This document discusses different types of assessment used in schools including formative, summative, and diagnostic assessment. It also addresses tracking student progress and attainment, statutory assessment tests, and using assessment data to identify strengths and areas for improvement in student learning and school programs.

1. School Direct Trainee
Twighlight

2. GAP TASK

3. Types of Assessment
 Formative assessment – assessment activities that show teachers what pupils
have already learned and help teachers decide what to teach next.
 Summative assessment – a type of assessment used at the end of a unit of
work, end of a half term/term or key stage to show what pupils have learned.
 Diagnostic assessment - It is like formative assessment. It assesses what the
pupil already knows and/or the difficulties that they have that, if left, might
limit their learning.

4. Different types of Assessment
 Effective questioning;
 Planned observations;
 Incidental observations;
 Peer and self assessment;
 Tests.

5. Attainment and Progress!
 How well are children doing?
 Have they made progress?
 How much progress do they make?
 How much progress do different groups make in your school? How do you narrow the gap?
 Vulnerable groups
 Pupil premium (extra funding into school for FSM, looked after and forces children)

6. What should good assessment do?
 Be complementary to and supportive of learning;
 Be reliable
 Be fit for purpose and manageable;
 Support teachers’ professional judgement;
 Support accountability

7. What makes a good assessment? Points to
consider:
 When do you need to assess and why?
 When did you teach the knowledge or skill?
 Does a given activity truly probe understanding of the relevant aspect of the
curriculum or give the pupil a chance to demonstrate his/her skills.
 Consider whether a pupil could respond in a way that might suggest
understanding where none really exists (for example, by mimicking a response
from another pupil).
 Develop questioning techniques or activity outlines that encourage expanded
responses so you can evaluate the true extent of pupils’ achievement or
understanding.
 Some pupils find it hard to record their achievements in writing. This doesn’t
mean you can’t assess. It just means that you may need to use other media –
audio, visual or observational.
http://www.nfer.ac.uk/publications/getting-to-grips-with-assessment-primary/

8. Assessment in the Early Years
Exceeding 3
Expected 2
Emerging 1

9. How it is reported….
 Reported in June.
 Called the Early Years Foundation Stage Profile.
 Collected in a spread sheet and sent to the Local Authority.
 Shared with school leaders and staff and governors.
 Individual pupils achievements Expected / emerging / exceeding shared with
pupils in a report along with their characteristics of learning.

10. What does this mean for schools?
 Trends and patterns.
 Areas for improvement / school development.
 Inform the schools improvement plan.

11. Changes
 From September 2016 There will be an on entry to reception baseline
assessment that schools will be able to choose to take or not.
 This will be used to assess progress from children entering reception until
they leave at the end of year 6.
 This has not been released yet and teachers are not aware of the format.
 If a school chooses not to take part in these assessments only attainment not
progress can be measured at the end of year 6.

12. Year One Phonics Check
 Children take the phonics check in June when they are in year one.
 Children have to read a range of real and nonsense words.
 Each year the pass mark is released after all the tests have been completed.
 In 2013 and 2014 it was 32.
 If a child does not achieve the expected level they complete the phonics
check the following year when they are in year two.
 The number of children passing the phonics check is reported in the Schools
RAISE document.
 OFSTED will have a copy of this document along with the school self
evaluation before an inspection takes place!

13. How it is reported in RAISE

14. Year 2 – End of Key stage One
Assessments.
 These are teacher assessed judgements.
 Judgements need to be moderated and very accurate!
 Progress across Key stage 2 (years 3-6) is currently measured from year 2
assessments.
 Children are currently expected to achieve a 2b to be ‘age appropriate’.

15. What is assessed?
 Reading
 Writing
 Maths
 Science
 Speaking and Listening

16. As a result… So what????
 Schools leaders look at patterns and trends.
 Inform school improvement / development.

17. Take a look at these key stage 1 results…
 Which subject is a strength?
 Which subject do you think will be a focus for the school?

18. Changes
 Schools are currently going through an exciting time of change…
 As the curriculum has changed so have the expectations.
 Schools are asked to devise their own method of assessing progress.
 There is an element of the unknown however all assessments need to be..
 Accurate and moderated.
 In line with school policies.
 Regular and used to inform planning – ensuring that children make progress!

19. Year 2 SPAG
 3 papers
 Paper 1 Grammar and punctuation short task. (20 mins)
 Paper 2 Grammar, punctuation and vocabulary – short answers. (Two ten min
sections a break can be given between at teacher discretion).
 Paper 3 Spelling. (Not timed)
 Sample tests will be released in Summer 2015!
 (Information was taken from the Draft information for test developers)

20. What do the Year 6 statutory tests
look like?
The children take the following tests in May:
 2 maths papers and a mental maths test
 A reading paper
 A grammar test
 A spelling test
 Writing is assessed using teacher assessment. The LA moderate the
judgements of teachers in Y6 to ensure that TA is accurate.

21. What are the expectations?
RAISEonline gives the following % as the national averages figures
for attainment at each sublevel/level at the end of Y2
Y2 % L1+ L2c+ L2b+ L2a+ L3+
Reading 98 90 81 57 31
Writing 97 86 70 39 16
Mathem
atics
98 92 80 53 24

22. RAISEonline gives the following % as the national averages figures
for attainment at each sublevel/level at the end of Y6
Y6 % L3+ L4+ L4b
+
L5+ L6+
Reading 96 85 33 2
Writing 95 89 78 49 0
Mathematics 96 86 76 42 9
English Grammar,
96 76 68 52 4
Punctuation and
Spelling

23. Statutory Assessment Tests – the
future?
Pupils entering years 2 and 6 in September 2014 will continue to be taught the
current programmes of study for primary English, maths and science in the 2014
to 2015 academic year, to allow for statutory end-of-key- stage assessments in
summer 2015.

24. Task - What are you tracking and why?
 What data do you record and track in your classroom/school?
 How is that data used?

25. Points to consider about tracking
Schools will have different tracking systems and track different information but
you need to consider, if you are recording data, what are you going to do with
that data, e.g.
 Teachers may track times tables scores, but what are they doing with that
information or if they are using target cards to track progress, how long
should the child be on the same target?
 Assessment leaders will usually track data to look at the progress and
attainment made by individual children, classes, year groups, gender,
vulnerable groups.

26. Pupil Progress Meetings
 Focus on the progress and attainment that individuals are making.
 If they are not making the expected progress, what could be put in place to
support learning?
 If children are making exceptional progress, could these strategies be shared
with other staff?

27. RAISEonline and Data Dashboard
 RAISE stands for Reporting and Analysis for Improvement through school
Self-Evaluation
 RAISEonline provides interactive analysis of school and pupil performance
data. It uses data from Y1 phonics check and KS1 & 2 SATs
 Analysis of RAISE can highlight areas of strength and areas for development.
 http://dashboard.ofsted.gov.uk/ The Data Dashboard provides a snapshot of
performance in a school, college or other further education and skills
providers. The dashboard can be used by governors and by members of the
public to check performance of the school or provider in which they are
interested.

28. Gap Task
 What formative and summative assessments take place and when?
 How many of the children in your class are at age appropriate expectations
for reading, writing and maths?
 What is in place to support learners who are below age appropriate in your
school?