Analysts and educationalists have been busy studying the DfE’s plans for Primary Assessment in the coming years. Working for RM in the provision of tracking and reporting systems I like to see what this will mean in terms of the reports that we will produce for parents and schools.

There is plenty of information in the response – enough for us to put together a picture of what some of these reports might look like.  However, there is still a lot of detail to come, so the following is very much an ‘Aunt Sally’ to get the process started.  Eventually the DfE will provide us with templates for these reports.

So let’s have a look at what the End of Key Stage 2 Report for pupils and parents in 2016 might look like:

For reference the standard Key Stage 2 report for parents that covers the statutory data looks like this in 2013 (RM Integris).

There are three pages in this example.  The first provides a summary of the test and teacher assessments.  The three test results for the pupil are shown alongside school, local and national averages.  I am guessing here that only the scaled scores will be reported – it is unlikely that parents could learn anything more from the raw scores.  When the pupils and parents initially receive these figures the local and national figures for the current year are unlikely to be available so these columns are likely to contain the previous year’s figures.  Strictly speaking this means that the last two columns in the 2016 report will be blank until these averages can be published much later in the year.

The summary of Teacher Assessments could then simply state whether or not the pupil has met the expected standard in Reading, Maths and Science.  Explaining the pupil’s achievement in Writing will be more difficult.  In this example I propose that the Descriptor that the pupil has been assessed at will be written out in full.  How much will this mean to the parents?

The following page spells out the performance descriptors for Reading, Maths and Science – with a big tick to show which the pupil has met.

The final page is used to list all the performance descriptors for Writing, with a big tick against the selected descriptor.  Will it be obvious how well the pupil has done?  What order should the descriptors be printed in?  Should a pupil achieving a ‘higher level’ descriptor also see a tick against the lower level descriptors too?

This example is based on schools publishing almost as much data as they have available.  Whether this is what the DfE have in mind is not clear.   The raw test scores haven’t been included – I assume that schools will get these but not publish them.

One final assumption is that there is no direct link between test scores and teacher assessments (whereas in Key Stage 1 the test scores will be informing the teacher assessments).  This does mean that the student may be deemed to have met the standard in a Teacher Assessment but have a score below 100 in the corresponding test, and vice versa.  It will be interesting to see if this causes any confusion for parents or pupils.

Key Stage 1 Reporting

The report to parents at the end of Key Stage 1 is simpler to define, though may be more complicated for the parent to interpret.  The DfE say that it will cover a Teacher Assessment in each of: Reading; Writing; Speaking and Listening; Grammar, Punctuation and Spelling; Mathematics and Science.  Each Teacher Assessment will be expressed by the Performance Descriptor that a child most closely meets.

So there are two options for presenting these 6 teacher assessments: either just print the 6 performance descriptors that the child most closely meets, or, print all the performance descriptors for all 6 headings and highlight the performance descriptor that the child most closely meets (much the same as for Writing in the Key Stage 2 report).  Note that it is assumed that the test scores, that inform the teacher assessments, will not be reported to parents.


Please take a look at this draft and share your thoughts.

Coming up next

How we track pupils between the end of key stage assessments.

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