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PARTICIPATION OF STUDENTS
Not all the students can participate in the tests, juts the ones that have completed the
program of study of the stage and that are considered by the teacher to have the
standard level that the test requires. Therefore, teachers can decide whether a child will
do the test or not. Teachers are given sample materials so as to help them in taking this
decisions by assessing the students previously.
In the case the teacher decides that a pupils is not taking the exam, the head teacher
has to evaluate the situation, as her decision is final. If the head teacher agrees, the
student has to take part in an interim pre-key stage standard, as despite being below
the standard level, the kid has an age that requires statutory outcomes to report.
Therefore, s/he undergoes an adapted official test to inform about his or her results too.
All the decisions taken in relation to the participation of a kid should be supported by
specialists if necessary and reported to the parents and to the governors of the school.
ASSESSMENT
This is another new item in the
implementation of SATS: from now on,
these standardized tests will use scaled
scores to report the outcomes.
Teachers have to translate the marks a
pupils receives in each test (the correct
answers) into scaled scores. They have to
use a conversion computer program that
will allow them to see if a kid has met the
expected standards.
In this stage, the expected standard is represented by a scaled score of 100 (which
was a level 4 in the old SATS), the highest level is 130 and the lowest 80.
The purpose of using scaled scores is to allow easy comparisons from year to year.
Although the marks of the tasks vary, the scaled score will always be based on the same
equivalences.
Lets see an example:
If a child scores 42 out of 70 in
the reading test, this could
represent a scaled score of 98.
However, one year this could
be 42 out of 70 and the second
one 35 out of 70.
At the end of July, the administration publishes information about the tests around the
country. It shows statistics that express how the education system is working.
Reading
Writing
Spelling, punctuation
and grammar (SPaG)
Math
Reading and writing
Reading, SPaG and
Math
71%
61%
54%
25%
0%
0%
2 or more levels
progress from KS1
100%
89%
n/a
100%
89%
n/a
By looking at the results, we can first say that St Osmunds achieves the expected
standards for almost all the students of Year 6. If the classroom was more or less about
25 students, an 89% (it is the lowest achievement) would represent 22 students, so just
3 students wouldnt have reached the standards. We can also observe that more than
half of the students got the level 5 in all the areas while the amount of children is much
lower in the level 6.
Math is the subject in which children succeed more, as we can observe how the whole
class got the expected level and the 25% the highest one (level 6).
Taking into consideration than reading and writing supposes the subject in which pupils
got less marks, we can understand why this year the school is very committed in
improving students phonics. They are working very hard to enhance reading and writing
skills as there is a lot of rivalry between schools due to make the results public; there
are rankings of which are the best schools in the country and they are trying to stay in a
good position.
In conclusion, we could say that St Osmunds offers the tools and content necessaries
for achieving the required standard level by the Government. We are sure this is true
thanks to the weeks spend in the school, in which we were able to observe how hard
they work to make the students give their best in all the areas of development.
BIBLIOGRAPHY
GOV.UK
(2016).
The
National
Curriculum.
[https://www.gov.uk/national-curriculum/overview]
Retrieved
from
SATS Papers. (2016). New KS1 Year 2 SATs tests for 2016. Retrieved from
[http://www.satspapers.org.uk/]