could help pupils • ensure seating arrangements will allow all pupils to work quietly and independently • make sure pupils will not be able to view other pupils’ test papers • ensure a clock is provided in the room to help pupils pace themselves • ensure there is a board at the front of the room for writing important information – start and finish, DfE no.
Test security
Please ensure that you do the following:
• Check that the correct number and type of test materials have been
received and sign the delivery note* – only open outer envelope
• Materials are stored in a locked cupboard and returned as soon as they
have been administered and packed
• A limited number of staff have access to the cupboard and that you have
a signing in sheet
• All staff are aware of the guidance regarding resources and additional
support (scribing, time extension, etc) for each test
• Pupils are seated appropriately
• Packs with test papers enclosed should only be opened in the test room
immediately before the administration of the tests for the first time – no
more than an hour before, if modification is required (KS2)
• Ensure materials are kept securely stored until after the testing windowImportant Considerations • Clarity on resources allowed – particularly the 2 types of maths paper • Use of transcription • Parents’ understanding of your responsibilities around access arrangements • Security of papers after the timetabled test – even if all of the pupils in the school were present!
Test Security Observations/Visits During no-notice LA visits, the LA representative will check if the school is following the published guidance on: • keeping materials secure • administering the tests (and scoring where applicable) If schools receive a monitoring visit they must allow visitors to: • see all materials and any relevant delivery notes • observe any tests being administered • see copies of correspondence and other documents sent to, and received from, the LA or STA
FAQs
• Do inverted commas need to be formed correctly in the GPS test?
• Ensure correct orientation and double inverted commas rather
than single so that there is no ambiguity with apostrophes
• Can backwards numbers be transcribed in the maths test?
• Only if there is ambiguity. There should be no need to otherwise.
• Can modified tests be photocopied onto coloured paper for pupils
who need it?
• Yes.
• If a child notices that they have omitted something or answered
incorrectly when transcription is taking place, can the correction be
made?
• No. The original answers must be transcribed.• Can 1:1 readers sit with a group supporting individuals?
• No, they must be 1:1.
• Can additional paper be used in the tests?
• Yes. Information regarding the type of paper will be in the test
administration guidance – ensure the correct type of paper is
used.Pupils Working at a Pre KS Standard Pupil should not take the tests who: • have not completed the relevant KS programme of study • are working below the overall standard of the KS tests, or • are unable to participate even when using suitable access arrangements The interim pre-key stage standards should be used to provide a statutory assessment outcome for pupils that have: • not completed the programme of study • who are working below the standard of the tests • who do not consistently meet all of the Working Towards the Expected Standard statements in the Interim Framework.
Interim Pre Key Stage Frameworks • Secure fit judgement applies • The writing framework is new this year and the ‘more flexible approach’ does apply to this. • Reading and maths TA is the same as last year for KS1 and 2. • Pupils with SEN working below the standard of the PKS should be assessed using p-scales • Pupils working below the standard of the PKS who do not have SEN, should be reported at BLW NOTSEN.
Rochford Review – recommendations after 2018
KS2 Growing development of the expected standard
current
KS2 Early development of the expected standard
KS1 KS2 Foundations for the expected standard
KS1 KS2 Emerging to the expected standard
KS1 KS2 Entry to the expected standard
From summer 2020
KS1 KS2 7 areas of cognition and learning:
• Responsiveness
• Curiosity
• Discovery
• Anticipation
• Persistence
• Initiation
• investigation
Further review needed to assess learners with EALRemember… • Make yourself aware of the content of the published mark schemes and use these alongside marking practice papers • Make all staff aware of the resources allowed for each test (Test Administration Guidance 2018 (March) (TAG)) • Understand the true gaps (QLA) in the practice papers and fill them – stay true to the mark schemes • Moderate within and between schools • Establish a clear understanding of terms – Test developer’s guidance
Remember…
• Pupils/staff/parents should be prepared for the tests
• types of questions
• test conditions
• time limitations – consider breaks where needed
• Test scores should be in line with TA judgements
• Teachers aware of the level of questions compared with
standard within the TA framework
• Pupils should be enabled to use strategies to deal with the
questions that they find difficult – cognitive and emotional skills
(resilience, perseverance, etc) and practical skills (reread, move on
and return later, etc)Remember…
• Timing
• Pupils should be prepared to concentrate for a sustained
period although timings and breaks can be factored in – breaks
cause breaks in thought processes
• Structure
• Separate booklet to read and provide answers
• Challenging questions
• Inferring meaningSubmission of Teacher Assessments to DfE/LA
- Common Issues & Problems
Key Stage 1 & 2- Assessment codes/P Scales
• Use the right assessment codes for the subjects. They differ between KS1 and
KS2, and KS2 Writing has additional assessment codes. The assessment
handbooks provide a set of valid codes.
• If a pupil is assessed as BLW in a subject – then they need an ADDITIONAL
ASSESSMENT CODE – P SCALES (NOTSEN, P8, P7, etc) – for that subject.
• If the pupil is NOT working at P Scales then BLW may be the wrong assessment
and the pre-KS assessments (PKF for KS1, PKG/PKE/PKF for KS2) may be more
relevant – check the assessment handbooks.
• If a pupil IS assessed as BLW – then both the main and additional assessment
codes need to be entered in your MIS system.
Last year 54 schools submitted KS1 data with one or more pupils assessed as
BLW, but without any P Scales/NOTSEN codes. (Data will be rejected if P Scales
are missing.)Submission of Teacher Assessments to DfE/LA
- Common Issues & Problems
Key Stage 1 & 2 – Science assessment
• Ensure you provide an assessment for Science for your pupils – it is a
statutory requirement.
Some MIS hide Science in their default view – ensure you enable it to
check you have assessed all your pupils for Science.
Last year 75 schools submitted KS1 data with missing Science Teacher
Assessment data.
(Data will be rejected if Science TA data is missing.)
Phonics
- Administer the Check to the Yr 2 pupils who need re-testing – and
submit the scores in the MIS – in the correct mark sheet / entry
screen (for Yr 2).
- Check any Yr 2 pupils who join the school – and re-test them if
required – and submit the scores in the MIS – in the correct place.
- Last year 40 schools omitted to send their re-tested Yr 2 pupils.
(Data will be rejected if Yr 2 pupils are missing.)Submission of Teacher Assessments to DfE/LA
- Common Issues & Problems
All Key Stages – Entering the data
• Assessments need to be entered in your school MIS in a set format – by
using the correct mark sheet or data entry screen.
• Check the data is entered in the MIS correctly.
• Please work closely with the school staff to ensure this is done correctly -
support them.
All Key Stages – Checking the data
• If the LA Data team receives your assessments by the recommended
deadline dates (set out in MI sheets) – then it will provide a provisional
School Summary report.
• This will be made available in Perspective in the LA Data section:
https://perspective.angelsolutions.co.uk/perspective/login.aspx
• CHECK THE REPORT – it will be an accurate record of what the DfE will
use. Contact the Data Team immediately if there any errors. (contact
details in next slide)Dates – data submission
Monday Tuesday Wednesday Thursday Friday
25th June 26th June 27th June 28th June
LA data AE surgeries – AE surgeries – Moderation data
submission date – NPDC Swaffham checking
all schools MODERATED MODERATED
SCHOOLS ONLY SCHOOLS ONLY
AE surgeries –
NPDC Data submission
MODERATED closes – all
SCHOOLS ONLY schools
Keep time in this week free for checking the data report that Dom
Mingaye sends back to you. You may need to bear in mind any additional
evidence that needs agreeing at the above surgeries for some pupils, if
moderated by that LA.Submission of Teacher Assessments to DfE/LA Common Issues & Problems All Key Stages – General • If you have a query about completing the assessments look at the following website: http://www.schools.norfolk.gov.uk/School-administration/Key-stage- assessments-/index.htm (to be updated for 2018) - it has lots of step-by-step help sheets and guidance, written in plain language, to help schools with problems/queries – based on common issues and problems from previous assessment collections. • If you, or the school staff, are still unsure of what/how/when to enter teacher assessments in the school MIS – particularly for BLW / P Scales – and anything else - then contact the Education Achievement Data Team for advice – before you submit the data.
All Key Stages
MI Sheets www.schools.Norfolk.gov.uk
March – outline of key dates
May – detailed guidance on data submission processesFurther Support with Assessment
• www.schools.norfolk.gov.uk/assessment
• Contacts for the assessment team – Amanda Lowe / Alison
Norman
Email: assessment@norfolk.gov.uk
Telephone: 01603 303304
• Contact the Data Team – Dom Mingaye / Simon Porritt
Email: irc.schoolperformance@Norfolk.gov.uk
Telephone: 01603 222984 / 01603 222837
These contact details will also be in the Assessment HandbookAdditional sources of information (below)
EYFS Relevant Guidance EYFS Profile Handbook https://www.gov.uk/government/publications/early-years-foundation- stage-profile-2018-handbook EYFS Assessment and Reporting Arrangements https://www.gov.uk/government/publications/2018-early-years- foundation-stage-assessment-and-reporting-arrangements-ara EYFS Exemplification Materials https://www.gov.uk/government/publications/eyfs-profile- exemplication-materials
Phonics Relevant Guidance KS1 Assessment and Reporting Arrangements https://www.gov.uk/government/publications/2018-key-stage-1- assessment-and-reporting-arrangements-ara Phonics check administration https://www.gov.uk/government/publications/key-stage-1-phonics- screening-check-administration-guidance This guidance will be updated for the 2018 check in April 2018. Sample materials and training video https://www.gov.uk/government/collections/phonics-screening-check- administration
KS1 Relevant Guidance KS1 Assessment and Reporting Arrangements https://www.gov.uk/government/publications/2018-key-stage-1- assessment-and-reporting-arrangements-ara Guidance on the security of KS1 & 2 test and phonics screening check materials (being updated March 2018) https://www.gov.uk/government/publications/key-stage-2-tests-and- phonics-screening-check-keep-materials-secure KS1 Test Administration Guidance (being updated March 2018) https://www.gov.uk/government/publications/key-stage-1-tests-test- administration-guidance-tag KS1 test frameworks https://www.gov.uk/government/collections/national-curriculum- assessments-test-frameworks#key-stage-1 Sample tests and mark schemes https://www.gov.uk/government/collections/national-curriculum- assessments-practice-materials
KS1 access arrangements https://www.gov.uk/government/publications/key-stage- 1-tests-access-arrangements Interim Teacher assessment Framework https://www.gov.uk/government/publications/teacher- assessment-frameworks-at-the-end-of-key-stage-1 Pre-Key Stage Interim Framework https://www.gov.uk/government/publications/interim-pre- key-stage-1-standards KS1 Exemplification materials - writing https://www.gov.uk/government/publications/2018- teacher-assessment-exemplification-ks1-english-writing
KS2 Relevant Guidance KS2 Assessment and Reporting Arrangements https://www.gov.uk/government/publications/2018-key-stage-2- assessment-and-reporting-arrangements-ara Guidance on the security of KS1 & 2 test and phonics screening check materials (being updated March 2018) https://www.gov.uk/government/publications/key-stage-2-tests-and- phonics-screening-check-keep-materials-secure KS2 Test Administration Guidance (being updated March 2018) https://www.gov.uk/government/publications/key-stage-2-tests-test- administration-guidance-tag KS2 test frameworks https://www.gov.uk/government/collections/national-curriculum- assessments-test-frameworks Sample tests and mark schemes https://www.gov.uk/government/collections/national-curriculum- assessments-practice-materials
Interim Teacher assessment Framework https://www.gov.uk/government/publications/teacher- assessment-frameworks-at-the-end-of-key-stage-2 Pre-Key Stage Interim Framework https://www.gov.uk/government/publications/interim-pre- key-stage-2-standards KS2 Exemplification materials https://www.gov.uk/government/publications/2018- teacher-assessment-exemplification-ks2-english-writing
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