Teacher Assessment - Wildmoor Heath School

Report
Wildmoor Heath School
27th March 2014
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To know about statutory end of phase
assessments (and the coming changes)
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To know about on going assessments in
school
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To look at test materials
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What skills / knowledge do they have now
and what do they need to do next? (Target
setting)
Have they reached their targets? (Tracking)
What do we need to do to get them there?
(Interventions)
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Summative
◦ Statutory assessments at end of EYFS, KS1 and KS2
◦ Half termly ‘tracking’ - informs intervention planning (RAP
groups)
◦ NC levels
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Formative (Assessment for Learning - AfL)
◦ During and between lessons – informing teaching and
planning
◦ AfL techniques include:
 Talking (learning) partners
 Effective questioning
 Learning objectives and success criteria
 Self and collaborative marking and feedback
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EYFS Profile
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End of Year 1 Phonics test
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End of Key Stage 1 SATs (end of Year 2)
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End of Key Stage 2 SATs (end of Year 6)
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Children are assessed against 17 Early Learning Goals
3 Prime areas of learning & 4 specific areas:
Prime Areas
Specific Areas
Communication & Language
Literacy
Physical Development
Mathematics
PSED
Understanding the world
Expressive arts and design
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Children assessed through observation
Learning journeys
“Development Matters”
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Photos
Incidental and narrative observations of
children in their environment
Samples of children's work
Parent’s comments and observations
Children’s comments
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Completed in June
Teacher assessment – ‘best fit’
Assesses against Early Learning Goals (ELGs)
Short narrative describing child’s three
learning characteristics
Judged as emerging, expected or exceeding
Good level of development (GLD) defined as
at least expected development in prime areas
and mathematics and literacy.
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Week beginning 16th June 2014
40 words
20 real words
20 pseudo words e.g. spron, jound
Specifically tests decoding (AF1) NOT reading
as a whole
Children that do not achieve required level in
Year 1, repeat the test in Year 2
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Commonly known as ‘SATs’
Tasks and Tests that the Government sets for
children aged 7 & 11
Children's knowledge in English, Mathematics
and Science is assessed
A mix of tests and teacher assessment
depending on the Keystage and subject
Key Stage 1
Key Stage 2
(All teacher assessed)
(Tests and teacher assessment)
Literacy
Speaking and listening
Reading
Writing (including
spelling and
handwriting)
Maths
Science
English
Reading (test)
Writing (teacher)
Spelling, Grammar &
Punctuation (test)
Maths (test)
Science (teacher)
End of Year 2
End of Year 4
End of Year 6
WTL1
Level 1
Below average
Level 2c
Low average
Level 2b
National standard
Level 2a
High average
Level 3c
Above average
Level 3b
(Not sub-levelled for
SATs)
Level 3a
Level 4c
Below average
Below average
National standard
(Not sub-levelled for
SATs)
Above average
Low average
Level 4b
National standard
Level 4a
High average
Level 5
Above average
Level 6
Well above average
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The tests help to inform teacher assessment
One overall level for each subject reported to
parents
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Carried out as part of normal teaching
practice
Purpose is to identify next learning steps
Reported to parents at each stage of child’s
education
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Normal day
One to one, or in small groups
Some whole class
Children asked to do their best
Teachers explain what the children have to do
Children must work without adult help
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2a - Must be entirely accurate
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2b - Can make a mistake on 1 word
in 20
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2c - Can make a mistake on 1 word
in 10
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Comprehension booklet
2a in both task & test - children go on to take
Level 3 test
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Two writing tasks
One longer - about 45 mins – eg a recount or
a story
One shorter - about 30 mins, eg an invitation
or a postcard
Done on different days
Spelling test
Marks for handwriting
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Teacher assessment Level 1
Teacher assessment Level 2 or above, then
take tests
Level 2 or Level 3 test
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Teacher assessment (no test)
4 attainment targets
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Scientific Enquiry
Life Processes & Living Things
Materials & their Properties
Physical Processes
Overall Level given
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Used as a progress measure from KS1–2
◦ Children expected to make at least ‘2 Levels of
progress’ from Year 2 - 6 (e.g. from Level 2 to 4)
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Published (league tables)
◦ %-age making Level 4+ in each subject
◦ %-age achieving Level 4+ in reading, writing and
mathematics combined
Allows comparison against other schools
Tests the knowledge, skills and
understanding that is taught in school daily –
no tricks!
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National timetable spread over a week
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Week beginning 12th May 2014
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Children absent during this week will take the
test later
Children with SEN – reader or scribe
Date
Level 3-5 Tests
Level 6 Tests
Monday 12th May
English reading test
English reading test
Tuesday 13th May
English grammar,
punctuation and
spelling test
English grammar,
punctuation and
spelling test
Wednesday 14th May
Mental mathematics
test
Mathematics – Test A
Thursday 15th May
Mathematics – Test B
Mathematics – Paper 1
Mathematics – Paper 2
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English spelling, punctuation and grammar
(SPAG) test
SPAG test informs writing assessment
Writing –teacher assessment only (based on
work done in class over time)
Moderated by local authority team
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Test
Changes made for 2014
Three different text types, no connecting
theme (easiest first, hardest last)
60 minutes to read and answer questions
Children can approach paper as they wish (i.e.
read one text and answer questions before
moving on to next text)
Different sorts of comprehension questions
Externally marked
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Two papers – calculators can’t be used in
either
Mental mathematics test
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Practise questions (technique)
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Mock week
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Revision
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Intervention (booster) groups in and after school
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Attendance every day & on time
Avoid taking holidays during term time
Enough sleep ensures they are alert & ready
to learn
Attend parents evenings
Encourage positive attitudes to school &
learning
Encourage them to have a go, not worry if
they make a mistake
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Ensures ‘no child left behind’
Summative assessment made each half term
for reading, writing and mathematics
◦ Are they at, above or below age related
expectations (ARE)?
◦ Are they making progress (from previous July and
entry to phase)?
◦ Pupil progress meetings identify children needing
extra support or challenge
◦ Interventions planned and evaluated (RAPs)
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Any practice which provides information to
teachers (and pupils) about what the children
need to do to improve
Allows teachers to adapt lessons ‘in action’ to
better challenge and support children
Based on both academic (Black & Wiliam, 1998) &
classroom based action research (Shirley Clarke,
2001-14)
◦ Talk (learning) partners
◦ Effective questions
◦ Marking and feedback – highlighting and ‘closing the
gap’ comments
◦ Learning objectives and success criteria
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Participation from all children (not just those with
their hands up)
Time to think, formulate ideas and responses
Teachers ‘listen in’ and take feedback to collect
information
Randomly chosen partners – mixed attainment
groupings
Changed every 2 weeks
Talking partner rules established
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Demands explanation
Promotes discussion and explanation
Reveals misconceptions and understanding
Develops critical thinking, reasoning and
problem solving skills (NB. Bloom’s Taxonomy)
Gives pupils confidence in expressing their
opinions
Stimulates curiosity and interest
Reinforces previous learning
Develops respect for other points of view
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Close to when the work is done (often during
or shortly after the lesson)
Includes ‘formal’ marking, self and
collaborative marking and verbal feedback
Focussed on the learning objective and
success criteria
Marking highlights success and what needs to
be improved
Comments help to ‘close the gap’
Children have time to make improvements
immediately
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Children know what they are learning each
lesson
Children know what success ‘looks like’ and
what to do / include to be successful:
◦ Modelling & ‘excellent’ examples
◦ Compulsory
◦ Optional
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Marking and feedback given using LO and SC
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New NC starts in September 2014
Current Year 5 and 6 tested on ‘old’
curriculum – SATs used as now
Current Year 4 and below will be tested on
‘new’ curriculum when they reach Year 6 –
govt. yet to announce how and which
subjects
End of KS1 assessment will still be ‘teacher’
rather ‘test’
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Existing assessment framework - NC Levels
(Level 4, Level 2b etc) scrapped from
September 2014 - up to schools what they
do!
Children will be assessed as ‘Secondary
ready’, ‘KS2 ready’, ‘KS1 ready’
Proposals that children are ranked by test
score and parents told which percentile their
child is in compared to school / national
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What are your questions?
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Chance to look at the materials

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