Key Stage 3 Assessment and Access Arrangements - 2005

As we move towards Christmas, no doubt your thoughts are full of end of Key Stage 3 Assessment Arrangements. This year there are some changes to the booklet, terminology and applications for (what were previously) special arrangements.

Details of pupils who are to sit the tests will be collected as last year from PLASC (old Form 7) details submitted in January, but QCA will need to be contacted if any pupils who are to sit the tests in 2005 leave or arrive after that date.

The purpose of this letter is to bring the requirements for KS3 to your attention, alert you to the changes and highlight the processes for access arrangements. Full details can be found in the following publication sent to schools earlier this term:

2005 Assessment and Reporting Arrangements
Key Stage 3
QCA Publications
PO Box 29
Norwich NR3 1GN
Tel: 08700 606015
Fax: 08700 606017
Email: orderline@qca.org.uk
Order Ref: QCA/04/1333

The Booklet

The layout of the booklet has been changed as a response to comments from schools and LEAs. There is a useful guide to key sections of the booklet on page 6, 7 and 8 for specific members of staff.

National Assessment Agency (NAA)

This is the part of the QCA responsible for developing and delivering the national curriculum tests (p. 11/12).

Test Administrators Guide

This is a separate booklet AND SHOULD BE RETAINED FOR FUTURE YEARS. It contains essential and useful information on the administration of the tests and what to do if some of the more common mishaps occur. From 2005 The Teachers Guide will no longer be produced (p.12).

Access Arrangements

The term Access Arrangement replaces the term Special Arrangements (p.12).

Electronic Forms

All forms previously available in the booklet and guide are now available on the NAA website www.naa.org.uk/testforms (p.13).

Assistance with Spelling

From 2005 pupils must not be assisted with spellings in ANY of the tests (p.13).

Pupils older or younger than 14 at the end of Key Stage 3

Schools should contact Chris Read, Adviser, Norfolk Education Advisory Services, if they are considering:

• Entering a pupil for the test early (before the school year in which they are 14)
• Keeping them in Year 9 for another year so that they will take the tests late (p.34).

Pupils may only take each test ONCE, but may take tests in different years.

Pupils working below the level of the tests

Pupils should NOT take the tests if they are working below the level of the tests (i.e. level 3 for maths and science and level 4 for English). Such pupils should be marked as B on the marksheet and Teacher Assessment is the only statutory requirement for such pupils (p.35).

Pupils whose levels cannot be established

Pupils should not be entered for the tests if the school cannot establish whether they are working at the level of the tests or not. Further details are given on p.35.

Pupils working at the level of the tests but unable to access them

This description replaces the term "disapplied" used in previous years. Full details are available on p.36-37.

Access Arrangements

As noted above, this term replaces the term "special arrangements" that was used in previous years. These arrangements are designed to ensure that the vast majority of pupils can access the Key Stage 3 tests. Access arrangements may be appropriate for:

• Pupils with a statement of special educational needs.
• Pupils at School Action, or School Action Plus as described in the Code of Practice.
• Pupils who are unable to sit and work at a test for a sustained period.
• Pupils for whom English is an additional language (p.56-57).

There are two Access Arrangements that require permission from the LEA: Early Opening (p.57-59)
Under normal circumstances papers should NOT be opened more than an hour before the time of the test. Early Opening may be appropriate for:

• Preparation for MLP or Braille versions
• Enlargement to a particular font size
• Apparatus preparation or adaptation to text
• Communicators or signers for coordination of the test to large numbers of hearing impaired pupils
• A pupil recently arrived in England with limited fluency in English and may need translation of the mental maths tests.

Schools may apply to open papers UP TO ONE DAY before the tests, or UP TO TWO DAYS before the tests (excluding weekends) to assemble models supplied for the MLP and Braille papers for maths and science.

Additional Time (p.59-63)

The revised guidance on pages 59-63 identifies the range of evidence that is acceptable to support an application for extra time. Pupils will be considered for up to 25% extra time if they meet three A criteria or one B criteria.

A Criteria

1. Reading age in the below average range (i.e. below a standardised score of 85)
2. 25% extra time for a reading test results in a rise of 9 months or more on their score OR there is other evidence of slow reading
3. Free writing speed on 10 words or less per minute
4. A processing speed in the low average or below average range (i.e. less than a standardised score of 90)
5. A difference of more than 20 points between verbal and performance IQ

AND/OR
At least average verbal reasoning scores (a standardised score of 90 or more) alongside below average literacy scores (a standardised score of 85 or below).

B Criteria

1. Limited fluency in English - level 1 threshold or level 1 secure on the common assessment scale found in "A language in common".
2. A recommendation from a relevant professional (e.g. doctor, physiotherapist or occupational therapist) for extra time
3. Other very exceptional circumstances

Please note - pupils with a statement of educational needs, as awarding statutory assessment (the old level 4 and 5) are entitled to up to 25% extra time - at the discretion of the school.

Please Note. The deadline for receipt of all applications of early opening or extra time is: 5.00pm on Tuesday 1st March 2005
ANY APPLICATIONS RECEIVED AFTER THIS DEADLINE, WITH A POSTMARK AFTER 1ST MARCH 2005 WILL BE AUTOMATICALLY REFUSED.

Schools will be notified by 15th April 2005 as to whether such requests have been approved.

Access arrangements not requiring permission (p.63-74)

Some access arrangements can be made at the school's discretion. The more usual of these include:

Readers	p.63
Amanuenses	p.64-65
Transcripts	p.65-66
Word processor	p.66-67
Arrangements for pupils with visual impairment	p.67-68
Arrangements for pupils with hearing impairment	p.68-69
Access for the mental maths test	p.72-74

If you have any queries about the 2005 Key Stage 3 Assessment Arrangements please contact Dave Elliott up to 17/12/04 and Chris Read from 04/01/05.