|
Summary - Statutory National Curriculum assessment arrangements, primary phase education | |
|
Age of assessment |
Details of assessment |
|
School entry assessment, children aged 4/5 years |
Statutory national scheme of teacher observation known as the ‘Foundation Stage Profile’. See 6.1.1. |
|
Key stage 1 assessment towards the end of the key stage, children aged around 7 years |
Statutory assessment in English, mathematics and science, which combines externally provided written tests and tasks in reading comprehension (English), spelling (English) and mathematics, with continuous teacher assessment. Changes implemented in the 2004/05 school year increased the emphasis on the teacher assessment aspect of this process. Reporting to parents is now based on overall teacher assessment - combining test results with the child's overall performance - and schools are allowed more flexibility in deciding how and when to administer the key stage 1 tests. |
|
Key stage 2 assessment at the end of the key stage, students aged around 11 years |
Statutory assessment in English, mathematics and science involves: Externally provided and marked written tests in English (three tests – one in reading, one in spelling and one in writing [comprising two tasks, a longer and a shorter task); mathematics (three tests – one without calculator, one with calculator, and a mental mathematics test); and science (two tests). Teacher assessment against the attainment targets in English, mathematics and science. |
There is no (national) certificate awarded to students on completion of primary education in England. There is a system of statutory national assessment, within the framework of the National Curriculum, which applies to this phase of education.38 A summary of the statutory national assessment arrangements which apply during this phase of education is provided in the table above. Details are provided below.
Statutory National Curriculum assessment at ages 7 and 11
National Curriculum assessment is statutory in Year 2 (the final year of key stage 1) and towards the end of key stage 2 (Year 6), children aged around 7 and 11 years respectively. In addition, there is voluntary National Curriculum assessment for children in Years 3, 4 and 5, aged 8, 9 and 10 years respectively. 276
Statutory school entry assessment
A national system of assessment on school entry (known as 'baseline assessment') became compulsory in September 1998.38 This remained compulsory until September 2002. During this period, all publicly-funded primary schools in England were required to adopt an accredited baseline assessment scheme, drawn up in accordance with criteria approved by the Secretary of State, and selected from a list of 90 schemes accredited for baseline assessment by the Qualifications and Curriculum Authority (QCA). 181, 38, 166 In the 2002/03 school year, the baseline assessment scheme of assessing children in the first few weeks of their entry into compulsory education was replaced by a single national scheme for summing up the progress and learning needs of children at the end of the foundation stage. This scheme is known as the 'Foundation Stage Profile'. 260 See section 6.1 for further information.
Optional world class tests at age 9
So-called, 'world class tests' are also available for the most able children in primary education. The tests, which measure performance in mathematics and problem solving (in mathematics, science and design technology) are part paper-based, part computer-based. Although broadly targeted at 9-year-olds (there are additional world class tests for 13-year-olds in secondary level education), children can take the tests as soon as they are judged ready. They last 60 minutes each, and each requires students to apply creative thinking and logic, by demonstrating their ability to process and respond to unfamiliar information and communicate their thought processes coherently. The problem solving tests require some mathematical, scientific or technological knowledge. However, the emphasis is on a student's ability to solve a problem that they will not have studied at school. In the mathematics tests, for example, children apply what they have learned to new situations and use their thinking skills to solve unfamiliar problems.276 The tests, accessible via the World Class Arena website at http://www.worldclassarena.org/ (from where further information can be downloaded), are available to students worldwide. 150
Responsibilities of the Qualifications and Curriculum AuthorityThe Qualifications and Curriculum Authority (QCA) came into existence on 1 October 1997 following the merger of the School Curriculum and Assessment Authority (SCAA) and the National Council for Vocational Qualifications (NCVQ). It is a non-departmental public body, responsible to the Secretary of State. Its remit is extensive and combines the SCAA's original role of promoting higher standards of achievement in schools by developing the curriculum and its assessment, and improving consistency and quality in public examinations, with additional responsibilities for pre-school matters and for work and school-based vocational qualifications and occupational standards. It has an overarching responsibility for ensuring that the curriculum and qualifications available to young people and adults are coherent and flexible, and keeps under review all aspects of the statutory and non-statutory curriculum including National Curriculum programmes of study, attainment targets and associated assessment arrangements.189
The Qualifications and Curriculum Authority (QCA) is committed to building a world-class education and training framework that meets the changing needs of individuals, business and society. It leads developments in curriculum, assessments, examinations and qualifications. (QCA website http://www.qca.org.uk/).
QCA has developed a new Regulatory Framework and Code of Practice to ensure confidence in the standards set in National Curriculum assessments (see above). 377 The documents are available online:
http://www.qca.org.uk/15986.html
QCA has also produced a leaflet ‘Confidence in qualifications: A guide to regulation’ which explains its regulatory role. The leaflet is available online: http://www.qca.org.uk/qca_7805.aspx
QCA's remit excludes higher education.189
National Assessment Agency
In 2004, the Qualifications and Curriculum Authority established a subsidiary unit, the National Assessment Agency (NAA). The NAA is responsible for the development and delivery of National Curriculum tests (see below), arranging the marking of students' tests and returning the results to schools. It also directs the modernisation of the examinations system in England and is responsible for ensuring the smooth running of examinations and tests. 283 392
School entry assessment
The main purpose of compulsory baseline assessment schemes, formally introduced in publicly-maintained schools in the primary sector throughout England in September 1998, was that they should facilitate an assessment of each child's knowledge, understanding, attitudes and skills on entry to primary school. This was intended to:
Baseline assessment also provided a reference point for the measurement of school performance. 38,166
In the 2002/03 school year, baseline assessment was replaced by a single national scheme for summing up the progress and learning needs of children at the end of the foundation stage. This scheme, known as the Foundation Stage Profile, reflects the early learning goals and the curriculum guidance for the foundation stage, see section 5.1.2. 260 See section 6.1 for further information on the Foundation Stage Profile.
National Curriculum assessmentAssessment arrangements constitute a formal part of the National Curriculum. Statutory assessment and testing take place in relation to the National Curriculum Subject Orders, and therefore aim to chart students' attainment in those subjects. Although the tests, as opposed to teacher assessment, can cover only a limited range within each subject, they do still set out to provide a valid assessment of that range. They are therefore curriculum-based tests. This makes them different in character from either intelligence tests or aptitude tests. They set out to assess children's achievement, rather than their potential.192
The overriding purpose of National Curriculum assessment is to contribute to raising educational achievement. Assessment and testing should provide the information about children's attainment which schools, teachers, managers and students themselves need to direct their efforts into improved teaching and learning. It must also provide parents and the public with information on the quality of the education being provided. The efficacy of any assessment and testing system designed for purposes other than public certification should therefore be judged by the extent to which it provides this essential information.192
Everyday teacher assessment is formative and diagnostic, carried out as a normal function of teaching and learning; end of key stage National Curriculum teacher assessment is summative (following a 'best fit' procedure in relation to the level descriptions).192
Results from National Curriculum tests and teacher assessment are intended to provide important information for parents and the public to help them judge the quality of the education being provided. 192
The purpose of summative assessment is to provide schools and parents with easily intelligible information about individual students' attainment. This needs to be in relation to both national standards (that is, National Curriculum criteria) and national performance (that is, distribution of results).192
The gathering of data for summative purposes allows two further desirable objectives to be met. First, aggregated data on individual students' performance enable the provision of reliable information to parents, prospective parents, employers and other interested parties, so that school performance can be evaluated. Second, aggregated school data can provide an overall picture of local and national attainment. This enables the performance of the education system as a whole to be monitored so that improvements can be targeted and resources directed wisely in the context of strategic planning.192
The main purpose of everyday teacher assessment is to plan children's steps more effectively. The outcome of assessment gives a clearer view of what children need to learn next.182
For assessment to inform teaching and learning effectively, schools need to allocate responsibilities clearly and to establish a systematic programme of monitoring and follow-up of evidence gathered. As well as supporting day to day teaching, the outcomes of teacher assessment can be used within a school to:
Optional National Curriculum tests for 8-, 9- and 10-year-olds
The Qualifications and Curriculum Authority (QCA) first piloted optional, non-compulsory tests for 9-year-old students (in Year 4 of compulsory education) in 1997. Intended to provide schools with a clear notion of whether students are on target to do well in the statutory tests at the end of key stage 2, Year 6, age 11, the tests have since been introduced for 8- and 10-year-old students (in Years 3 and 5) in addition.143
Schools use these optional tests for a number of purposes. These include reporting to parents and evaluating progress made by children since the end of the previous year, or since statutory assessment at the end of key stage 1. Many also use them to diagnose both strengths and weaknesses across a class and of individuals. This can assist in setting targets for progress in the future. Teachers can use this information to compare how well their children perform and can examine instances where their children's performance differs from the general pattern.146
End of key stage 2 tests
The statutory National Curriculum tests which take place towards the end of key stage 2 (Year 6, children aged around 11) are not used to assess the ability or aptitude of students for the purpose of selection for secondary school. Wholly selective secondary schools (commonly known as grammar schools) set their own tests for this purpose, and these are usually administered earlier in the school year than the key stage 2 tests.38
World class tests at age 9The stated purpose of the world class tests (see section 6.2.1) is:
Baseline assessment was compulsory for all children in maintained schools in England during the period September 1998 to September 2002. All children aged 4 or 5, admitted to compulsory primary education were assessed, regardless of whether they attended full- or part-time, or whether they entered a reception class or Year 1. Only children attending a designated nursery class or unit not part of the main school were excluded from assessment. These children were assessed when they started school formally.166
In the 2002/03 school year, baseline assessment was replaced by a single national scheme for summing up the progress and learning needs of children at the end of the foundation stage. This scheme, known as the Foundation Stage Profile, reflects the early learning goals;and the curriculum guidance for the foundation stage, see section 5.1.2. The Profile is completed for all children in publicly-funded settings who reach the end of the foundation stage in that setting (including those in nursery units and reception classes, as well as those in primary schools). 260 Further information on the Foundation Stage Profile is available in section 6.1 of this Archive.
Statutory assessment at the end of key stages 1 and 2Statutory assessment applies to maintained schools (publicly-funded schools) only. Independent schools are encouraged, but not required, to take part in the assessment arrangements at the end of key stages 1 and 2. 186, 187
The assessment arrangements are as follows:
Not all children take all the available tests and tasks. As mentioned above, children at the end of key stage 2 working below level 3 of the National Curriculum eight-level scale are assessed by teacher assessment alone. At key stage 1, children assessed by their teachers as reading at level 3 of the National Curriculum levels take the level 3 reading test and are not entered for the reading task which is aimed at children working at levels 1 and 2. Similarly, a new level 3 mathematics tests was introduced in 2003. As a result, children assessed as working at or above level 3 in mathematics in key stage 1 are entered for this test rather than the level 2 test. 276
The tasks and tests are designed to be accessible to the vast majority of children, including those with special educational needs (SEN). Braille and modified large print papers are available. Special arrangements for the administration of the tests may be appropriate for some children such as those with special educational needs (SEN), children who are unable to sit and work at a test for a sustained period, and children for whom English is an additional language. A very small number of children, including those with chronic and severe illness, may be unable to take the tests, even when these have been adapted or other special arrangements have been made. 186, 187
Until the 2002-2003 school year, children assessed by their teachers as working at level 4 of the National Curriculum eight-level scale (see 6.2.6) at key stage 1 could take the key stage 2 (levels 3-5) tests in English and mathematics. Additionally, children working at level 6 at key stage 2 could take 'extension paper' tests. This process was stopped in the 2002-2003 school year and alternative ways of assessing the most able children in a year group began to be introduced. These include:
Since the introduction of pilot, non-compulsory tests for 9-year-old students (in Year 4) in 1997, such tests have been made nationally available for all 8-, 9- and 10-year-olds (in Years 3, 4 and 5 of compulsory education). The optional tests, which are intended to give schools a clear notion of whether students are on target to do well in the statutory tests at the end of key stage 2, age 11, consist of papers in reading, writing, spelling, mathematics and mental arithmetic. In 1997, 77 per cent of schools used Year 4 tests (for 9-year-olds). This figure rose to 89 per cent in 1998, and 79 per cent and 80 per cent of schools, respectively, used the year 3 and year 5 tests in 1998.146
Assessment on entry to full-time compulsory education became a statutory requirement in September 1998. At that time, under the compulsory system of baseline assessment, assessment took place within seven weeks of children starting school.180 Where this deadline could not be met, for reasons outside the control of the headteacher, the assessment had to be carried out as soon as was reasonably possible.81
Schools selected a specific baseline assessment scheme from different available ones, all of which had been approved by the Qualifications and Curriculum Authority, and covered, as a minimum, the skills of:
Some schemes also covered:
Many of the assessments included in baseline assessment schemes took place during normal classroom activities,181 often simply through teacher observation. Children were usually assessed on such items as:
Further statutory assessment then takes place towards the end of key stage 1 - see below.
In the 2002/03 school year, the baseline assessment scheme was replaced by a single national scheme for summing up the progress and learning needs of children at the end of the foundation stage. This scheme, known as the Foundation Stage Profile, reflects the early learning goals and the curriculum guidance for the foundation stage, see section 5.1.2. The Profile is completed for all children in publicly-funded settings who reach the end of the foundation stage in that setting (including those in nursery units and reception classes, as well as those in primary schools). A Profile is completed for each child during the second half of the summer term. It sums up each child's progress and learning needs in relation to the early learning goals at the end of the foundation stage and is based on practitioners' ongoing observations and assessments. The Profile includes all six areas of learning (see 5.1.2). There is no requirement to carry out any formal assessment activities. A pack of optional activities, which demonstrates a range of good observational assessment opportunities has been developed and trialled. 260 See section 6.1 of this Archive for further information on the Foundation Stage Profile.
Statutory assessment in Year 2 of key stage 1 (7-year-olds)Statutory assessment arrangements for the National Curriculum cover the core subjects (English, mathematics and science) and consist of teacher assessment and national tests and tasks. Until the 2004/05 school year, the assessment arrangements were as follows:
Changes were implemented in the 2004/05 school year which increased the emphasis on the teacher assessment aspect of the above process. During the school year teachers continue to administer the National Curriculum tasks and tests in reading, writing and mathematics, but use the outcomes to inform their own overall assessment of a child's progress. The teacher's overall assessment level is reported to the local authority (LA) and to the Department for Children, Schools and Families (DCSF). Reporting to parents is based on overall teacher assessment - combining the statutory test results with the child's overall performance. (However, should a parent specifically request information on a child's task or test results, schools are required to provide this information.) Teachers also have more flexibility in the timing and implementation of the statutory key stage 1 tasks and tests. For further information, see [website]
Statutory assessment at the end of key stage 2 (11 years)Statutory assessment arrangements for the National Curriculum cover the core subjects (English, mathematics and science) and consist of teacher assessment and national tests. Teacher assessment and statutory tests have equal status and are intended to give complementary information about students' attainment. The tests show what students have achieved in selected parts of a subject on a particular day. Teacher assessment is a judgement of performance in the whole subject over time. 103, 171
The assessment arrangements are as follows:
In the non-compulsory tests for 8-, 9- and 10-year-olds, students are asked to take five tests in English and mathematics covering reading, writing, spelling, a written mathematics test and a mental mathematics test based on a tape. Students take them under test conditions and are timed.234
The arrangements for the previous system of baseline assessment tests (1998-2002) built on what had been learned from a number of local initiatives. Schools selected a scheme appropriate for them from a list of (around 90) accredited schemes published by the Qualifications and Curriculum Authority (QCA).178 The assessment was then carried out by the class teacher, with the aim of making it seem like part of an everyday classroom activity.180
It was the responsibility of the headteacher of each maintained school in the primary sector to select a scheme from the list of accredited baseline assessment schemes, and to recommend this scheme to the school governing body to consider for formal adoption. In making this selection, headteachers of LA-maintained schools were expected to first consider the scheme nominated by their own LA. Each LA-maintained school registered use of its chosen scheme with the LA (if it had chosen the scheme nominated by the LA), or with the scheme provider, and informed the LA (within ten school days of the adoption of the scheme). Independent schools were not required to use a baseline assessment scheme, but could choose to do so. 181, 81
Local authorities were not required to be scheme providers. Each LA did, however, have to nominate an accredited baseline assessment scheme (which could be a scheme it had developed itself or a scheme developed elsewhere) for recommendation to LA-maintained schools.181
All baseline assessment scheme providers had to:
All baseline assessment schemes also had to provide details of:
Baseline assessment training was provided. As mentioned above, a scheme provider had to specify what training was required for teachers in schools intending to use its scheme. This depended on how well-established the scheme already was and whether or not a school was already familiar with, and experienced in, using the scheme, or whether it was new to the scheme. The training specified usually covered:
The Qualifications and Curriculum Authority (QCA) also produced baseline assessment scales to assist teachers in interpreting children's performance in school entry tests.
In the 2002/03 school year, the baseline assessment scheme was replaced by a single national scheme for summing up the progress and learning needs of children at the end of the foundation stage. This scheme, known as the Foundation Stage Profile, reflects the early learning goals and the curriculum guidance for the foundation stage, see section 5.1.2. The Profile, summing up each child's progress and learning needs in relation to the early learning goals at the end of the foundation stage, is completed for all children in publicly-funded settings who reach the end of the foundation stage in that setting (including those in nursery units and reception classes, as well as those in primary schools). Exemplification of achievement is wide and integral to the scheme and includes and expands on exemplification in the curriculum guidance for the foundation stage. There is no requirement to carry out any formal assessment activities. A pack of optional activities, which demonstrates a range of good observational assessment opportunities has been developed and trialled. The system is underpinned by a system of moderation to ensure the validity and reliability of practitioners' judgements. 260 See section 6.1 of this Archive for further information on the Foundation Stage Profile.
Statutory teacher assessment in key stages 1 and 2The level descriptions in the National Curriculum are the basis for judging children's levels of attainment at the end of the key stage, (see 6.2.6). Level descriptions are summary statements that indicate the types and range of performance which children working at a particular level of the National Curriculum should characteristically demonstrate. Since their introduction in 1995, teachers have had to judge which level 'best fits' a student's performance. (There are eight level descriptions per attainment target. 7-year-olds are typically expected to achieve level 2.) 181,187
The aim is for a rounded judgement which:
Marking children's written work is an important part of teacher assessment. Effective marking can:
There is a wide variety of practice in marking. Many schools find it helpful to devise guidelines for teachers to support consistency in their marking and also specify who monitors the quality of teachers' marking. The QCA also produces materials which provide guidance and exemplification of standards to support teacher assessment. 186, 187, 182
Teachers engaged in carrying out teacher assessment should have adequate opportunities to become familiar with national assessment standards, using resources available under targeted funding arrangements. This might involve attendance at training courses and/or meetings of teachers from the same or other schools. 186, 187
Personal, Social and Health Education (PSHE)
Specific guidance has been produced which establishes a national standard to help teachers assess student progress and attainment. This comprises:
The guidance is available online at http://www.qca.org.uk/qca_10094.aspx.
The key stage 1 tasks and tests, together with guidance (teachers' guides) on their use are produced by the National Assessment Agency, an agency of the Qualifications and Curriculum Authority (QCA). The tasks and tests are administered and marked by the school according to the guidance supplied with the task and test materials.186
The statutory responsibility for audit of the standards of administration and marking of both the tasks and tests is held by local authorities . Under these arrangements LAs must:
Teachers engaged in marking tests and tasks should have adequate opportunities to become familiar with national assessment standards, using resources available under targeted funding arrangements. This might involve attendance at training courses and/or meetings of teachers from the same or other schools.186
Changes to the system of key stage 1 testing were implemented in the 2004/05 school year. This increased the emphasis on the teacher assessment aspect of the assessment process. During the school year teachers continue to administer the National Curriculum tasks and tests in reading, writing and mathematics, but use the outcomes to inform their own overall assessment of a child's progress. The teacher's overall assessment level is reported to the local authority (LA) and to the Department for Children, Schools and Families (DCSF). Reporting to parents is based on overall teacher assessment - combining the statutory test results with the child's overall performance. (However, should a parent specifically request information on a child's task or test results, schools will be required to provide this information.) Teachers also have more flexibility in the timing and implementation of the key stage 1 tasks and tests. For further information, see [website].
The key stage 2 tests, together with guidance on their use and mark schemes, are produced by the National Assessment Agency (NAA), an agency of the Qualifications and Curriculum Authority (QCA).187
The tests are administered by the school according to the guidance supplied and externally marked. All test papers and mark schemes must be treated as confidential and stored carefully and securely during the period between their arrival in the school and their administration and despatch for external marking. Headteachers must ensure that appropriate systems are in place to preserve the security and confidentiality of the tests and mark schemes.187 Since 1998, headteachers have, for example, been expected to ensure that each test pack for the statutory key stage 2 tests, is opened no more than one hour before the test is due to be administered. A "Headteacher's Declaration Form" (HDF) has also been in use since 1998, so that headteachers can confirm that the statutory arrangements have been adhered to. Local authorities and the National Assessment Agency may make unannounced visits to schools before, during and after the statutory test period in order to monitor test security and administration.171
Test results are sent to schools electronically. 285
Each National Curriculum test takes around two years to develop. Development involves the QCA, its agencies, teachers, literacy consultants and academics, and each test is usually trialled at least twice to give a measure of how children respond to questions in a real examination situation. It also aims to ensure that standards are maintained from year to year. Two alternative tests are developed to provide a 'spare' should one be compromised by a security leak. Panels of experienced teachers assist in determining the level of the questions being asked, and in recommending the pass mark for each year's tests.235 Full details of the National Curriculum test development procedures are provided at the following website: http://www.qca.org.uk/qca_4201.aspx
School entry assessment
Under the previous system of accredited baseline assessment schemes (see above), the schemes had to provide (one or more) numerical outcomes (measurable scores of each child's ability), and all scheme providers had to offer guidance on recording numerical outcomes in a form that aided analysis.166
See section 6.1 for further information on the current system of school entry assessment - the Foundation Stage Profile.
National Curriculum eight-level scale
The National Curriculum sets standards of achievement in each subject for students aged 5 to 14. For most subjects these standards range from level 1 to 8.46 The standards have been designed so that a typical student will move up one level approximately every two years:104
| exceptional performance | |||
| level 8 | |||
| level 7 | ^^^^^^^^^ | ||
| level 6 | ======= | ||
| level 5 | ^^^^^^^^^ | ======= | |
| level 4 | ======= | ------------ | |
| level 3 | ^^^^^^^^^ | ------------ | ------------ |
| level 2 | ====== | ----------- | ----------- |
| level 1 | ----------- | ----------- | ----------- |
| age | 7 years | 11 years | 14 years |
| ------------- | working towards expected level |
| ======= | achieved expected level |
| ^^^^^^^^^ | exceeded expected level |
| considerably exceeded expected level |
Source: 105
All assessments are criterion-referenced. There are no quotas set for each of the National Curriculum levels. There are no underlying assumptions about the proportion of students who should be at any particular level. Proportions are determined entirely by how students' attainments measure up to the standards of the National Curriculum104
Attainment targets
Attainment targets define the expected standards of student performance in terms of level descriptions or end of key stage descriptions. They provide the basis for judging students' attainment in particular aspects of a subject at the end of each key stage. Some subjects have several attainment targets which relate to aspects of the programmes of study. For example:
| English | |
| Attainment Target 1 | Speaking and listening |
| Attainment Target 2 | Reading |
| Attainment Target 3 | Writing |
| Mathematics | |
| Attainment Target 1 | Using and applying mathematics |
| Attainment Target 2 | Number and algebra |
| Attainment Target 3 | Shape, space and measures |
| Attainment Target 4 | Handling data (not applicable at key stage 1) |
| Science | |
| Attainment Target 1 | Scientific enquiry |
| Attainment Target 2 | Life processes and living things |
| Attainment Target 3 | Materials and their properties |
| Attainment Target 4 | Physical processes41 |
The remaining National Curriculum subjects (information and communication technology - ICT, design and technology, history, geography, art and design, music and physical education - PE) each have a single attainment target. 38 .129
Level descriptions and end of key stage descriptions
There are eight level descriptions per attainment target for all National Curriculum subjects. Level descriptions are used to make summative judgements about a student's performance at the end of a key stage. Level descriptions allow judgements to be made against attainment targets, and indicate the types and range of performance that a student working at a particular level characteristically should demonstrate over a period of time. By the end of key stage 1 (age 7+), the performance of the great majority of students should be within the range of levels 1 to 3, and by the end of key stage 2 (age 11+) it should be within the range 2 to 5. See the table above.41
See section 6.2.2 also.
School entry assessment
See section 6.1 for further information on the system of school entry assessment - the Foundation Stage Profile.
End of key stage 2 tests
National tests at the end of key stage 2 are not used to assess the ability or aptitude of students for the purpose of selection for secondary school. Wholly selective secondary schools (commonly known as grammar schools) set their own tests for this purpose, and these are usually administered earlier in the school year than the key stage 2 tests.38
Consequences for schools
Primary school performance tables have been published since March 1997. These are intended to provide parents with the information to enable them to choose the best and most appropriate school for their children.107 The tables list, in alphabetical order, maintained (publicly-funded) primary and middle schools with students on roll eligible for assessment under the key stage 2 arrangements. For each school, the tables list the percentage of eligible students achieving level 4 and level 5 (of the National Curriculum eight-level scale see 6.2.6) and the percentage of eligible students who were absent or disapplied. Percentages are shown for the test results and for teacher assessment for each subject (English, mathematics and science). The tables are intended to enable parents to make objective comparisons of local primary schools based on how successful their students have been in English, mathematics and science at age 11, in tests and teacher assessment. They are intended to enable parents to choose the best and most appropriate school for their children. 107,107,111
The school governing bodies of all publicly-funded schools are required to keep educational records for all registered students and to provide copies of records on request. Schools are, for example, required to:
School entry assessment
See section 6.1 for information on the system of school entry assessment - the Foundation Stage Profile.
Reporting of individual students' results to parents
Schools must send parents at least one written report every school year. During the course of the year, parents must be sent a required minimum of information about:
The formal school records that schools build up on each child are likely to:
Schools need to agree:
Use of results to measure value-added and improve school performance/target-setting
The results of National Curriculum assessment may be used as a resource to help schools raise standards and help their students reach their full potential. School governing bodies of maintained schools have been responsible, since the start of the 1998 academic year, for setting and publishing targets. Since September 2000 school governing bodies have also been required to publish their school's performance against these targets. Schools with already high levels of achievement are expected to set targets for further improvement. 108,194,82
Targets for student performance are expected to be set and published on the following basis:
Use of results to inform parental choice
Schools are required to publish the latest available information showing school and national key stage 2 assessment results in their prospectus.109 Since September 1998, all maintained schools in England have also been expected to publish their targets alongside performance information in their annual prospectus.82
The Secretary of State published the first primary school performance tables in March 1997. The tables list, in alphabetical order, maintained (publicly-funded) primary and middle schools with students on roll eligible for assessment under the key stage 2 arrangements. For each school, the tables list the percentage of eligible students achieving level 4 and level 5, and the percentage of eligible students who are absent or disapplied. Percentages are shown for the test results and for teacher assessment for each subject (English, mathematics and science). The tables are intended to enable parents to make straightforward objective comparisons of local primary schools based on how successful their students have been in English, mathematics and science at age 11, in tests and teacher assessment. They are intended to enable parents to choose the best and most appropriate school for their children. 107,110,111
Results for children who have recently arrived from overseas, and who have difficulties with the English language, are not published in the above tables. In this phase of education, this applies to students from overseas whose first language is not English and who were admitted to an English school for the first time on or after the start of Year 5, aged 9+.259
Use of end of key stage 2 results to inform secondary teaching staff
Performance data in the form of end of key stage 2 test results accompany students as they leave primary education and enter lower secondary school. As well as providing the basic framework of levels (from the National Curriculum eight-level scale), the Qualifications and Curriculum Authority (QCA) has now extended the information which can be derived from the tests to include: age standardised scores for the key stage 2 tests in reading, spelling, mathematics and mental arithmetic; and separate level thresholds for reading and writing. Software has also been developed by the QCA for the electronic transfer of data (test results etc.) between schools and for the diagnostic analysis of children's responses in the end of key stage 2 tests. In this way it is intended that the results inform the teaching staff responsible for new secondary school entrants and so ease the transition from primary to secondary education.27
Use of results of optional tests at ages 8, 9 and 10
See section 6.2.2.
The primary phase is part of the compulsory phase of education. All students continue to secondary education, regardless of the outcome of the end of key stage 2 assessment.
2002 National Curriculum test and task results
In the 2002 National Curriculum tasks and tests at key stage 1, the results for the overall percentage of 7-year-olds reaching level 2 or above (of the National Curriculum eight-level scale) were:
| Reading task/test | 84% |
| Writing | 86% |
| Spelling | 78% |
| Mathematics | 90% |
At key stage 2, the national results for 11-year-olds achieving level 4 or above in the National Curriculum tests were:
| English | 75% |
| Reading | 80% |
| Writing | 60% |
| Mathematics | 73% |
| Science | 86% |
(See:http://www.dfes.gov.uk/rsgateway for the source of the above data.)
2004 National Curriculum test and task results
In the 2004 National Curriculum tests and tasks at key stage 1 (age 7), the results were as follows:
At key stage 2 (children aged 11), the results were:
2005 National Curriculum test and task results
The 2005 National Curriculum test and task results at key stage 1 (age 7) were:
At key stage 2 (children aged 11), the results were:
2006 National Curriculum results
The National Curriculum teacher assessment results at key stage 1 (age 7) were:
The results of the 2006 National Curriculum tests and tasks at key stage 2 (age 11) were:
2007 National Curriculum results
The National Curriculum teacher assessment results at key stage 1 (age 7) were:
The results of the 2007 National Curriculum tests and tasks at key stage 2 (age 11) were:
Further information is available from the 'Achievement and Attainment Tables' website: http://www.dfes.gov.uk/performancetables
World class tests at age 9
In 2002, 57 per cent of children taking the world class tests (see 6.2.1) achieved a pass, 30 per cent a merit, and six per cent were awarded a distinction (http://www.worldclassarena.org/).