Welcome

Preparing For End Of Key Stage 1 Statutory Assessment

Teachers New to Year 2 Assessment

2016 - 2017

Aims

• to explain and clarify requirements in relation

to all aspects of end of Key Stage 1

assessment

• to discuss specific aspects of the interim

framework and tests so that teachers are

clear about their administration and purpose

within the statutory requirements

PROGRAMME

09:15 Tea/coffee and registration

09.30 Introduction and aims

Document check and overview of requirements

Approaches to teacher assessment

Concerns and queries

10:15 Break

10:45 Mathematics: tests and teacher assessment

12:00 Lunch

13:00 Reading: tests and teacher assessment

Writing: teacher assessment

14.30 Break

14:45 Aspects of science teacher assessment

The moderation process

15:45 Action planning

16:00 Close

Strong practices and strong principles

“TA judgements in English reading, English writing, mathematics and science are reported at the end of KS1. TA is based on a broad range of evidence from across the curriculum and knowledge of how a pupil has performed over time and in a variety of contexts. It is carried out as part of teaching and learning.

TA is the only data used in school performance accountability at the end of KS1.” ARA 2017

A model for learning

Effective

learning

Teaching

Planning

Assessment

Teacher Assessment – from

formative to summative

• daily in each lesson (Assessment for

Learning)

• weekly, at the end of a unit of work

• periodically, half-termly or termly

• annually (Assessment of Learning)

Assessment for Learning - daily

• How do you design opportunities for pupils to

show you/tell you/demonstrate what they can

do/know and what they can’t yet do or don’t yet

know?

• How do you know who is ready for what you are

about to teach them?

Who is not ready?

Who already knows it?

And what do you do about this?

Capturing evidence…building a picture

• focussed planning (objectives; groups/individuals)

• ongoing AfL

• active marking and annotation

• ‘snapshot’ assessment/evaluation: range over time

• systematic review and amendments to planning

• moderation to support judgements

• ‘active’ tracking documents

• reference to national and county support materials

• accurate and consistent summative judgements

Changes for 2017

• Significant changes took place in 2016!

Very few changes for 2017.

• English grammar, spelling and punctuation test

will be optional this year.

Document check

• 2017 KS1 ARA

• 2016 tests – reading (papers 1 and 2)

– mathematics (arithmetic and reasoning)

– sample papers published 2015

• Exemplification materials 2016 – reading and mathematics – WTS, EXS, GDS

– reading videos online

– writing Charlie (WTS), Sam (EXS), Ali (GDS) – both annotated and non-annotated

End of Key Stage 1 Assessment

At the end of KS1, teachers must summarise their

judgements on pupils’ attainment in relation to the

statements in the Interim Teacher Assessment Framework.

Teachers need to make a judgment for:

• reading and writing

• mathematics

• science

End of Key Stage 1 Assessment

Judgements are:

• Working towards the standard (WTS)

• Expected standard (EXS)

• Working at Greater Depth within the standard

(GDS)

End of Key Stage 1 Assessment

• For children who have not completed the Key

Stage 1 curriculum you will use the Pre-Key

Stage framework and children are assessed as

Pre-Key Stage Foundations (PKF).

• The Rochford Report has just been published

and are consulting on the use of P scales. They

will be used this year but additional Pre-Key

Stage standards may be introduced.

End of Key Stage 1 Assessment

You should reach a rounded teacher assessed judgement

that:

• is based on knowledge of how a pupil has performed

over time and across a range of contexts

• takes into account strengths and weaknesses of a pupil’s

performance through the key stage, including statutory

tasks and tests

• only Teacher Assessments will be reported although

parents can have access to test scores if they ask to

access them

Tests

• Test outcomes inform Teacher Assessed judgements of attainment

• To fulfil your statutory duty – all eligible pupils

need to be tested during May

• Tests can be administered at any time during

May

Timetable for Assessing and

Reporting at end of Key Stage 1

• Pages 7-9 in ARA

• May – test administration window

• 19th May – schools notified if they are to be

moderated

• 5th – 29th June – Moderation window

• 29th June – deadline for school submission to LA

(data team ask for it a week earlier to ensure

errors can be amended before the deadline)

Take a moment to discuss your main issues, questions and concerns with a partner.

Note these so that they are addressed.

.

BREAK – back

for 10:45

Mathematics

Teacher Assessment

Mathematics

“Teacher Assessment (TA) is based on a broad

range of evidence from across the curriculum and

knowledge of how a pupil has performed over

time in a variety of contexts. It is carried out

as part of of teaching and learning”

(ARA P.31)

In 2017, teachers must make judgements for each eligible pupil against the standards set out in the interim teacher assessment frameworks (or the interim pre-key stage standards).

Teachers must use their knowledge of pupil’s work

over time, taking into account their:

• Written, practical and oral classwork • Results of the statutory KS1 tests in mathematics

(ARA P.31)

The Interim Teacher Assessment

statements

• Familiarize with these and ensure you are clear

about them. Decide where they fit in to the

learning journey across the year. They are not

separate bits of learning, but should be skills

and understanding that children can

demonstrate within the planned curriculum for

Year 2

The statements

Working towards the expected standard (WTS)

Working at the expected standard (EXS)

Spend a few minutes looking at these statements.

Which, if any, require more clarity for you?

Guidance documents to help

you:

WTS

Guidance documents to help

you:

EXS

Guidance documents to help

you:

GDS

These documents are available

on the Hampshire Maths

moodle:

There is a folder titled “End of Key Stage Assessment 2017”.

Use of the exemplification

materials

Schools may choose to use the KS1

exemplification materials to support teachers

making TA judgements, or to validate judgements

across the school. If teachers are confident in their

judgements, there is no requirement to refer to the

exemplification materials.

(Moderation guidance P.7)

Working towards the expected

standard

Working at greater depth

within the expected standard

In the exemplification…

• Notice that the narrative accompanying the tasks is what gives us the evidence of understanding as it sets the context, explains the tasks and sometimes clarifies what has gone before. These are isolated pieces of work. Your books should be already “telling the story” and providing much of the context over sequences of lessons. You should be capturing the evidence as you go through how tasks are presented, clear marking, annotations etc.

• The best way for a school to prepare for an

external moderation visit is to have robust

internal assessment processes, based on

teachers’ understanding of the interim TA

frameworks and collaboration with other

schools

(Moderation guidance P.6)

• Are you networking with other schools within /

outside of your clusters?

• Particularly if you are new to Hampshire, these

are very useful.

• If you are not part of a group sharing moderation

/ standardisation practice, please ask – we can

suggest where these are taking place.

• Use every opportunity to do this – look in books

here today!

In your books…

Sequences of lessons should already be “telling the story”.

Ensure that

• tasks are clarified

• Level of independence / support is clear

• Reasoning and explanations are being captured – “thought” bubbles, asking for explanations, show / explain to me how you worked it out, feedback comments in marking with some “checking” questions

Capture the

evidence daily

along the way…

Marking, annotations, thought bubbles,

clarity around the tasks, “explain how

you know”…

• Don’t lose evidence along the way on

whiteboards…get it all in books! It’s part of the

learning journey.

I can count confidently in steps of 2

I can show that I really understand

place value in two digit numbers

I can show that I understand the number system

to 100 by estimating, making and representing

numbers in different ways

I can confidently add a two-digit number and ones,

(mentally) – “purposeful practice”…

My work shows that I have rich opportunities

to practise skills in varied ways that make me think.

I can record the steps I take when calculating

– using a number line or showing how I have

partitioned the numbers.

I can show that I really understand

place value in two digit numbers.

“I can solve addition and subtraction problems –

applying number bonds for greater fluency

rather than counting in ones.”

I can record the steps I take when calculating

– using a number line or showing how I have

partitioned the numbers.

I can recall and apply number bonds

to 20 to calculate more efficiently

I can show that I really understand

place value in two digit numbers.

Practising mental strategies…

Using resources to show thinking…

Making links…

Organise these numbers into the bar

models …

At greater depth…

Year 1 check:– understanding

The relationship between

addition and subtraction –

and applying this to two digit

numbers…

NCETM Teaching for Mastery

https://www.ncetm.org.uk/resources/46689

Y2 apprentice: NPV: Deepening understanding of year 1

At Greater Depth

• A pupil who is judged to working at greater depth within the expected standard would be the pupil who grasps new concepts rapidly and then has the opportunity to apply the same mathematics in more complex problems (where the approach is not so obvious)

• As a teacher, you will be confident to demonstrate through professional discussion – backed up in pupil books – that these pupils have confidently met the expected standard, are able to work at the same concepts in greater depth. By the end of the year you should be able to clearly evidence all of the “at greater depth” statements for these pupils.

Mastery… (checklists to support assessment?)

A pupil really understands a mathematical concept, idea or technique if they can:

• describe it in their own words;

• represent it in a variety of ways

• explain it to someone else

• create examples and non-examples;

• see connections with other facts and ideas;

• recognise it in new situations and contexts;

• make use of it in various ways, including new situations.

A pupil who has mastered the idea in greater depth can:

• Solve problems of greater complexity (where the approach is not immediately obvious), showing creativity and imagination;

• Independently explore and investigate mathematical contexts and structures,

• communicate results and generalise the mathematics.

reason about addition

make deduction outside of

known facts

solve more complex

missing number problem

determine remainders given

known facts

solve word problems

involving more than one

step

rewrite addition

statements as simplified

multiplication statements

find and compare fraction of amounts.

read scales in where not all

divisions are marked (practical

situations…2’s, 5’s and 10’s)

describe similarities and differences of shape properties

The pupil working at greater

depth can…

• The pupil can determine remainders given

known facts (e.g. given 15 ÷ 5 = 3 has a

remainder of 0, pupil recognises that 16 ÷ 5 will

have a remainder of 1; knowing that 2 x 7 = 14

and 2 x 8 = 16, pupil explains that making pairs

of socks from 15 identical socks will give 7 pairs

and one sock will be left).

Remember…you

also have to be sure

that the

multiplication

statements in the

previous standard

have been met

• The pupil can recall and use multiplication and division facts for the

2, 5 and 10 multiplication tables to solve simple problems,

demonstrating an understanding of commutativity as necessary (e.g.

knowing they can make 7 groups of 5 from 35 blocks and writing 35

÷ 5 = 7; sharing 40 cherries between 10 people and writing 40 ÷ 10

= 4; stating the total value of six 5p coins).

•

How could you

extend this to

evidence their

ability to use

and apply

multiplication

facts?

Problems involving more than

one step…

A two step problem?

Or two one-step problems?

• Sarah bought an apple for 30p and a banana for

25p. How much did she spend? How much

change did she get from £1?

• Sarah bought an apple for 30p and a banana for

25p. How much change did she get from £1?

What information

have I got and how

am I going to use

it?

What have we learnt from end of

key stage 1 assessment in 2016?

Assessment team messages:

KS1 mathematics - WTS

Strong evidence for:

– Reading and writing numbers correctly in numerals

– Add and subtract a two-digit number to a one-digit

number

Weaker evidence for:

– Demonstrating understanding of place value

– Using the counting in 2s, 5s and 10s to solve

problems

– Use number bonds and related subtraction facts

within 20

Assessment team messages:

KS1 mathematics - EXS

Strong evidence for: – Partitioning two-digit numbers into different combinations

– Recognise the inverse relationships between addition and subtraction and use to check calculations and solve missing number problems

– Use different coins to make the same amount

Weaker evidence for: – Use estimation to check that their answers are reasonable

– Recall and use division and multiplication facts for the 2, 5 and 10 times tables to solve simple problems demonstrating an understanding of commutatively

– Fractions – knowing that all parts must be equal

Assessment team messages:

KS1 mathematics - GDS

Strong evidence for: – Work out mental calculations where re-grouping is

required

– Solve more complex missing number problems

– Find and compare fractions of amounts

Weaker evidence for: – Reason about addition

– Use multiplication facts to make deductions outside known facts

– Solve word problems that involve more than one step

– Re-write addition statements as simplified multiplication statements

Key Stage 1 SATs analysis

Review the 2016 SATs questions. If possible, talk to last years teachers in Year 2 or your mathematics manager:

Arithmetic test:

• Which questions did pupils select an appropriate strategy (mental/ written) for?

• Which questions revealed conceptual errors?

• What strategies were used to prepare pupils for this test? Were they effective? What will you do differently this year?

Reasoning Paper

• Which questions did pupils find easy/ harder?

• Did pupils have an appropriate recording strategy that helped them to communicate their solutions succinctly?

• Which domains need more focus this year?

• Were pupils able to draw fluently on key facts? If not what strategies should be put in place to address this?

KS1 2016 Arithmetic Paper:

‘Fluency in the fundamentals’

Paper 1:arithmetic assesses pupil’s fluency in the fundamentals of mathematics including place value, calculations and fractions. Some questions have grids in the answer or working out spaces. Grids are provided where pupils may benefit from using more formal methods for calculation

(ARA P.11)

NB: Formal methods should not be taught at KS1 – mental fluency (supported by number line jottings) is the curriculum requirement and will hold them in good stead for KS2. Ensure the “squared paper” on some questions doesn’t bother them – continue to encourage number line jottings or even jottings of Diennes if this helps them.

End of KS1: SATs Arithmetic

Paper 2016 Q: 1,2,3,4,5, 6, 7, 8,9,10,11,13, 15,16,19,23

End of KS1: SATs Arithmetic

Paper 2016 Q12, 13, 14,15,16,17,18,19

End of KS1: SATs Arithmetic

Paper 2016 Q 20,21,22,23,24,25

The Reasoning Paper

Paper 2: reasoning assesses pupils’ mathematical

fluency by demonstrating their ability to solve

problems and reason mathematically.

35 minutes – not strictly timed.

(The arithmetic paper is 20 minutes, but not

strictly timed - less than a minute per

question…mental fluency)

Extending ideas…

• Use the sample test questions

• Use the 2016 test questions

• Use these as rich starting points within your planning

• For the “rapid graspers”, think through ways to deepen and extend the learning to make them have to think and apply in more complex ways.

To exemplify all standards…

• Use tasks from the sample test papers. Adapt /

change /extend / simplify them. Re-visit previous

tasks – use “editing flaps” to extend?

Extend this task by filling

the bags with multiples

of 2 / 5 /10.

Which are the odd ones

out?

Explain your reasoning.

If each bag contains the

same type of sweet, how

many of each would be

needed to make 20p / 50p

etc?

Which facts helped you to

know?

Joe eats two slices

of the pizza. What

fraction of the

whole pizza has

he eaten?

Sam and Cameron have two pizzas that are the same size.

Sam cuts his into 4 equal pieces and eats two of them.

Cameron cuts his into two equal pieces and eats one of

them.

Sam says he has eaten the most as he has eaten two

pieces and Cameron has only eaten one piece? Is he right?

Explain how you know.

How many different ways

can you make 90p?

Have you found them all?

Prove it!

Can you compare these

three shapes?

Do they have any

similarities?

How are they different?

James says you can always check your

subtraction calculations with an addition

calculation. Is he right? Show some

examples to show how you know. Explain

why this is the case.

Can you find another solution?

And another?

Have you found them all?

How do you know – prove it!

Explain your reasoning.

Re-visit previous work…

Use editing flaps to create

opportunities to extend thinking…

As a class teacher…

• You will have a strong sense of each pupil’s

attainment from across a range of work to make

your judgement

• You will be confident to portray that “strong

sense” of a pupil’s attainment, talking to a

colleague or, later on, a moderator, referring to

the pupil’s work over time.

The pupil’s work must show that they consistently demonstrate attainment in line with the wording of all the “pupil can” statements within the standard they have been awarded, taking account of any qualifiers. This does not mean that the pupil must demonstrate the “pupil can” statements 100% of the time. Pupils are likely to have improved over the course of the year and may make a mistake with something the teacher knows they are actually secure in. In making a decision that a pupil consistently demonstrates attainment of a “pupil can” statement, we expect teachers to exercise their professional judgement.

(Moderation guidance P.7)

The teacher must be confident that the pupil

meets all the “pupil can” statements in the

preceding standards, but there is no requirement

to produce specific evidence for them. It is likely

that the pupil’s work for the standard they have

been awarded will also evidence the “pupil can”

statements in the preceding standard(s).

(Moderation guidance P. 7)

English

READING

TEACHER ASSESSMENT

Interim Teacher Assessment

Framework 2017

The document contains material that exemplifies all of the

statements within the KS1 interim TA framework for ‘working at

the expected standard’.

The pupil can:

Video Evidence Transcript

How to Hide a

Lion

A Squash and a

Squeeze

The Day the

Crayons Quit

The Three Little

Javelinas

A Squash and a

Squeeze

read accurately most words of two or

more syllables X X X

read most words containing common

suffixes X X X

read most common exception words. X X X

In age-appropriate pupil can:

read words accurately and fluently

without overt sounding out and

blending, e.g. at over 90 words per

minute

X X X

sound out most unfamiliar words

accurately, without undue hesitation. X X X

In a familiar book that they can already read accurately and fluently, the pupil can:

check it makes sense to them

X

answer questions and make some

inferences on the basis of what is

being said and done. X

X

A Squash and a Squeeze (pg6)

• video

A Squash and a Squeeze (pg8)

WORKING AT GREATER

DEPTH

The pupil can, in a book they are reading

independently:

Transcript

Fantastic Mr Fox The Sound

Collector

The Tear Thief

make inferences on the basis of what is

said and done X X X

Predict what might happen on the basis

of what has been read so far X X X

make links between the book they are

reading and other books they have read. X X X

The document contains material that exemplifies all of the

statements within the KS1 interim TA framework for ‘working at

greater depth’.

Fantastic Mr Fox

Facilitate, rather than monopolise,

learning conversations.

Wait before offering statements, prompts or

thoughts

Support and encourage pupils to ask their own

questions and lead the discussion

Use paired talk as a strategy to give pupils time to

think and formulate better answers

Encourage children to respond directly to what

others in a group say

this will support pupils in…

• Making tentative statements to see what they

think about something

• Change their minds

• Listen to each other’s views and responses

• Formulate considered responses through

verbalising, refining and asking their own

questions.

Reading Journals

• Activities are completed independently

• Focus on inference, prediction and making links

• Easily accessible evidence when making a

judgement

Evidence to inform assessment

• Yr1 / Yr2 Phonics Screening check data

• Common exception word tracking

• Current reading book

• Miscue analysis / PM Benchmarking

• Response to reading – Reading Journal

activities etc.

• Guided reading notes

READING

TEST

0

5

10

15

20

25

KS1 reading 2016

KS1 reading 2016

Number of

questions

0

2

4

6

8

10

12

14

Vocabulary Key Facts Sequence Inference

Text 1

Text 2

Number of

questions

WRITING

TEACHER ASSESSMENT

Interim Teacher Assessment

Framework 2017

Handwriting and Spelling

Handwriting

• The handwriting criteria are not being applied

this year, at either KS1 or KS2, in order for

children to meet the expected standard.

Spelling

Word lists from the National Curriculum will not be used to check off which words have been spelt correctly and which words have not been used.

Task design.

Add an element of competition –

how many can they use in their

writing?

Word mats / display on learning

wall.

Exemplification

Evidence and Independence

Evidence

• Range of writing produced as part of their normal classroom practice.

• Evidence is likely to be found in work from the entire year.

Independence

• The use of success criteria with children does not exclude the work from the evidence base.

A GUIDED TOUR OF THE

EXEMPLIFICATION…

Expanded noun phrase

Adjectives describe nouns and are useful building

blocks in phrases – the tall girl . Phrases are groups of words that work together; in a phrase, there will

be one word that all the other words modify.

In the sentence above, “girl” is a noun; “the girl” is

a simple noun phrase.

This can then be expanded with an adjective: “the

tall girl” is an expanded noun phrase, albeit a

very straightforward one.

Verbs

• Verbs provide information about an action (e.g

talks) or a state (e.g. believes).

• One of the key features of verbs is that they

change their form, or inflect, more than other

words.

eat

eats ate eating eaten

Conjunctions

Conjunctions link words, phrases or clauses

together.

There are two main types of conjunctions:

• Co-ordinating conjunctions (F.A.N.B.O.Y.S.) can

link two main clauses.

• Subordinating conjunctions (e.g. when, if, that,

because) introduce a subordinate clause.

What makes good evidence for

standardisation?

• Clear learning objectives showing a range of domains have been taught

• Clear annotation for the level of support

• Clear success criteria reflecting the teaching input over the learning journey

• Clear skills being ‘scaffolded’ and then applied in different purposes for writing

• A range of fiction and non-fiction writing

• Opportunities for sustained writing

Book Scrutiny – writing

• Work in a pair

• Look at the evidence of one child

• Together review the books either to find gaps in the evidence base (likely to be meeting expectations at the end of KS) or exemplification of the standards (likely to be working at greater depth at end of KS)

• Make notes on the form

• Make a note of any missing evidence that would have helped support the judgement

• Decide upon “next steps” for the child and teacher

Next steps …

• What questions do you need to unpick back at

school?

• Which aspects do you require more evidence

of?

• What will you need to teach or strategies use in

order to address gaps?

Science

Key Principles:

• This statutory interim framework is to be used only to make a teacher

assessment judgement at the end of the key stage following the

completion of the key stage curriculum. It is not intended to be used to

track progress throughout the key stage.

• The interim framework does not include full coverage of the content of

the national curriculum and focuses on key aspects for assessment.

Pupils achieving the standard within this interim framework will be able

to demonstrate a broader range of skills than those being assessed.

• This interim framework is not intended to guide individual programmes

of study, classroom practice or methodology.

• Teachers must base their teacher assessment judgement on a broad

range of evidence from across the curriculum for each pupil.

• Individual pieces of work should be assessed according to a school’s

assessment policy and not against this interim framework.

What might the implications, pressures or

concerns be arising from this statutory document?

• Read the interim statements and look at the

exemplification materials and discuss in your

group – be prepared to feedback

Implications, pressures and

concerns

• Will this distort what we teach pupils?

• It can be very tempting to track these statements

and ignore the others

• How will we know if pupils are secure with this

understanding?

– How will statements taught in Year 1 be assessed in

Year 2?

– Will books provide the evidence we need?

– Will we resort to tests and teaching to them?

A suggested approach to meet the

principles and ensure all pupils keep up.

1. Working scientifically

2. Key ideas

Working scientifically

• Look at the document that shows the “pupil can”

statements for WS and the “key aspects of WS”

that must be taught and assessed.

• If a child demonstrates at the end of Year 2 that

they understand the “key aspects of working

scientically” will they have demonstrated all the

pupil can statements?

Evidence for science content

Challenges:

• “The interim framework does not include full

coverage of the content of the national

curriculum and focuses on key aspects for

assessment.” So some of what you teach (the

curriculum) will not be essential for reporting but

essential for progress.

Approach

• Identify in your curriculum when each statement

is taught.

• If a pupil is meeting expectations in this topic

then they will have satisfied this statement

Mapping the pupil can statements

to your curriculum

The pupil can: Topics in which these

statements will be

demonstrated

· name and locate parts of the human body,

including those related to the senses, and

describe the importance of exercise,

balanced diet and hygiene for humans

· describe the basic needs of animals for

survival and the main changes as young

animals, including humans, grow into adult.

MODERATION

PROCESS

Timetable for Assessing and

Reporting at end of Key Stage 1

• Pages 7-9 in ARA

• May – test administration window

• 19th May – schools notified if they are to be

moderated

• 5th – 29th June – Moderation window

• 29th June – deadline for school submission to LA

(data team ask for it a week earlier to ensure

errors can be amended before the deadline)

Moderation of Teacher Judgements

• The LA has a Statutory duty to moderate teacher assessed judgements and school’s have a duty to engage with this process

• The LA will moderate 25% of Primary Schools and 25% of Infant Schools through moderator visits to schools as laid out in the KS1 ARA document and the moderation guidance.

• LAs will inform schools on, or after, Friday 19 May if they are going to receive an external moderation visit. LAs will carry out moderation visits from Monday 5 June to Thursday 29 June.

Moderation – things that are not changing

• Key Stage 1 teacher assessments will continue

to be in reading, writing and mathematics and it

will be these judgements that are moderated

• The LA guidance outlining what constitutes good

evidence has not changed (CIAO)

• Based on classwork – ‘trays of work’ as before

Moderation – things that changed last year

• Only 25% of schools with KS1 will be moderated

(2015 50% of infant schools were also

moderated)

• The evidence base is not a ‘best fit’ model.

Evidence for all statements in the interim

teacher assessment framework is required both

at the standard awarded and the preceding

standards.

Moderation

• LA will be notified by the STA which schools they want to be moderated by the end of the spring term and the LA will select any remaining schools to make up the 25% sample

• Schools will be notified if they are being moderated after 19th May 2017

• There is a requirement for moderators to hold a professional discussion with Year 2 teachers to understand how the TA judgments have been reached and to discuss any gaps in evidence.

Moderation – maintaining best practice in Hampshire

• The discussion held by teachers and moderators is

key to the high quality and accurate assessment

that takes place in Hampshire so we will provide

opportunities for teachers to meet with colleagues,

moderators and subject inspectors before the

submission date, to give confidence to teachers that

they understand the national expectations

• We will continue to send two moderators to visit

schools so that the evaluation of evidence is well

balanced

Moderation – maintaining best practice in Hampshire

• If during the moderation visit to the school there

are gaps in the evidence base the moderator will

be able to speak to the teacher and headteacher

and it may be possible for you to submit

additional evidence.

Before the school visit…

• Assessment administrator will notify the school following the date of teacher assessment submission that they are being moderated and will also inform the moderators that the school has been notified ready for moderators to make contact

• Moderators will then make contact with the school via email to offer a date for moderation – half a day as in previous years – the school will also be informed that one working day before the visit they will be given the names of the pupils that have been selected

• Invite schools to a moderation briefing session

During the visit…

• Moderators will use the Interim

Descriptors and exemplification

materials to review the ‘trays of work’ –

pupils can only be awarded the standard if

they have met all the ‘pupil can’

statements in the standard and the

preceding standard – these need to be

clearly exemplified in the tray of work

During the visit…

• As in previous years – the moderators need to be satisfied as to the independent status of the work – although a range of evidence can be reviewed including work that is supported and guided – but needs to be signposted for levels of independence (no change)

• Notion of ‘sufficient’ evidence of ‘consistent performance across several pieces of work – in order to demonstrate understanding and application’

• The KS1 statutory tests and the converted scaled scores need to be part of the evidence base as these will have been used to inform the TA judgements

During the visit….

• If there is insufficient evidence or concern about the accuracy of a judgement, the moderator must request additional evidence and/or expand the sample. In certain cases, the sample may be expanded to include the whole cohort. (TA moderation guidance: LA requirements)

• Where the moderator judges that there is insufficient evidence for the standard awarded (following discussion and further evidence), they must detail, within the visit note, the revised judgement and the reason for it.

• Moderators and teachers will use the exemplification materials as a point of reference

Agreed sign off of the external

moderation visit

• The moderator must provide the school with a completed LA record of the visit, which includes: – the pre-validated TA data set

– the agreed validated judgements

– any validated decisions that the school intends to appeal in accordance with the appeals process

– any concerns that require further action by the school or LA

• The moderator must ensure that the record of the visit is signed by the headteacher (or delegate) and by the moderator.

Summary: Remember

• flexibility of timing of tests

• tests inform overall TA

• reporting of Teacher Assessment

• final assessments should be made against

interim framework

Review and action planning

• What are the key aspects for you from

today’s overview?

• What do you need to do as result of this?