2007 Key Stage 2 and 3 Statutory Assessment Arrangements

With the Assessment and Reporting Arrangements document now available to schools I am writing to highlight some points to help ensure the secure and effective administration of the assessments. Hard copies of the document will be available to schools and it is also available from QCA.

Administration of the Tests
As a result of School Workforce Remodelling a range of staff may be involved in the administration of the end of key stage tests. It is important that Headteachers ensure all staff involved in this process are fully briefed. To support the dissemination of information two briefing sessions will be held for staff who will be administering the tests. These briefings will highlight the key points from the Test Administrators' guide to support correct administration of the tests and will be held on:

Wed 21/3/2007, 4.30-5.30pm at Norwich Professional Development Centre
Thurs 22/3/2007, 4.30-5.30pm at West Norfolk Professional Development Centre

To reserve a place at one of these sessions please email Elizabeth Philpot

Key Changes
In light of feedback from schools and local authorities changes have been made to the 'Test forms' section of the NAA website. Data security procedures require four pieces of information to access the site. These will include the school's DfES number, the test order PIN, a username and a unique password. However, there will be no need to visit another site to activate the account as happened last year.

Headteachers of schools with Key Stage 3 pupils should be aware of the changes in the weighting of the attainment targets in science with additional weighting for scientific enquiry. Full details can be found in section 4.3 of the arrangements.

A summary of all changes can be found in section 2 of the guidance.

Online applications
All applications for additional time, early opening and timetable variations must be made on-line. Completed applications must be submitted by 5:00pm on Thursday 1st March 2007, at which point access to the site will be removed. It is strongly recommended that applications are submitted earlier than this to allow any further information to be requested if necessary.

Access Arrangements
Section 12 of the booklet highlights groups of pupils for whom access arrangements may be appropriate:

• Pupils with a statement of special educational needs, who would normally be allowed extra time in class, are entitled to extra time at the school's discretion.


• Pupils with behavioural, emotional or social difficulties are best supported with the use of rest breaks.


• Pupils for whom English is an additional language and pupils for whom provision is being made in school at School Action or School Action Plus are the groups of pupils for whom it may be appropriate to apply for additional time.

Colleagues will appreciate that the criteria require specific assessment data that can be difficult and time consuming to collate. To support this process I have worked with colleagues from Educational Psychology and Specialist Support to provide some suggestions on how to manage the evidence required for a successful application.

The following advice matches tests to the criteria. Tests are only listed as examples that would provide the necessary information and may be available in schools. Applications will be judged against the criteria set by QCA. If a school has other assessments in place that would meet these criteria then that evidence should be used.

It is important to note that additional time will not be given when:

a pupil is working below level of test

there is evidence of general low ability

a pupil does not usually get extra time in classroom activities

To be eligible for 25% extra time a pupil would meet:
At least three criteria outlined in section A
OR
One of the criteria outlined in section B.

The QCA criteria are marked in bold - Advice is marked in italics.

Section A

A1. Reading scores (using a test of comprehension, single word reading or reading rate/speed i.e. accuracy with speed) in the below average range for the pupil's age.
'Below average' here refers to a standardised score of below 85.
Tests that would provide a standardised score:
QCA Year 5 Reading Test
NFER/ Nelson Graded Word Reading Test

A2. Pupils increase their reading age by 9 months or more, when allowed 25 per cent additional time to complete a timed reading test, or there is evidence of a slow reading speed.
Kirklees Reading Test
Revised Vernon Warden
Edinburgh Reading Test II (Hodder and Stoughton)
Word Chain (NFER-Nelson)
Neale Analysis of Reading Ability (NFER-Nelson)
Test of Word Reading Efficiency (TOWRE) (Harcourt Assessment)

A3. Free writing speed of 10 words or less per minute.
Pupils should be asked to write for ten minutes and the number of words written per minute calculated.

A4. A processing speed that is in the low average or below average range for the pupil's age.
'Low' or 'below average' here refers to a standardised score of below 90
Tests that would provide a standardised score:
Phonological Assessment Battery (NFER- Nelson)
Comprehensive Test of Phonological Processing (Harcourt Assessment)

A5. Significant discrepancy between cognitive ability and performance shown by:
At least average verbal reasoning, non verbal reasoning, or quantitative scores alongside below average literacy/numeracy scores. 'At least average' here refers to standardised scores of 90 or above, and 'below average' to a standardised score of below 85. The literacy/ numeracy score can be the same as used in A1. Spelling tests are considered literacy tests.
Test that would provide standardised scores for:
Verbal reasoning -
Verbal Abilities Tests, 8 to 13 (Hodder and Stoughton)
Verbal Reasoning Tests 10 and 11 or 12 and 13 (NFER Nelson)
British Picture Vocabulary Scale (NFER- Nelson)
Non verbal reasoning -
Ravens Standard Progressive Matrices (NFER-Nelson) KS3/KS4
Coloured Progressive Matrices (NFER-Nelson)KS1/2
Non Verbal -
Non-Verbal Abilities Tests, 8-13
Non - Verbal Reasoning Tests, 10 and 11 or 12 -14 (NFER Nelson)

Literacy - see A1
Numeracy - Goal Assessment (Hodder and Stoughton)
Spelling -
Parallel Spelling Tests B (Young) (Hodder and Stoughton)
Vernon Graded Word Spelling Test (Hodder and Stoughton)

OR
A difference of more than 20 points between verbal and performance IQ.
Performance IQ would be highlighted within WISC ll assessment undertaken by an Educational Psychologist.

Section B
B1. Pupils with limited fluency in the English language (EAL) on level 1 threshold or level 1 secure on the common scale for assessment provided in A language in common.
The English Language Support Service would usually be supporting pupils working at these levels.

B2. An appropriate professional such as a doctor, physiotherapist, educational psychologist, occupational therapist or specialist teacher with SEN related qualifications has made a recent recommendation for additional time because of a physical disability or a medical condition that affects the pupil's ability to access the tests.
Reports must make it clear why the condition affects the pupil's ability to work under timed conditions. It is not sufficient to only state that a pupil will benefit from extra time. Recommendations for pupils with specific learning difficulties must be dated no earlier than the start of the previous academic year. Pupils should not be referred to the School Support Team for additional time. However, schools should discuss the need for extra time within School Support Team meetings.

B3. Other very exceptional circumstances
No further expansion is provided on this criterion. Details about pupils who would not receive extra time should be borne in mind. However if schools have a pupil who does not meet the fixed criteria nor the examples of pupils who would not be given extra time they should contact me first to discuss the situation.