1.2. Six Year Net (Observation Survey), paTs and star Tests

Six Year Net (Observation Survey). This assessment happens when the student turns six years old. The student completes the assessment one-on-one with the teacher who is assessing him/her and is asked to complete specific tasks to do with. For example, identifying letters, understanding print concepts: reading from left to right and top to bottom, and making connections between the text and illustrations, reading text, recognizing words, writing vocabulary (students are asked to write as many words as they can and know in 10 minutes), hearing and recording sounds in words.

PATs. PAT stands for Progressive Achievement Tests. These tests are designed to assess listening comprehension from Year 3, reading vocabulary from Year 4 and both reading comprehension and maths from Year 4.

PAT test results give teachers an idea of how a student measures against the national results of other students the same age and in the same Year group. These results also give teachers on idea of what to focus their teaching on in follow up.

STAR Tests. STAR stands for Supplementary Tests of Achievement in Reading. This testing is based on reading ability and progress and generally picks up where running records leave off, that is in Year 3.

STAR testing helps teachers more accurately assess the students reading ability where word recognition, sentence comprehension, paragraph comprehension and vocabulary are all concerned. 

In particular STAR helps teachers to identify students who need extra help, create groups so students are matched with others of similar ability, assess students new to the class/school, identify particular difficulties students or groups of students may be having, gain some idea and evaluate how effective a teaching program may be or to compare students with the national standard for that age/year group.

As a parent it is your right to access and understand the assessment results of your child. Be sure to ask the classroom teacher when assessments are occurring and how your child has done. They should be only too willing to discuss the results with you. Every school is also required to have an assessment policy. If you have any queries or questions about how or why your school assesses students then ask to see it [1, 70-75].

Іі. Standatization and moderation

The process of moderation is an essential part of the assessment system. Teachers are involved in the moderation process to ensure agreement on criteria for levels in the following ways: with colleagues in school, with colleagues from other schools within the LPDG, by attending LEA sessions to ensure our judgements are in line with other schools, by using the QCA and SATs exemplification materials. School portfolios of moderated work will be kept by curriculum leaders.

Reporting is very useful and important. Reports promote and provide: good home/school relationships, information for parents, an opportunity for discussion with parents, in some cases, information with outside agencies, targets for the children.

A written report for each child is sent to parents, once a year, at the end of the Summer term. Reports outline a child’s progress in the core and foundation subjects of the National Curriculum. The teacher will make a comment on the attainment of the pupil in terms of national age related expectations. Targets for literacy and numeracy are also set. For children at the end of Key Stages 1 & 2, additional information including details of the SATs testing will also be provided. Parents are invited to attend formal interviews with the teacher during the Autumn and Spring terms. Should the need arise; parents are welcome to discuss the progress of their child with the teacher or Head teacher at other times.

Target setting fits into the annual cycle of school review, planning and action. Specific developments in target setting are found in the annual School Development Plan. A member of the teaching staff has the responsibility for the development of the assessment, recording and reporting procedures in school. The co-coordinator’s responsibilities include: contribute to the SDP and SIP through work with the SMT, leading school development in assessment, recording and reporting (ARR) procedures, liaison with other assessment co-coordinators within the LPDG, attend and lead INSET where appropriate keeping Governors informed.

Assessment, recording and reporting procedures should be monitored annually in order that they remain meaningful and manageable. Policies and procedures may change in light of any new initiatives imposed and we want to respond to any such changes. This policy should be reviewed in line with the school cycle [2,  48-49].