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Statutory assessment

To Sat or Not to Sat?

With the deadline for registering pupils for the KS2 tests on NCA Tools fast approaching (17th March), there is one particular question that I have been asked quite frequently in recent days: Is it better for me to enter my child with (insert description of a particular set of Special Educational Needs and/or Disability here) for the SATs or to disapply them?
Continue reading “To Sat or Not to Sat?”

RAISEonline Brain Teasers part 2

Ben Fuller, Lead Assessment Adviser at Herts for Learning

raise-pupil-groups-2

And so to the second part in this series (of undefined length – might turn into a box-set) of RAISEonline Brain teasers. If you missed part 1, it’s here. You might also find this a useful discussion about a key difference between the unvalidated and the validated KS2 data.
Continue reading “RAISEonline Brain Teasers part 2”

Reflecting on the new ‘higher standards’ at Key Stages 1 and 2

Clare Hodgson, Assessment Adviser at Herts for Learning

specs

Succumbing to the inevitable, I have recently acquired, at great expense, a pair of varifocal glasses. I find that I have to hold my head at a fractionally lower angle, as I walk, in order to see clearly. Even so, I am still struggling to adjust. I’m told it will take time.

In a similar way, I am still struggling to adjust to the ramifications and implications of the first year of KS1 and KS2 results, using the new Assessment frameworks aligned with the new National Curriculum. Continue reading “Reflecting on the new ‘higher standards’ at Key Stages 1 and 2”

KS2 Performance Tables (with an added surprise)

Ben Fuller, Lead Assessment Adviser at Herts for Learning

Yesterday saw the release of the KS2 Performance Tables (based on validated data). You can find the figures for any school in England here.

This means that anyone can look up your school and see inspiring data such as this:

progress-chart

To the casual glancer, this chart might appear to suggest that this particular school has achieved progress scores somewhere around the median. But beware, that middle section covers around 60% of schools, so what the image above actually shows is data that could be anywhere between the 21st and 80th percentiles.

The greater surprise, though, in exploring the validated data is that an unexpected  methodological change has taken place since the unvalidated data appeared in RAISEonline. This change applies to one very specific group of pupils – those pupils who were entered into the tests (reading and maths) and who failed to score enough marks to be awarded a scaled score.

In the unvalidated data, these children were excluded from the progress data (but included in attainment). (However, where children were not entered into the test because they were working below the standard of the test, their Pre-Key Stage standard teacher assessment was used instead and those children were included in the progress measure.  This seemed counter-intuitive, in terms of setting up a strange incentive for schools to enter children into a test in which they clearly were unable to achieve.)

Here’s the change: now those children have been included – provided the teacher assessment is one of the Pre Key Stage standards (PKG, PKF or PKE). If you had children who took the test and didn’t achieve a scaled score, and the teacher assessment was either PKG, PKF or PKE, your progress score will almost certainly have gone down.

If the teacher assessment for such children was HNM (Has Not Met the standard) then those children are still excluded from the measure – so the progress score should be unaffected. (This is a strange anomaly in the system. It would make more sense to me in such cases to award the same score to HNM that is used for PKG (79 points) rather than remove such a child from the progress measure altogether.)

So, if you had children who sat the KS2 tests but did not achieve a scaled score – check your validated data progress scores on the Performance Tables site. They might be different to the figures you have already been looking at in RAISEonline and Inspection Dashboard. (Both of these documents will be updated to the validated data at some point in the Spring.)

The intricacies of the KS2 progress model are very well explained in this excellent blog by James Pembroke (aka ‘sigplus’). Thanks James for bringing my attention to this methodological change via the medium of Twitter!

 

 

 

RAISEonline Brain Teasers Part 1

Ben Fuller, Lead Assessment Adviser at Herts for Learning

Over the last half-term, my email inbox has noticed a bit of a rise in the number of queries along the lines of “I’m not sure I get page x of the new RAISEonline report – can you help?” or “What is this particular table telling me?”

I thought it might be helpful, with the permission of the enquirers, to share some of these brain teasers, along with my responses, as the chances are many others might have been wondering similar things about their own data (but perhaps were too afraid to ask!)
Continue reading “RAISEonline Brain Teasers Part 1”

Unpicking KS2 Progress Scores ahead of Friday’s RAISEonline release

Ben Fuller is Lead Assessment Adviser at Herts for Learning

This Friday our eager anticipation will be over and the new-look RAISEonline reports, showing the 2016 unvalidated data for Key Stages 1 and 2, will be released. (Interactive reports available from Friday 21st October; Summary reports available from the following Tuesday.) Information has already been provided explaining the new-look tables and charts we are going to see.

ks2-progress-scores
Progress in RAISEonline

Continue reading “Unpicking KS2 Progress Scores ahead of Friday’s RAISEonline release”

Primary assessment: reflection and feed-forward

Ben Fuller is Lead Assessment Adviser at Herts for Learning

Welcome to the inaugural blog post from the Herts for Learning Assessment team. The aim of this blog is to periodically bring you important updates, ideas and suggestions in the world of school assessment.

I will start with some brief reflections on 2015/16, which has certainly been an interesting year in statutory assessment, with new approaches to the ways in which pupil performance has been measured and evaluated at the ends of Key Stages 1, 2, 4 and 5, as well as ongoing developments in the debate around Reception baseline assessment.

In this post I will focus on the primary phase, where teachers in Years 2 and 6 this year had to contend with new tougher tests and a new system for teacher assessment, based on the Interim Teacher Assessment Frameworks (‘ITAFs’) – which use what has been referred to as a “secure fit” (rather than “best fit”) system.  (Personally, I prefer to call it a “must have everything” approach, as I think it an unusual use of the word ‘secure’).

20160831_104309 Continue reading “Primary assessment: reflection and feed-forward”

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