Key Stage 1
Teacher Assessment
Training
January 2010
1
Year 2 - Outline of afternoon
1.30 Documentation related to statutory
assessments
1.45 Assessment in maths – guided work
2.30 Break
2.50 Assessment in maths (continued)
3.30 Finish
2
3
Which tasks and tests to use:
Children judged to
be working
Towards Level 1
Mathematics
Level 1
Level 1 task
Level 2
Level 2 test
Level 3
Level 3 test
Level 4
Level 3 test and
optional tasks
available from QCA
Optional use of task
4
Choosing which tasks and tests to use
• 2007 or 2009 test
• Use of tasks is now optional for those children
who the teacher judges to be working towards L1
• No retesting needed (L 2/3). Give them the level 3
test only, if you think they are a level 3.
• Only the teacher assessment level will be
reported
• Tasks and tests can be administered at any time
during year 2.
5
Equipment for tests:
• Level 2
– 100 squares
– Number lines up to 30
– 10s and 1s apparatus eg Dienes, Base 10, Numicon tens and
ones
• Level 3
– No equipment should be provided
6
Key dates:
• Late January/early February
– Tests and tasks ordered will arrive in school
• July 2nd 2010
– Submission of teacher assessment levels to LA
• End of summer term
– Schools to report to parents
7
KS1 assessment arrangements
• From every day teaching and learning build up a
picture of what children can do
• Use test or task to support judgment
• Make an end of key stage level judgement based
on a range of information
• Participate in LEA moderation processes to
ensure consistent standards (25% of schools)
8
From every day teaching and learning build
up a picture of what children can do
• 1999 framework – key objectives – NC levels
• Renewed framework – support with assessment
• Assessing Pupil Progress – assessment
guidelines for NC levels
9
The 1999 key objectives reflect the
following levels in the national curriculum:
Y1 Level 1
Y2 Level 2
Y4 Level 3
1
Assessment – efficient process
Good day to day teaching and learning
Rich evidence of learning
APP – periodic review against national standards
Improved planning
Personalised
targets
More secure
tracking
Better
information for
parents
1
1
Guided maths
For guided work to be effective the content should be
challenging for the children so that they are operating for
some of the time in their ‘zone of proximal development’.
“The zone of proximal development defines those
functions that have not yet matured but are in the
process of maturation, functions that will mature
tomorrow but are currently in an embryonic state. These
functions could be termed the "buds" or "flowers" of
development rather than the "fruits" of development. The
actual developmental level characterizes mental
development retrospectively, while the zone of proximal
development characterizes mental development
prospectively.” Vygotsky (1978 p.87)
1
Guided sessions follow a simple U-shape which
reflects the emotional demand and the
movement in and out of the zone of proximal
development :
1
Outline of the session
• Do some maths
• Think about and discuss the mathematics you
experienced
• Review evidence of children’s work
• Watch some children engaged in same
mathematical activity
• Agree what the children understand/know/can
do
• Revisit evidence of children’s work
1
Activity
Think about the maths you/your partner/your
group were doing – what might you attend to if
children were doing this activity
1. Show me!
2. Calculation wall
1
Evidence – a child’s work
Look at the child’s work – what can you say about
the child’s understanding, knowledge and skills?
1
Video
What do the children know/understand
and what can they do?
What would you write on the children’s
work to make it useful evidence?
1
APP guidelines
Sample children/groups
1
Renewed Framework: Planning to use APP Step 4
“Initially you should choose a small focus
group of pupils whose performance is
representative of the broad levels of
attainment in your class. You will find that
you can then begin to generalise from
these individual assessments.”
2
Renewed Framework: Planning to use APP Step 4
continued
“For example, teachers in the pilot reported
that selecting two or three pupils, on two of
the level borderlines which are significant for
many in their class, made the process of
detailed assessment something that
illuminated strengths and weaknesses in
other similar pupils' work. Often, the patterns
of attainment can be related to gaps in
curriculum provision, as much as to pupils'
ability.”
2
• Use your teacher assessment, such as informal
observations, planning, and assessment notes to
reach a final judgement.
• “When teachers reach an overall level 2
judgement, they should then consider whether
the performance is just into level 2, securely at
level 2 or at the top end of level 2. This refines
the judgement into 2C, 2B or 2A.” Building a
picture…
• Use the test to confirm your judgement one way
or the other.
2
LEA Moderation
• LEA to moderate assessment arrangements in 25% of schools. Can
ask to be moderated.
• Schools to show their judgements are in line with national
standards.
• Teacher and moderator material drawn from:
– Class records such as key objective sheets perhaps with notes
(e.g. on post-its)
– Observations – comments from children on post-its etc
– Completed tasks or tests
– Plans – these show objectives taught so know if planning from
Year 3 etc
– Children’s books
“In particular, there is no expectation that teachers should
assemble portfolios of work or devise complex recording
systems.” NAA
2
What sorts of things would I see if you told me a child in
your class is a L2a for example
–Class records such as key objective sheets/APP
assessment guidelines
–Observations – comments from the child about their
work (on post-its etc) or a comment on something you
have seen them do
–Plans – these show objectives taught so know if
planning from Year 3/4 etc
–Child’s book (maybe if you feel it adds something you
haven’t got but it is the talk that is really valuable with
the child)
–Completed tests
2
What next for you back in school?
2