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Welcome to the KS2 Assessment workshop By the end of the session you will: Understand how children are assessed in KS2 Understand the requirements of different levels in Speaking and Listening, Writing, Reading and Maths Know how teachers agree levels for your child
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Welcome to the KS2 Assessment workshop • By the end of the session you will: • Understand how children are assessed in KS2 • Understand the requirements of different levels in Speaking and Listening, Writing, Reading and Maths • Know how teachers agree levels for your child • Understand current KS2 SATS procedures and have seen previous SATs papers
NOFAN Judgements are made based on whether a child demonstrates a particular skill… Never Occasionally Frequently Always Naturally A level will not be given unless the skill is demonstrated naturally, i.e. without prompting
What do the Levels mean? • Pupils are described as ‘working within Level x’. Currently for teachers’ tracking and progress purposes, the levels are sub-divided into c/b/a. A pupil working at L3c would be able to demonstrate elements of L3 work within some of their work, although this may not be consistent. A pupil working at L4a may be demonstrating some elements of L5 within their work although this would not be consistent enough for them to be awarded L5c. The child’s targets would help them to focus on the skills required to reach the next level. ‘Expected progress’ is a child making at least 2 levels (6 sub-levels) progress across KS2. It has been proven that children who achieve a Level 4B or above at Year 6 can reasonably be expected to achieve grades A to C at GCSE level.
Teacher Assessment The strands within each subject are weighted:
Teacher Assessment - How are overall levels arrived at? (2012 arrangements)
Reading • Assessment Focus: Literal retrieval • Deduce, infer or interpret information events or ideas • Identify and comment on structure and organisation • Writers’ use of language • Writers’ purposes and viewpoints and the effect on the reader • Social, cultural and historical contexts and literary traditions • Assessment takes place continually but takes a variety of forms. For example: • - Guided Reading Sessions • - Individual Reading (Reading Mentors and Adult helpers) • - Tests - Optional QCA Comprehension tests (Years 3,4,5) • - Test Week (Reading Age tests) • - KS2 SATs (Year 6)
Speaking and Listening • Often forgotten but is as important as each of the other strands. • Assessment takes place continually but takes a variety of forms. For example: • Participation in discussions • Oral presentations • Contributions in class • Responses to others • Ability to ask appropriate questions • Ability to listen and respond to the contributions of others • Ability to follow instructions
Writing • How do we assess? • Continually. • AfL – Assessment for Learning – feedback to marking comments, pupils’ responses in class, work on whiteboards, draft work, work in books across ALL subjects. • Every piece of pupil’s work is used to inform teacher assessment, not just Literacy work. • Never • Occasionally • Frequently • Always • Naturally
Writing • How do teachers measure progress? • Every child is unique – every child progresses at a different rate. • Pupils are set individual writing targets to help them ‘up level’ their work. • Independent writing (i.e. not directed by the teacher) is used to assess how pupils apply their writing skills across a range of subjects and genres. • Formal assessments carried out at each half term point to track pupil progress. • End of Key Stage testing in Year 6 • Lord Bew’s report has placed greater emphasis on Teacher Assessment
Maths Assessed through 4 different strands: Using and Applying (AT1) Number and Algebra Shape, Space and Measures Data Handling Not all strands have equal weighting
Maths • Assessment methods: • On going, within every lesson. (Assessment for Learning) • Pupil responses, ability to explain reasoning. • Ability to ‘use what they know to find out what they don’t know’ • Formal assessment at each half term point to track pupil progress and inform target setting.
What if my child doesn’t make expected progress? All pupils are set targets – these are revised if necessary if pupils make more progress than expected. Termly tracking means that pupils not making progress in line with expectations are identified. Pupils move at different paces – not an exact science! Intervention groups. Additional support in class. Guided teaching. Differentiated work – use of different resources, a different activity.
