Bridgewater Primary School

Understanding Assessment

in

Bridgewater Primary

School

Reason for Assessment Update

• The changes to assessments in line with the new curriculum.

Purpose of Assessment

1. Help parents understand how their children are assessed in school and why.

2. Help foundation, Y2 and Y6 parents understand what the assessments in these year groups mean.

3. Share the key curriculum changes in Literacy and

Numeracy and how we are assessing in line with these changes.

Knowing how each pupil is performing allows teachers to help individuals improve.

Assessment plays a key role in helping schools to improve outcomes.

This in turn promotes improvement at class level, then at school level.

TYPES OF ASSESSMENT



Diagnostic



Observational



Formative

DIAGNOSTIC



In EYFS, the teachers use a baseline

assessment to assess the children’s ability

within different aspects of the EYFS

curriculum.



This year we are trialling a new baseline

assessment by CEM called ‘BASE’.



This information is used to inform teaching

OBSERVATIONAL



In EYFS, the staff are continually making

observations of the children and use this

information to add to the children’s profile

and included in the 2Build a Profile.



Teachers in all classes make observations

on a daily basis (AfL) and this helps to

inform assessments and teaching.

FORMATIVE



Day to day

assessment-including marking,

observations, questioning etc.



Learning objectives and

Classtrack



Since January 2015, teachers in Year 1-6

have been using an app called Classtrack

to input day to day assessments against

the new curriculum objectives.

SUMMATIVE

Pupil Progress Meetings (PPM) three times

per year- children in years 1-6 are recorded

as B, A or E.

B= Below the National Expected Standard (Working Towards the Expected Standard), A=At the National Expected Standard,

E=Exceeding the National Expected Standard (Working at a Greater Depth within the Expected Standard).

KS1 SAT/KS2 SATs (2016)

Year 1 Phonics Screening test

PiRA and PuMA

 PiRA (Progress in Reading Assessment) and PuMA

(Progress in Understanding Mathematics Assessment) assessments from Hodder Education are carried out to provide a summative assessment each term.

 It provides teachers with an Age Standardised score so

teacher’s can see how pupils are attaining each term. Mean=100

Expected-85-115 Emerging-70-85 Exceeding-115-130

 The summative assessment will provide teachers with

information they can use to monitor and support pupils’ progress, attainment and wider outcomes.

EYFS STRIVING FOR

A ‘GOOD LEVEL OF DEVELOPMENT

At the end of Foundation

•

Emerging

•

Expected



_{The EYFS curriculum has not changed.}

It is still based on 7 areas of learning.



Prime Areas – Personal, Social and Emotional

Development, Communication and Language and

Physical Development



_{Specific Areas – English, Mathematics,}

Understanding the World and Expressive Arts and

Design



Children are defined as having reached a good

level of development at the end of the EYFS if they

have achieved at least the expected level in:



the early learning goals in the prime areas of

learning (personal, social and emotional

development; physical development; and

communication and language) and; the early

learning goals in the specific areas of mathematics

and literacy.

Assessment without levels

 From September 2014 and the introduction of the new

National Curriculum, there was the removal of levels.

 Levels were used previously to monitor progress

towards age group expectations-2b for Year 2 and 4b for Year 6.

 The Government felt these were too confusing for

parents.

 The Government has refined the year group

expectations/objectives and children are now to be assessed in relation to working ‘at the National



The raised expectations mean that children

need to have a very secure knowledge of

the programme of study for their year

group and depth of understanding and

application.



End of year expectation is now that

children are ‘secure’ in their year group.

This is where they NEED to be at the end

of the year.

 It’s is really important for parents to understand

that the expectations of the new national

curriculum are much higher at the end of each year group.

 There is also a focus on children being able to

explore the curriculum in more depth and being able to apply their learning before moving on – the concept of MASTERY. So it is likely that not so many children will be ‘exceeding’ because of these raised expectations.

Key changes to KS1 and KS2

assessments

KS1 (Year 2) and KS2 (Year 6)



From 2016, KS1 and KS2 national curriculum test

outcomes will no longer be reported using levels.

Scaled scores will be used instead.



There won’t be separate tests for the most able

from 2016. Instead within each test ‘there is

scope for higher attaining pupils to show their

strengths’.



There will be another meeting regarding SATs

for Years 2 and 6 later in the year to discuss this

further.

Scaled scores

 From 2016 scaled scores, will be used to report

national curriculum test outcomes.

 The introduction of the scaled scores was ‘to

help test results to be reported consistently from one year to the next’.

 National curriculum tests will be designed to

be as similar as possible year on year, but slight differences in difficulty will occur between

years.

 Scaled scores ‘maintain their meaning over

time so that two pupils achieving the same scaled score in different years will have

 For the KS1 and KS2 tests a scaled score of 100 will

always represent the ‘expected standard’.

 At Bridgewater, we will work out the children’s raw

scores and report these results for KS1.

 A pupil’s scaled score will be based on their raw

score. The raw score is the total number of marks a pupil receives in a test, based on the number of

questions they answered correctly.

 The pupil’s raw score will be translated into a scaled

score using a conversion table.

 The KS1 Teachers will translate pupils’ raw scores

into scaled scores to see whether each pupil has met the expected standard.

A new set of KS1 national curriculum tests

replaces the previous tests and tasks:

The new tests consist of:

• English reading Paper 1: combined reading prompt and answer booklet

• English reading Paper 2: reading booklet and reading answer booklet

• English grammar, punctuation and spelling Paper 1: spelling

• English grammar, punctuation and spelling Paper 2: questions

• Mathematics Paper 1: arithmetic • Mathematics Paper 2: reasoning

There is no longer a test(task) for English writing. This will be done through teacher assessment.

KS1

 For KS1 English reading, English writing and

mathematics, teacher assessment is the primary outcome used for assessment.

Children will be reported using the standards:

 working towards the expected standard  working at the expected standard

 working at greater depth within the expected

standard

 Pupils will be grouped into 4 categories for; the 3

categories above plus an additional category for

those pupils that do not meet the ‘working towards’ standard.

Formal Assessment in Year 6

ASSESSED BY TESTS (May 9th _{– 13}th₎

MATHS

SPaG

Year 6 Writing

 For KS2 English writing, teacher assessment is the

primary outcome used. Teachers will assess the children using the 3 standards:

 working towards the expected standard

 working at the expected standard

 working at greater depth within the

expected standard

 Pupils will be grouped into 4 categories; the 3

categories above plus an additional category for those pupils that do not meet the ‘working

Thank you for attending!



_{Have you got any questions?}



Please take the time to complete the short

questionnaire/evaluation.