Assessment at The Brent is at the heart of all teaching and learning. It is an ongoing process, with the main purpose of helping pupils and teachers plan the next steps in learning. Assessment is used as a tool to guide teaching and learning, ensuring that the teaching is appropriate and that the learners make good progress.
We believe that effective assessment provides information to improve teaching and learning. To do this in our school, we undertake two different, but complementary, types of assessment: Assessment for Learning and Assessment of Learning.
Assessment for Learning (formative assessment) involves the use of assessment in the classroom to raise pupil achievement. It is based on the idea that pupils will improve most if they understand the aim of their learning, where they are in relation to this aim and how they can achieve this aim (i.e. to close the gap in their knowledge).
Assessment of Learning (summative assessment) involves judging pupils’ performance against national standards. Teachers may make these judgements at the end of a unit of work, the end of a year or the end of a key stage.
We give our children regular feedback on their learning so that they understand what it is they need to do to improve further.
Key Stage 1 and Key Stage 2 SATs Results
Each year, the children in Year 2 and Year 6 sit national SATs tests. In May 2016, our Year 6 pupils sat the new style of SATs tests, in line with the National Curriculum objectives. Pupils’ raw test scores were converted into scaled scores to decide whether pupils had met the expected standard for the end of Key Stage 1 and Key Stage 2.
What is the new system for Primary School test results?
In 2014, the Department for Education (DfE) announced changes to the National Curriculum. As part of the changes, the ‘levels’ system previously used to report on children’s attainment was removed. From 2016, SATs results are being reported using scaled scores.
In order to achieve the Expected Standard for Year 6, a pupil must have a scaled score of 100 or more in reading and mathematics; and have been teacher assessed in writing as ‘working at the expected standard’ or ‘working at greater depth within the expected standard’.
In order to achieve the Higher Standard at the end of Key Stage 2, a pupil must have a high scaled score in reading and high scaled score in mathematics; and have been teacher assessed in writing as ‘working at a greater depth’. A high scaled score refers to scores of 110 and over.
A child who reaches the expected standard is considered to be ready for the next stage of his or her education.
What is a scaled score?
A pupil’s scaled score is based on their raw score. The raw score is the total number of marks a pupil scores in a test, based on the number of questions they answered correctly. Every scaled score will represent the same level of attainment for a pupil each year. A scaled score of 100 will always represent the expected standard on the test. Pupils scoring 100 or more will have met the expected standard on the test.
Why use scaled scores?
Scaled scores help test results to be reported consistently from one year to the next. For example, if two children achieve the same scaled scores in different tests in different years, they will have the same level of attainment.
How is progress measured?
New progress measures (released by the Department for Education) compare pupils’ Key Stage 2 results to the actual achievements of other pupils nationally with similar prior attainment.
First, all pupils nationally were put into groups based on their Key Stage 1 results. This allowed pupils with similar starting points to be grouped together. The groups were decided by working out a pupil’s average performance at Key Stage 1 across reading, writing and mathematics.
Next, pupils’ Key Stage 2 achievements were identified.
For reading and mathematics, Key Stage 2 test results are reported as scaled scores (see above) between 80 and 120, with 100 as the national standard. For writing progress scores, pupils were allocated points depending on their teacher assessment category.
The third step is to calculate individual pupil’s progress scores. In order to this, a pupil’s Key Stage 2 result was compared to the national average Key Stage 2 attainment for pupils with similar Key Stage 1 average points to them. A pupil’s progress score is the difference between their actual Key Stage 2 result and the average result of those in their prior attainment group. For example, if a child scored 102 in reading at Key Stage 2, and the average Key Stage 2 reading score for his/her prior attainment group was 101, his/her progress score would be +1.
Once all pupil progress scores have been calculated, a school level progress score is created. This is done by adding together all progress scores of Year 6 pupils and finding the average score. This process is carried out for reading, writing and mathematics.
Progress scores will be centred around 0, with most schools within the range of -5 to +5.
*A score of 0 means pupils in this school on average do about as well at Key Stage 2 as those with similar prior attainment nationally. *A positive score means pupils in this school on average do better at Key Stage 2 as those with similar prior attainment nationally. *A negative score means pupils in this school on average do worse at Key Stage 2 as those with similar prior attainment nationally.
A negative score does not mean that pupils did not make any progress, rather it means that they made less progress than other pupils nationally with similar starting points. For example, if a school has a maths score of -4, this would mean that on average, pupils in that school achieved 4 scaled scores less than other pupils nationally with similar starting points.
How will results be reported in Year 2?
Children in Year 2 will have taken tests in Maths, Reading and Grammar, Punctuation and Spelling.
Teachers will convert children’s raw scores into scaled scores to see whether they have achieved the national standard. They will combine this information with what they already know, from teaching your child, to create their teacher assessment.
You will be informed as to whether your child has achieved the national standard of the test, but the raw scores will not be published.
How will results be reported in Year 6?
Children in Year 6 will have taken tests in Maths, Reading, and Grammar, Punctuation & Spelling (GPS). Each child registered for the tests will receive a raw score, a scaled score and clear confirmation as to whether they have met the national standard. This information is included with your child’s annual report.
Should I be worried if my child does not meet the expected standard?
There is no reason to worry. The tests are designed to help identify where children may need extra support as early as possible. Your child will also receive teacher assessment results which help to give a broader picture of how well they are doing. If you have any concerns, please speak to your child’s teacher.
Is it true that the tests have been more difficult this year?
Yes, it is true that the tests this year have been more challenging, and that the new expected standard is higher. This means that, across the country, fewer children have met the expected standard.
Can we compare the results with previous years?
This is the first year of the new SATs tests, and the first time results will be reported using scaled scores. The results will therefore look very different from previous years. The government has said that the new system cannot be compared with the old levels system.
Where to go for more information
Contact the school If you have any questions about changes to KS1 and KS2 assessments and what they mean for your child, please do not hesitate to contact the school.
External sources The following sources may also be useful for further information: