Mar 8, 2013 ... Reasoning test sample questions are not going to encourage teachers to ... The
statutory reading tests are made up of closed questions i.e. ...
NATIONAL SUPPORT PROGRAMME EVENTS YOUR QUESTIONS ANSWERED
NATIONAL READING AND NUMERACY TESTS
Sample Questions Reasoning sample test questions are not a reflection of life or the curriculum. Why is this? If the information should be based on real opportunities to apply skills then why are many of the sample numeracy questions contrived? We do not accept this. The numeracy procedural and reasoning tests contain questions based on buying and selling, measuring time and distance, working out schedules, reading timetables and interpreting graphs etc. These are skills needed to access subjects across the curriculum and to function successfully in life. Reasoning test sample questions are not going to encourage teachers to enhance numeracy. Why is this? The numeracy reasoning tests contain questions based on skills needed to access subjects across the curriculum and to function successfully in life. It is very difficult to imagine a situation where teachers would not be “encouraged” to teach these skills. When will there be an opportunity to comment on the poor sample reasoning tests? We do not believe the test sample material is of poor quality. However, those wishing to comment on the samples may do so by contacting DfES at
[email protected] We would have valued having examples of the tests to look at and discuss at this presentation. Sample test materials can be found on the Learning Wales website and, as a result of this feedback, were incorporated into the presentation for subsequent events in the NSP cycle. How will the tests differentiate? The sample materials exclude a very large number of pupils. The reading test sample materials cover a wider range of year groups than the test papers and are designed to give teachers and learners an idea of the format of the questions rather than representing the level of item difficulty. The numeracy test sample materials give a better idea of the level of difficulty that learners will encounter in the live tests.
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Whilst appreciating the need for differentiation in the classroom, the tests are intended to monitor learners' progress in relation to their peers and their chronological age. They will provide schools with sound data on which to base interventions. The tests are designed so that learners of a range of abilities, from the lower to the higher, within the relevant age cohort can access them and demonstrate some attainment against which their future progress can be measured. Why are the reading test samples age groups different from the tests? This is misleading. The reading tests straddle the Foundation Phase and KS2 and KS2 and KS3. We decided that each phase should be represented in the sample materials. The purpose of the sample materials is to enable schools to become familiar with the format of the tests rather than to be used as practice papers.
Test Conditions How will the tests be conducted? Can they be delivered in a practical way or only paper-based? The tests are currently paper-based but can be delivered in a range of settings including classrooms, and by a range of personnel, at the discretion of the school. Do tests need to be administered in a whole class scenario or small groups? The tests being taken in the period 8–22 May 2013 may be administered in small groups, to a whole class in the classroom or to larger groups in larger rooms, e.g. to a year group in the school hall. Formality in test situations goes against Foundation Phase pedagogy and is an alien situation for pupils to be put in! How the tests are handled by practitioners in the Foundation Phase is key. We advise that the tests be taken in sections of 15-20 minutes and presented as a series of challenges that learners have to perform as individuals. For how long should test papers be kept as evidence? Once administered, the test papers should be kept under secure conditions for at least a year and then the school should arrange for the test papers to be disposed off securely. Will there be open questions within the tests and if so how are they to be standardised? The statutory reading tests are made up of closed questions i.e. multiple-choice, ordering, pairing, underlining, etc.
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The non-statutory reading test material available to teachers for use on a voluntary basis is made up of open questions. These tests are for teachers who want to follow up on their learners’ performance in the reading tests and learn more about their comprehension skills. Data from these tests should be used diagnostically. There is no national collection of this data and scores are not standardised. Why only half an hour for procedural numeracy tests? The test trials showed that 30 minutes to sit the procedural tests was ample for most learners whilst many learners completed the test in less than the time allowed. From 2014, learners will also sit the reasoning numeracy test which will mean their numeracy skills are tested for an hour in all. Will teachers be given extra time to mark the test in addition to normal PPA allowance? The majority of schools in Wales administer some form of annual, summative tests to their learners. Mindful of the workload implications, the Welsh Government’s tests replace rather than supplement these. The tests have been designed so that a wide range of staff can mark them; it is at schools’ discretion who undertakes this role. It is at schools' discretion whether they choose to give markers dedicated time for the task of marking. Excluding initial time for familiarisation with the mark scheme, it should take markers 90 - 120 minutes to mark 30 National Reading Test papers and 30 - 45 minutes to mark procedural National Numeracy test papers. We have kept workforce unions abreast of developments throughout the process and have sought their input into administration and marking of the tests.
Teaching to the Tests How do you plan to monitor teachers and schools which teach narrowly to the tests in order to raise scores but not literacy? Will preparing for tests take over the spring term for some schools from Y2 to Y6? Schools still need to cover the National Curriculum and to assess against National Curriculum levels. Teachers will be required to assess against the LNF from September 2014. Schools teaching to the tests would severely limit their learners’ progress against the LNF if they taught solely to the tests.
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Test Questions/Paper Have the tests been evaluated by experts? Research conducted on the tests used in Wales pre-2013 showed that learners’ numerical reasoning skills and higher reading skills were not being assessed sufficiently. Our specifications for the development of the tests stipulated that these skills should be assessed by the national tests. NFER and Acumina, the reading and numeracy test developers, have extensive expertise in assessment and have developed tests for the UK and international markets. Throughout the development process, they have also sought input from practitioners, Estyn and the Wales Literacy and Numeracy advisory panels. Is it still true that numeracy tests will change year on year while the reading tests (one per two year groups) will not? No. The reading test in 2014 will consist of a completely new set of items. We are still considering the rate of item replenishment after the 2014 tests but, with two different tests in the system, we can be sure that no learner will sit the same test twice. All the numeracy tests are for single age groups but the reading tests are for 2 ages. What is the reason for this? Learners' reading skills develop at vastly different rates according to the learners’ uptake of independent reading. Numeracy skills are more likely to be acquired in accordance with the introduction of different numerical concepts. We therefore see it appropriate for the reading tests to be taken by two year groups and the numeracy tests by one. How flexible it is a Year 9 pupil may only be able to cope with a Year 6 paper? Should a child who is in Year 6 but working at Year 3 level still have to do the year 6 test? Learners able to access the tests should sit the designated test for their year group; even if they are able to accrue only a few marks this will still establish a baseline for their level of attainment against which subsequent progress can be measured. When are the tests being delivered to schools? NFER will begin distributing the tests week commencing 29 April. Have the tests been designed to be culturally sensitive to pupils from different backgrounds including other countries? Yes. NFER and Acumina are experienced in developing tests for multi-cultural populations and learners from different socio-economic backgrounds.
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Reasoning tests in numeracy will not be accessible to pupils with poor literacy skills! The scripts at the beginning of the reasoning tests are designed to be read aloud to learners. On the whole, the text in the reasoning tests have been kept to a minimum but, if a learner is unable to read a question, the test administrator can read it to them. For further information on the use of readers in the tests, please refer to the National Reading and Numeracy tests - access and disapplication arrangements. Will pupils in Wales sit Welsh and English reading tests? Do pupils from Year 4 sit both English and Welsh tests? In response to concerns regarding the additional difficulty that might be faced by children in Welsh-medium and bilingual schools we have provided that Year 2 learners in Welshmedium schools should sit the Welsh reading test only and that Year 3 learners in Welshmedium schools should sit the Welsh reading test on a statutory basis and the English reading test on a voluntary basis. All other year groups in Welsh-medium schools will sit the reading test in English and Welsh. Learners in English-medium schools will sit the tests in English only. Is a new test issued each year? The reading tests and the numeracy tests will be completely new in 2013 and 2014. There will be some reuse of items in subsequent years but no learner will ever sit the same test twice. Why can’t the tests be online tests and marked directly? Our advice has been that, particularly although not exclusively for the youngest learners, the test medium has an impact on the way in which learners access the tests. We have chosen paper-based tests as we believe that, currently, this is the format most likely to engage learners and allow them to show their best work. Also, specifically in terms of the numeracy tests, it is important that learners have the opportunity to show their workings-out as this can earn them marks even if they do not arrive at the right answer. Although the tests are currently paper-based, we have not ruled-out using online testing and/or marking for some elements of the tests in the future. How many questions on the numeracy paper 1? The number of items per paper varies.
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Why Tests Statutory before Framework If the tests are based on the Framework why are tests being introduced before the Framework? Why are the tests being administered before the national support programme is ready? Why are children being assessed on a curriculum that isn’t statutory until September? We need to ensure that our policies to raise literacy and numeracy skills are working. The data from the tests this year will provide a baseline from which schools, LAs and the Welsh Government will be able to measure progress and will provide teachers with the information they need to make decisions about interventions. It is important to stress that the tests, whilst developed with careful reference to the expectations of the Literacy and Numeracy Framework, are tests of the National Curriculum and assess skills which learners should already be acquiring as part of that Curriculum. As such they are independent of, although complimentary to, the LNF.
Marking Will marking be moderated? The reading test will consist of a statutory initial screening test, comprising short, closed response and multiple choice type questions removing scope for ambiguity in the marking process. The procedural section of the numeracy tests will consist of a set of questions which direct the learner to carry out a number of learned procedures e.g. learners will be asked to multiply, to add or to divide etc. In the main, marks will be awarded for correct answers but there will be some marks available for workings-out. Both tests are supported by carefully-constructed and supportive mark-schemes. Given the nature of the questions and answers, we are not proposing to put in place moderation arrangements at the present time. We will, however, be working with local authorities to put in place monitoring and sampling arrangements to give assurance about the management of the testing process.
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Where does the marking time come from? Do we as teachers mark the tests? Teaching assistants should not be marking these tests. Have their unions agreed to this? What are the unions saying about teachers marking these tests? Has the administration and marking of these SATS been passed through the unions? The extra workload interims of marking. The majority of schools in Wales administer some form of annual, summative tests to their learners. Mindful of the workload implications, the Welsh Government’s tests replace rather than supplement these. The tests have been designed so that a wide range of staff can mark them; it is at schools’ discretion who undertakes this role. It is at schools' discretion whether they choose to give markers dedicated time for the task of marking. Excluding initial time for familiarisation with the mark scheme, it should take markers 90 - 120 minutes to mark 30 National Reading Test papers and 30 - 45 minutes to mark procedural National Numeracy test papers. We have kept workforce unions abreast of developments throughout the process and have sought their input into administration and marking of the tests. When head teachers will eventually be judged on performance how can self marking be fair? Head teachers will be required to sign a declaration confirming that the tests have been marked in accordance with the guidance in the National Reading and Numeracy test administration handbook. LAs will also perform a monitoring role, undertaking sampling of papers and visiting a sample of 10% or more of the schools in their area over the test administration period to observe activity. These arrangements will act as a disincentive to malpractice.
SATs NfER created SATs. How are these tests different, adapted and going to achieve a broad balanced approach to literacy teaching? The national tests are not SATs. They are bespoke tests for Wales, designed carefully to assess aspects of literacy and numeracy, such as higher reading and numerical reasoning skills, which are not assessed in the current tests available. They have been developed specifically for the Welsh context. The tests will show a snapshot of learners’ progress derived from a reliable, up to date assessment standardised on the Welsh population. Taken together with teacher assessment and assessment against the LNF in future years they will give the full picture of learners’ literacy standards. 7
Having taken the brave step away from end of key stage tests – why introduce even more tests? In the past, schools across Wales have used their own tests to assess learners’ abilities. This clearly indicates that schools recognise the value of tests as one element of the assessment process. However, these current testing arrangements have been too patchy and too variable. Thus there is no clear national picture of how learners are really performing. If teachers, parents and carers are to truly understand the level of a learner’s ability compared to other learners in Wales then we need to have consistent national tests standardised on the Welsh population. The National Reading and Numeracy Tests deliver this.
Results/Core Data Will secondary schools be informed by NFER of Year 6 test results from primary schools in catchment area? It will be up to primary and secondary schools to agree how information from the tests will be transferred when learners move schools. When will the test results be included in core data sets? Will the test results be included in our core data sets? The reading test result will be included in the 2013 core data sets and the reading and numeracy test results will be included in the 2014 core data sets. Will information similar to GCSE item level data be made available? Will there be specific diagnostic guidance to support next steps or differentiation from the results of the tests? In relation to the reading tests specifically, optional material has been provided for diagnostic purposes. For both tests, all test items can be related back to the LNF and this information can be shared to allow schools to review test papers in order to extract diagnostic information relevant to particular learners. Further options relating to this are being considered and we will contact schools regarding item level data and diagnostic issues in due course. Will the tests provide a reading and maths age? Will the reading tests give us a reading age as well as a standard score? Will schools receive standardised scores from reading tests? The tests will provide learners with a standardised score, an age equivalent score in relation to both reading and numeracy and, from 2014, a progress score.
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Why so long to process the results? Will we be able to standardise scores ourselves rather than having to wait till July? What happens if results are not returned in time for end of year reports? The deadline for the test results to be returned to school is too late as most schools would have reported to parents! Timescales for reporting are tied-in to the National Data Collection process and, in relation to the procedural numeracy tests, to the “live” standardisation. We aim to have the standardised and age-equivalent scores back to schools before the end of term. There will be look-up tables available to schools who wish to convert the scores themselves, but the individual pupil reports could conceivably be sent to parents independently of the end of term reports. How will data generated from tests be used externally i.e. Estyn? How are the results going to be used? Will they be used for banding? Some of the data generated from the tests will be used by the Welsh Government to take a view on national performance in relation to literacy and numeracy and the impact of its policy initiatives in these areas. Other uses for the data nationally are still being considered. What link is there between test scores and curriculum attainment levels? The tests results will aid teachers in their assessment of learners' National Curriculum attainment levels but are not directly linked to them. Is there anyway that disaggregated results could be used as a school’s end of year results? Inclusive schools are penalised. It is Welsh Government policy to take an inclusive approach to additional learning needs, so the exclusion of some pupils from the reporting of results would run against this aim. In addition, because there is no consistency of approach across LAs in terms of how they organise provision for ALN pupils and how they provide statements of special educational need, there is no practical way of disaggregating the results. Will results from this year’s test form part of the common transfer file from primary schools? It will be up to primary and secondary schools to agree how information from the tests will be transferred when learners move schools. Will primary schools be obliged to pass test results onto secondary schools? Although not required in test regulations, good practice dictates that they should.
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Will schools have access to results from this year’s test? Yes. Schools will receive individual pupil reports containing learners’ standardised and age-equivalent scores before the end of term. From 2014, the reports will also include learner’s progress scores. Why is there a separate portal for recording test scores? For schools who use sims can we not just set up a mark sheet to send? Unfortunately the contract for the numeracy test was not awarded in time for schools’ software suppliers to provide a means for inputting the numeracy scores. For 2013 only, NFER will collect the scores on the Welsh Government’s behalf. Why aren’t results being shared with schools until 12 July? Once the raw scores have been collected and converted to standardised and ageequivalent scores there will be a period for validation, in line with current practice. However, schools will have access to look-up tables for the reading tests should they wish to convert the scores themselves. Will NFER results from last year be used as a measure of progress on this year’s test? If the tests are standardised in Wales, can we compare scores with other scores based on UK wide standardisation? No. The national tests have been standardised on Welsh learners whilst other NFER tests have been standardised on a UK population. However, from 2014 learners will be awarded a progress score alongside their standardised and age-equivalent scores that schools can use to track progress. We are currently considering the scope for making comparisons with extant tests. Will there be a tool for calculating value added from NFER to new tests to avoid over testing? From 2014 onwards, this will not be a problem as, alongside learners’ standardisation and age-equivalent scores, schools will receive a progress score for each learner. In the interim we are considering conducting an exercise involving comparison between the scores of learners involved in the trials of the national tests in 2012 with their scores in another generic reading test that they took at around the same time. This will allow a progress score to be calculated. How will the results of the tests be used by the Welsh Government? Will the results influence banding? Some of the data generated from the tests will be used by the Welsh Government to take a view on national performance in relation to literacy and numeracy and the impact of its policy initiatives in these areas. Other uses for the data nationally are still being considered. Which test results are used if they complete English and Welsh tests? Both sets of scores will be required as part of the National Data Collection. 10
What scores are lower ability learners expected to get in the numeracy tests? Lower ability learners are likely to score under 85 in a norm-referenced test. Learners scoring under 70 will not receive a standardised or age equivalent score but will receive a progress score from 2014 onwards.
Disapplication Will there be further guidance relating to pupil exemption for example for profoundly asd pupils? Guidance on exemption/disapplication can be found in the National Reading and Numeracy tests - access and disapplication arrangements guidance. http://learning.wales.gov.uk/resources/nrnt-access-disapplication-guidance/?lang=en
Testing Conditions Can the tests be conducted in the Outdoor classroom to benefit from an environment where some learners achieve best results? The tests being taken in the period 8–22 May 2013 may be administered in a variety of environments at schools’ discretion. Why have Year 2 not been given more time to complete the tests? The test trials indicate that 60 minutes, alongside the preparation time allowed is sufficient for Year 2 learners. Learners who are routinely provided with extra time to complete their class work will be allowed the same proportion of extra time to complete the tests. For example, if a learner customarily has an extra 25 per cent of time to complete their work in class, then they can have 25 per cent of time added to the test. Schools also have the discretion to apply arrangements which will make it easier for learners in Years 2 to 3 to perform to the best of their abilities in the tests. In particular, they may sit the tests in ‘chunks’: the tests have been designed so that they can be administered in two shorter chunks (in the case of the procedural element of the National Numeracy Test) or three shorter chunks (in the case of the National Reading Test) if schools feel that this would be more beneficial for learners’ performance, rather than as one continuous exercise. What if our learners cannot finish the tests within the time constraints? The test trials indicate that 60 minutes for the reading tests and 30 minutes for the procedural numeracy tests, alongside the preparation time allowed is sufficient for learners. In the interests of fairness, these limits should be adhered to unless the learners in question, because of their particular needs, are given extra time routinely. Learners who are routinely provided with extra time to complete their class work will be allowed the same proportion of extra time to complete the tests. For example, if a learner customarily has an extra 25 per cent of time to complete their work in class, then they can have 25 per cent of time added to the test.
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Can children use support materials such as number lines during tests? No. Learners will be expected to have basic materials to hand (pens, pencils, erasers and rulers). The teacher manuals will inform schools of equipment needed and the numeracy test papers will have the equipment needed pictured on the front cover.
Diagnostics How will the diagnostic analysis of the tests be organised and fed back to schools? For both tests, all test items can be related back to the LNF and this information can be shared to allow schools to review test papers in order to extract diagnostic information relevant to particular learners. Further options relating to this are being considered and we will contact schools regarding item level data and diagnostic issues in due course. The non-statutory test materials will not assess learners for specific learning needs such as dyslexia.
Administration Will practical resources be provided to support each test and provide opportunities for administration outdoors and practically? Has any consideration been given to the amount of admin time that is going to be needed to input all the test scores etc? We recognise that the implementation of the tests in the first year will throw up challenges for schools. Therefore there will be grant funding provided to schools specifically for the administration/marking of the tests in 2013. This will range from £350 per school for those with the smallest Year 2-9 cohorts to £1000 per school for the largest. The grant will be channelled through local authorities but it will be up to individual schools to decide how best to use the funding to ensure smooth implementation of the tests. Why are schools and teachers not being trusted to administer the tests to the pupils in their own class? There is no expectation on the part of the Welsh Government that teachers should not administer the tests to their own classes. It will be up to schools to decide who administers the tests to learners, as set out in the National Reading and Numeracy test administration handbook. http://wales.gov.uk/topics/educationandskills/schoolshome/literacynumeracy/nationalreading-and-numeracy-tests-2013-test-administrationhandbook/;jsessionid=C999DE5D04DDB0150E90C8F323A0461C?lang=en
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Why are the tests not being administered in the same way as GCSEs i.e. on one designated day with close external monitoring? We chose a 2 week window rather than a designated day to allow schools greater flexibility and to capture as many learners’ scores as possible. To test up to four year groups or in excess of 1000 learners in one day could prove very difficult for some schools. There will be monitoring by LAs but we trust in the professionalism of head teachers and practitioners to administer and mark the test in accordance with the guidance set out in the National Reading and Numeracy test administration handbook, which does make appropriate provision around test security and vigilance. Are there plans to check the administration of tests within schools to ensure consistency? Head teachers will be required to sign a declaration which will state that the tests were administered and marked in line with the guidance set out in the National Reading and Numeracy test administration handbook. LA officials will also undertake a monitoring role throughout the test period, including random visits to a sample of 10% or more of schools in their local authority area and sampling of test papers. If schools choose when to administer tests what is to stop schools sharing information on the tests once they know the question? Whilst writing in the obvious provisions around test security into the guidance (which will have statutory force) we rely also on practitioners' professional integrity not to share information in a way that would be damaging to the integrity of the testing process and, ultimately, harmful to the best interests of their learners. In addition, the nature of the tests (30-35 mark papers relying, in the case of the reading tests, on close engagement with the texts) is such that it is unlikely that learners will be able to share information on the tests successfully, or to the extent that any significant advantage is conferred. 12 July results doesn’t give enough time for using it constructively. If tests are to be really diagnostic then shouldn’t they be administered at the start of the school year rather than at the end? There are arguments to be made for the tests to be administered at various points in the year. However, we do expect schools to pass on test scores internally or to learners’ new schools so as to inform planning for and through the next academic year. In that respect they are no different from any other form of assessment where the results need to be shared effectively.
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Additional Needs/EAL Will good practice be used from schools whose pupils do not necessarily perform well in the tests? There is no reason why this should not happen. Schools with a high proportion of Welsh/English as an Additional Language (W/EAL) or Additional Learning Needs (ALN) learners might not achieve high test scores but could be making excellent progress in improving their learners’ literacy and numeracy skills. The progress score will be an important way of recognising this. What is the provision for ALN pupils, specifically dyslexic pupils? Broadly, the degree of support ALN learners are afforded in the classroom should be replicated for the tests. For example, if a dyslexic learner is usually presented with text on a specific coloured paper, then schools should ensure that the tests for that learner are photocopied onto that colour paper. The period between the tests arriving and the end of the two week testing window on 22 May should allow time for any necessary arrangements to be finalised and implemented. For more detail on access arrangements and advice on the use of the modified papers NFER have produced, please refer to the National Reading and Numeracy tests - access and disapplication arrangements. How are the special arrangements for additional language learner’s translation and interpretation going to be met? Although the numeracy tests can be translated, the reading test is a test of English/Welsh reading skills and so must be taken in that language. We expect schools to employ the same arrangements for translation of the numeracy tests as they would for a piece of class work. The period between the tests arriving and the end of the two week testing window on 22 May should allow time for any necessary arrangements to be finalised and implemented. Will pupils on school action and school action plus be expected to do age related tests? The tests have been designed to allow as many learners as possible to have access to them and there is an expectation that the great majority of learners will do so. A range of access arrangements are in place to support learners taking the tests and a suite of modified tests is also available. We recognise, however, that not all learners with additional needs will be able to undertake the tests and in such circumstances the head teacher may determine that learner need not sit the test or tests. The decision that a learner should not sit the tests is for the head teacher to make. It must be made on a case by case basis, and they should be willing to evidence their decision should they be challenged at a later date.
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How do we request the tests in Braille? Modified tests should be requested from NFER; although any such orders should have been placed within the stipulated ordering window there is limited scope for amending orders placed. Are the numeracy tests translated into languages other than English and Welsh? The numeracy tests are provided in English and Welsh only. However, in the numeracy tests, readers may be used in accordance with the assistance for the written questions guidance which is included in the test pack. They may also be translated in accordance with schools’ usual arrangements where this is normal classroom practice. What would your view on the disapplication of a Year 5 pupil newly arrived from Russia with only 2 or 3 words? Has NFER considered that 70% of my pupils have English as a second language? How have the responses of additional language learners in the 8602 trial pupils been analysed? Their responses may differ. The English and Welsh reading tests are designed to test learners’ ability to read in English and Welsh. The assessment must be conducted in English or Welsh and learners must respond in English or Welsh, as appropriate. In numeracy, the tests are designed to test learners’ mathematical knowledge, skills and understanding. Teachers and/or language support staff may translate the assessment materials or learners’ responses. However, those administering the tests should bear in mind that learners for whom Welsh or English is an additional language (W/EAL), or who use British Sign Language (BSL) or other sign-supported communication, may not be familiar with some subject vocabulary and technical terms in their preferred language. Schools can translate whole numeracy test papers for W/EAL learners and those who regularly have their work translated. If translations are provided orally, the assistance for the written questions guidance which will be included in the test manual must be followed. The use of free web-based translation services is not recommended. Learners new to the English or Welsh-based education system (NEWBES) should sit the tests unless they cannot access them. However, their assessment outcomes may be excluded from calculation of aggregate statistics. The criteria to identify learners whose results may be excluded are that: • • •
the learner’s first language is not English or Welsh; the learner has arrived from a non-English or non-Welsh-based education system; and the learner arrived in the United Kingdom (UK) on or after the start of the school year preceding that in which the tests are sat (i.e. on or after 1 September 2011).
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Child Support/Well-Being If a child of 6 becomes distraught about participating in the tests how should we support them? If it is clear that a learner is unable to access the tests even with the special arrangements set out in the National Reading and Numeracy tests - access and disapplication arrangements they should not sit the tests. For all learners, whatever their ability level, presentation is key; the tests should be presented to younger learners as a challenge rather than something they should feel intimidated by. If the tests are introduced positively and administered in 20 minute “chunks”, learners will not be sat for long periods of time not knowing what to do and becoming distraught. Clearly, if a learner has been entered for the tests and, notwithstanding having been properly prepared and supported, becomes distraught, then the practitioners administering the tests should support them in the same way as they would if they became upset over a piece of class work. This could include allowing them to resume sitting the test at a later date within the test window, if appropriate.
Funding/Costs How much are the tests costing schools? There is no charge to schools. The Welsh Government has paid for the development of the tests and they will be provided free of charge to schools.
Assessment If we use NFER maths tests as part of end of year assessments what do we do next year? The tests should support and inform teacher assessment at the end of year. Whilst the focus of the 2013 numeracy test is on procedural knowledge, there will be a new numeracy procedural test in 2014 along with the first live reasoning test. Will the tests replace teacher assessment? No, the tests are designed to provide an additional source of data rather than serve as a substitute for teacher assessment. However, the Department for Education and Skills (DfES) is currently conducting a review into assessment and the curriculum in Wales which may propose changes to assessment more generally.
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Are optional assessment materials going to be given? What about specific diagnostic assessment? The reading test will be available in two parts. There will be a statutory ‘core’ test that will help teachers to assess the level of a pupil’s reading ability, and there will also be a set of non-statutory test materials to help teachers identify the needs of individuals and groups of learners. For both tests, all test items can be related back to the LNF and this information can be shared to allow schools to review test papers in order to extract diagnostic information relevant to particular learners. Further options relating to this are being considered and we will contact schools regarding item level data and diagnostic issues in due course. The non-statutory test materials will not assess learners for specific learning needs such as dyslexia.
Replacing Old Tests Does the reading test replace the AWRT? Do we still administer the all Wales reading tests along with the new tests? The Minister for Education and Skills has clearly indicated that the national tests will replace rather than supplement other reading and numeracy tests currently used.
Reporting/Parents How will the test results be presented to parents? What form will the output data from the reading test take place? Schools will be provided with individual pupil reports for parents. These will include learners’ standardised scores, their reading/numeracy age scores and, from 2014, their progress scores. Contextual information will be provided to accompany the scores. Schools will receive similar reports for each year group, excluding the reading/numeracy age scores, which are intended to facilitate providing information to parents only. Can we report different outcomes in our teacher assessments to parents instead or as well as test results? Schools will be expected to report the outcomes of the tests and to provide a narrative assessment of learners’ literacy and numeracy skills. Clearly it is possible that the outcome of these two processes, given their different bases, may show some differences in emphasis and the narrative report will need to acknowledge and explore this.
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Will NFER provide an info sheet for parents to understand system? Information on the tests can be found in the parental guide "How was school today?" which should be issued to schools to share with parents before Easter. In addition, contextual information on the scoring of the tests will be included on the individual pupil reports.
Standardisation/Trials Where would we get in touch with someone if we wanted to be part of the standardised sample? Standardisation of the reading tests took place last November and the numeracy procedural and reasoning tests will be standardised in May. However, if you wish to take part in the item trials, please contact NFER directly. Is it easier to get a higher standardised score on a test standardised just in Wales? Do learners need a lower raw mark? We do not know this. What we do know is that a learner achieving an average score has achieved a score that is average for a learner in Wales of his or her age-group. Will marking and results lead to standardised scores? If not how should schools demonstrate year on year pupil progress? Raw scores reported by schools will be converted to standardised and age-equivalent scores in 2013. From 2014, learners will also receive a progress score.
Foundation Phase What is the reason for testing Year 2 and 3 when they are two different curriculums? Why is the Year 2 and 3 test the same when the Foundation Phase outcomes and National Curriculum levels are so different? This is specifically relevant to the reading test (for numeracy each year has a separate test.) Whilst there are differences between the Foundation Phase and KS2, there is a common expectation that learners will acquire appropriate reading skills. These expectations are reflected in the Literacy and Numeracy Frameworks and in the National Reading and Numeracy Tests. The tests are designed so that they will be equally accessible to learners of a range of abilities in both Years 2 and 3. How do you recommend administering the tests in a Foundation Phase setting as testing is not normal classroom practice? The tests should be administered in accordance with the National Reading and Numeracy test administration handbook in a supportive and non-intimidating way. Use of the provisions allowing for tests to be administered in the classroom and in “chunks” might be appropriate in such cases. 18
How do these tests correlate with the Foundation Phase curriculum styles which Welsh Government has enforced over many years? Although testing has not been part of the Foundation Phase curriculum, it is important that learners' progress is tracked throughout the formative years of their lives. The only way to prevent learners falling behind is through regular monitoring and the Year 2 tests provide a baseline against which progress can be measured. The provisions in the National Reading and Numeracy test administration handbook regarding test administration to Years 2 and 3 are deliberately made flexible to assist in accommodating the testing requirements to Foundation Phase arrangements.
Absence What should be done if a child is absent on the day of the test? Provided learners who are absent on the scheduled day of the test return within the two week test window, schools should make arrangements for them to sit the tests.
Miscellaneous Will the literacy tests evolve to include oracy and writing as well as reading? There are no plans to extend the reading tests to cover oracy and writing at this time. Bearing in mind how short of time we are, are all the history lessons on how and why the tests have been developed necessary? Given the number of questions generated by the tests, there is great interest in how and why they were developed. It is clearly important that schools are presented with information to place the tests in context and to indicate the rigorous process through which they have been developed. What will happen to the standardised scores for students who are out of cohort? What will happen to the standardised scores for students who are out of cohort e.g. chronological age is Year 8 but they are in Year 7? MAT pupils, can they take the higher age test? In order to ensure the validity of the standardised scores (which are age-related) it is necessary that learners sit the tests developed for their own age group. The tests, however, are designed so that learners of a range of abilities, from the lower to the higher, within that cohort can access them.
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Why would anyone who claims to be in education set children up to fail by giving them tests that they know will be too difficult? What good will giving the same test to all pupils be, it’ll destroy the confidence of many? The tests are designed so that learners of a range of abilities, from the lower to the higher, within the relevant age cohort can access them. In relation to the reading tests, there is a range of difficulty in relation to the questions set for each test; whilst in relation to the numeracy tests the difficulty is expressly “ramped” to assist learners to access the tests by placing easier questions first. Therefore a wide range of learners should be able to access the tests at one of a range of levels and demonstrate some attainment, against which their future progress can be measured. For all learners, whatever their ability level, presentation is key; the tests should be presented positively, as a challenge rather than something they should feel intimidated by. The tests are designed to be accessible by a range of learners and the permissible access arrangements are designed to extend this further. The reasoning and procedural seem to be mathematics. The speaker from NFER refers to them as maths test. What are they? The tests are tests of numeracy and assess number skills used across the curriculum. Can parents ask for their child not to take the tests? No. The tests are statutory and the decision as to whether a learner takes the test rests with the head teacher strictly in line with the guidance provided, based on the ability of that learner to access the test. If a pupil gets full marks in the numeracy test in Year 8 why do they get the same level test next year? Unlike in reading, learners do not sit the same level test. Year 9 learners sit numeracy tests specifically targeted at their age-group. Should children be tested before support is given? School A may have had support whilst school B hasn’t. Is this fair? Schools will be offered support from the National Support Programme from June 2013, after this year’s tests have been sat. Will there be equal weighting for both numeracy tests? Yes. It is equally important that learners possess both procedural and reasoning skills as reflected in the national numeracy framework.
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