Transcript Tests Scaled scores - St James School Hanney

Parents Meeting – SATS
St James Primary
Wednesday 2nd March
Reading SAT (2016)
• Greater focus on fictional texts with greater emphasis
on the comprehension element of the new curriculum.
• One paper:
- a reading booklet and a separate answer booklet.
-one hour to read three texts and complete questions.
-mixture of genres within the paper
-least demanding text first, followed by texts with
increasing difficulty.
-questions worth a total of 50 marks.
Context domains and marks.
National Curriculum Reference
Number of
marks
% of total
marks
2a give/explain the meaning of words in context.
5-10
10-20%
2b retrieve and record information/identify key details 8-25
from fiction and non-fiction.
16-50%
2c Summarise main ideas from more than one
paragraph.
1-6
2-12%
2dMake inferences from the text/explain and justify
inferences with evidence from the text.
8-25%
16-50%
2e predict what might happen from details stated and
implied.
0-3
0-6%
2f identify/explain how information/narrative content
is related and contributes to meaning as a whole.
0-3
0-6%
2g identify/explain how meaning is enhanced through
choice of words and phrases
0-3
0-6%
2h make comparisons within the text.
0-3
0-6%
Practical Activities to help
Read and Recall
Read a small amount of text and
then hide it. Tell your partner:
An interesting fact.
Something you have learned.
Something important.
Key word from the text.
Reading logbook
As you read, note down any key
points, and reference with page
numbers. Notes may include
drawings/charts/tables.
Show/compre your logbook with your
partners. What is the
same/different?
KS2 English, grammar, punctuation and
spelling test
• Greater focus on knowing and applying grammatical terminology
with the full range of punctuation tested.
• National Curriculum technical grammatical terminology explicitly
included in the test.
• National Curriculum spelling patterns and methodologies are the
basis of spellings in the test.
• No contextualised questions.
• Two papers:
- Paper 1: questions. Single test paper of 45 minutes. 50 marks in
total.
- -Paper 2: spelling. Answer book for pupils/test transcript to be read
by the test administrator. Approx.15 minutes with 20 marks in
total.
All writing to be assessed through teacher assessment.
Profile of marks by content area.
Paper
Content Domain
Marks
% of total marks
Paper 1: questions
Grammar
25-35
36-50%
Punctuation
10-20
14-29%
Vocabulary
3-7
4-10%
Spelling
20
29%
Paper 2: spelling
Content for KS2
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Conjunctions
Adverbials
Determiners
Subject and object
Relative clauses
Noun phrases
Modal verbs
Present and past progressive tenses
Subjunctive verb forms
Passive and active forms
Semi-colons
Hyphens to avoid ambiguity
Possessive and relative pronouns
Present and past perfect form.
Mathematics at Key stage 2
• One set of tests for each subject, including a
small number of questions designed to assess
the most able pupils.
• Tests – Paper 1: Arithmetic(30 minutes, 36
questions, 40 marks). (11th May)
• Paper 2: Reasoning (40 minutes, 35
marks)(11th May)
• Paper 3: Reasoning (40 minutes, 35
marks)(12th May)
Key changes..
• No mental maths papers.
• NO calculator papers.
• Reported as a scaled score, rather than a level.
What will be reported?
Tests
Scaled scores will be used to
report NC test outcomes
- to help test results be
reported consistently
- to maintain meaning over
time
- national standard will be
100
- “raw score” that equates to
100 may be different each year
• Raw scores translated to
scaled scores using a
conversion table
To parents
• General report including
achievements
general progress including
reaching expectations and
attendance.
• Results of NC tests: scaled
score and statement
whether pupil has met the
standard
Levels  Scaled scores
https://www.gov.uk/guidance/scaled-scores#scaled-scores
Conversion chart due beginning June 2016
Writing is based on Teacher
Assessment
Writing Standards at KS2
• Working at greater depth at the expected standard
• Working at the expected standard
• Working towards the expected standard
• Growing development of the expected standard
• Early development of the expected standard
• Foundations for the expected standard
Rochford Review: December 2015
https://www.gov.uk/government/groups/the-rochford-review
Expected
Standard
The pupil can write for a range of purposes and
audiences (including writing a short story):
• Creating atmosphere, integrating dialogue to convey character and
advance the action.
• Selecting vocabulary and grammatical structures that reflect the level of
formality required mostly correctly.
• Using a range of cohesive devices, including adverbials, within and across
sentences and paragraphs.
• Using passive and modal verb forms mostly appropriately
• Using a wide range of clause structures, sometimes varying their position
within the sentence.
• Using adverbs, prepositional phrases and expanded noun phrases
effectively to add detail, qualification and precision.
• Using inverted commas, commas for clarity and punctuation for
parenthesis mostly correctly, making some correct use of semi-colons,
dashes, colons and hyphens.
• Spelling most words correctly (year 5 and 6 list and all lists previous)
• Maintaining legibility, fluency and speed in handwriting through choosing
whether or not to join specific letters.
Key Messages
• To meet the standard, a child needs to show
evidence that this standard is met across a
range of text types.
• Exemplification materials show examples of
what would be required.
• Within the VAT, we currently moderate every 6
weeks across the other schools.