Reading tests - Rising Stars

KS3
ENGLISH
TESTS AND TASKS
YEAR
8
Marie Lallaway, Tom Johns
and Mig Bennett
Series Editor: Colin McCarty
SAMPLE UNITS FOR EVALUATION PURPOSES ONLY

Quick start guide to Rising Stars Assessment
Step 1 Introduce the tests
This text is from a story about a young girl, Carrie, and her brother, Nick, at the time of the
Second World War. They have been forced to leave their family because of the war and are sent
to stay with Councillor Evans and his sister. This is the first time they meet Councillor Evans.
The tests are linked to the genres and text types recommended by the
renewed Framework for Secondary English.
know there’s a war on’
Explain to the class that they will take one reading test and two writing
tasks each term. This will give them the opportunity to show their
fall out,’ he told Carrie.
progress in reading and writing fiction and non-fiction against
aseessment focuses. Results can be used to record and monitor progress
That’s a bit of sugar on the pill!’
throughout the year.
At the end of each term, photocopy the test and give it to the class to
stand!’
complete.
answered him back, Carrie thought.
2
More information about using the tests is given on pages 6-7.
©
Standing Up to a Bully
He wasn’t an Ogre, of course. Just a tall, thin, cross man with a loud voice, pale,
staring, pop-eyes, and tufts of spiky hair sticking out from each nostril.
Councillor Samuel Isaac Evans was a bully. He bullied his sister. He even bullied the
women who came into his shop, selling them things they didn’t really want to buy
and refusing to stock things that they did. ‘Take it or leave it,’ he’d say. ‘Don’t you
He would have bullied the children if he had thought they were frightened of him.
But although Carrie was a little frightened, she didn’t show it, and Nick wasn’t
frightened at all. He was frightened of Ogres and spiders and crabs and cold water
and the dentist and dark nights, but he wasn’t often frightened of people. Perhaps this
was only because he had never had reason to be until he met Mr Evans, but he wasn’t
afraid of him, even after that first, dreadful night, because Mr Evans had false teeth
that clicked when he talked. ‘You can’t really be scared of someone whose teeth might
The possibility fascinated him from the beginning, from the moment Mr Evans
walked into the kitchen while they were having breakfast their first morning and
bared those loose teeth in what he probably thought was a smile. It looked to the
children more like the kind of grin a tiger might give before it pounced on its prey.
They put down their porridge spoons and stood up, politely and meekly.
It seemed to please him. He said, ‘You’ve got a few manners, I see. That’s something!
They didn’t know what to say to this so they said nothing and he stood there,
grinning and rubbing his hands together. At last he said, ‘Sit down, then, finish your
breakfast, what are you waiting for It’s a wicked Sin to let good food get cold. You’ve
fallen on your feet, let me tell you, you’ll get good food in this house. So no faddiness
mind! No whining round my sister for titbits when my back’s turned. Particularly the
boy. I know what boys are! Walking stomachs! I told her, you fetch two girls now,
there’s just the one room, but she got round me, she said, the boy’s only a babby!’ He
looked sharply at Nick. ‘Not too much of a babby, I hope. No wet beds. That I won’t
Nick’s gaze was fixed on Mr Evans’ mouth. ‘That’s a rude thing to mention,’ he said,
in a clear, icy voice that made Carrie tremble. But Mr Evans didn’t fly into the rage
she’d expected. He simply looked startled – as if a worm had just lifted its head and
Rising Stars UK Ltd 2008. You may photocopy this page. 11
Step 2 Mark the test
Tests and tasks can be marked by the teacher, or by the student.
Students may assess their own work or swap tests and mark another
student’s test.
Use the mark scheme and your own professional judgement to award
marks. Do not award half marks.
We suggest you annotate the mark grid for the writing task with a tick
to indicate the bullet points for which you are awarding credit. Circle or
write the mark you are giving.
Answers and mark schemes for reading tests
The Challenges of Childhood
Reading Test 1: Standing Up to a Bully
Q Answer and marking guidance Mk AF Lvl Extra information
1 • not afraid of people (usually)
1 2 3
• Mr Evans’ teeth make him look ridiculous/not scary 1 4
2 • to show he has lots of fears
1 5 4
• list makes the number of fears seem endless 1 5
3 any two from:
1 5 4
• bared (those loose) teeth
1 5
• pounced
• prey
4 a. bad fortune/unpleasant situation (having to have 1 3 4
children) sweetened/made better by good
fortune/something good (their manners)
b. eating all the time/only interested in food/forever 1 5
hungry
5 • fascination with seeing if teeth fell out
1 4 4
• to give him the courage to speak up
1 5
6 what told:
5 3 4 1 mark for simple answers which may
• instant negative/ugly description
paraphrase with limited reference to
• use of the word Ogre
bullet points
• tells us he is a bully
5 2 or 3 marks for straightforward
• bullies women/sister/shoppers
explanations which refer to one or
what he says:
two bullet points
• likes to be frightening
6 4 or 5 marks for detailed answers
• likes sound of own voice
which address at least two bullet
• orders and commands
points in some depth
• no sympathy or softness
reaction:
• fascinated by him
• made Carrie tremble
59
Step 3 Generate a level
This is a good opportunity for peer assessment. Use the mark and level
threshold tables to convert the student’s mark to a sub-level. The final
row in each table gives an overall sub-level for each term’s tests. If you
have the CD-ROM version of KS3 English Tests and Tasks you can use the
interactive Level Calculator to convert marks to levels automatically.
The mark and level threshold pages also include a summary of the
distribution of marks and levels for each test.
The marks and level thresholds for Year 8
Reading tests
Balance of marks and levels in each reading test:
NC level Test 1 Test 2 Test 3
3 4 2 0
4 12 7 13
5 21 20 18
6 13 14 13
7 0 7 6
Total 50 50 50
Mark ranges and level thresholds
Reading Test 1
3c 3b 3a 4c 4b 4a 5c 5b 5a 6c 6b 6a 7c
2–6 7–13 14–17 18–21 22–25 26–29 30–32 33–36 37–40 41–43 44–46 47–48 49–50
Reading Test 2
3c 3b 3a 4c 4b 4a 5c 5b 5a 6c 6b 6a 7c
2–6 7–10 11–13 14–16 17–20 21–24 25–28 29–32 33–36 37–38 39–41 42–45 46–50
Reading Test 3
3c 3b 3a 4c 4b 4a 5c 5b 5a 6c 6b 6a 7c
2–6 7–11 12–14 15–17 18–21 22–25 26–28 29–32 33–36 37–38 39–41 42–44 45–50
Combined reading tests for Year 8
3c 3b 3a 4c 4b 4a 5c 5b 5a 6c 6b 6a 7c
19–27 28–36 37–45 46–56 57–68 69–80 81–91 92–102 103–113 114–121 122–130 131–139 140–150
Use a five-minute session with students to talk through the test and
76
give them the opportunity to make their own corrections. Identify
strengths and weaknesses and agree targets for learning.
Encourage students to complete the diagnostic profile for reading and self-assessment sheets for
writing after each test or task. Students can keep these sheets and use them to record their progress
throughout the year.
4
Step 4 Feed back to the students

Introduction
KS3 English Tests and Tasks has been produced to help teachers provide effective assessment for
learning in English and to deliver formative assessment of progress across Key Stage 3. The assessment
materials have been:
• designed by an assessment expert;
• written by KS3 assessment specialists, who are also experienced classroom teachers;
• reviewed by a KS3 educational consultant for English;
• reviewed by a language expert to ensure accessibility of language and content;
• trialled with schools;
• equated and standardised by an assessment expert to ensure reliability of the levels.
The tests are easy to use and mark. The scores for each test and task have been converted to sublevels.
The level and sub-level information can then be used to investigate, monitor and report on the
performance of each student by:
• plotting each student’s progress from term to term (summative assessment);
• diagnosing each student’s strengths and weaknesses against the assessment focuses for reading
and writing (diagnostic assessment);
• enabling each student to review his or her own progress in a structured manner;
• informing your own assessment for learning strategy and supporting your lesson planning
(formative assessment).
Combined, the results from the tests can be used to gather reliable evidence to assist target setting
and predicting a student’s future performance.
The table below summarises the range of National Curriculum levels covered in the tests and tasks for
each year. Further detail is provided in the mark schemes and the mark and level threshold section.
Year 7 Year 8 Year 9
Level 3–6 Level 3–7 Level 4–7
About the KS3 English Tests and Tasks
The tests are linked to the range of genres and text types recommended by the renewed Framework
for Secondary English. For ease of use, the tests in this book are presented as a series of assessments
for use in the autumn, spring and summer terms respectively. You may use them in different terms if
you wish; they are not prescriptive. Each set of tests comprises:
• a reading test including three different texts and associated questions covering a range of
genres based on a central theme. The test measures performance against the range of the
reading assessment focuses (AFs);
• a short writing task;
• a long writing task.
We believe it helps for the writing tasks to follow the reading test as this gives background and
pointers to assist students in their own writing.
If your school’s assessment policy values a termly, bi-annual or annual summative test, KS3 English
Tests and Tasks can be used to obtain a National Test-equivalent mark from any of the three sets of
tests. To do this, give students the following tests from any term:
• the reading test;
• the short writing task;
• the long writing task.
5

YEAR 8/INTRODUCTION
The combined results of such a test, together with a spelling mark, will give you an accurate and
reliable indicator of the level at which each student is working.
Furthermore, the reading tests and writing tasks will provide you with diagnostic information
throughout the year which will show the progress the students are making in each reading and
writing assessment focus. This will enable you to set and monitor each student’s targets for
improvement.
Every effort has been made to ensure that the levels and sub-levels reported are accurate and reliable,
but a test is only a snapshot of a student’s performance and may vary quite significantly depending on
a wide variety of circumstances, interest and prior experience. Each sub-level obtained from one test
covers a small number of marks, so a change of one mark can affect a student’s sub-level.
The writing tasks cover the triplets as used in the National Tests and the table below provides a
summary of coverage of the triplets across the series. Both writing tasks are supported by planning
sheets, which may be used at your discretion to support students in their writing.
Triplet Year 7 writing tasks Year 8 writing tasks Year 9 writing tasks
persuade, argue, advise LWT 3 (Our Day Out) LWT 3 (Make It
Happen)
SWT 1 (Visit Garinto
Today!)
SWT 1 (Advice For All) SWT 2 (Life Swap) LWT 2 (Save It or Sling
It)
inform, explain,
describe
LWT 1 (Don’t Play With
Matches!)
SWT 3 (Flash Flood)
LWT 3 (Travel Writer)
SWT 3 (My Favourite
Way To Travel)
LWT 2 (Holiday
Disaster)
imagine, entertain,
explore
LWT 2 (Life in the Year
3007)
LWT 1 (Friends
Reunited)
LWT 1 (Fear Fiction)
SWT 2 (You Can Do It!)
analyse, review,
comment
SWT 2 (My Own Space
Makeover)
SWT 1 (Games For All)
SWT 3 (Dreams or
Nightmares)
The reading tests
The reading tests for Years 7 and 8 are worth 50 marks each, whereas in Year 9 they are worth 32
marks each. The rationale for this is to provide more material for diagnostic feedback in Years 7 and 8.
The Year 9 tests are designed to reflect the structure of the KS3 tests in English.
In the reading tests, the questions assess across the range of assessment focuses for reading, at a level
which is appropriate for the target age group. Details of the AFs for reading are included with each
question in the reading tests and they are repeated in the mark scheme.
6

YEAR 8/INTRODUCTION
Reading assessment focuses covered
AF2: understand, describe, select or retrieve information, events or ideas from texts and use quotation
and reference to text;
AF3: deduce, infer or interpret information, events or ideas from texts;
AF4: identify and comment on the structure and organisation of texts, including grammatical and
presentational features at text level;
AF5: explain and comment on writers’ uses of language, including grammatical and literary features
at word and sentence level;
AF6: identify and comment on writers’ purposes and viewpoints and the overall effect of the text on
the reader.
The writing tasks
In the writing tasks, the challenges are chosen to be suitable for the age and experience of the
student. The writing tasks should enable students to demonstrate what they have learned against the
criteria of the writing assessment focuses, thus enabling them to achieve appropriate levels in the
tests. The writing tasks also provide opportunities to assess spelling.
Writing assessment focuses covered
AF1: write imaginative, interesting and thoughtful texts;
AF2: produce texts which are appropriate to task, reader and purpose;
AF3: organise and present whole texts effectively, sequencing and structuring information, ideas and
events;
AF4: construct paragraphs and use cohesion with and between paragraphs;
AF5: vary sentences for clarity, purpose and effect;
AF6: write with technical accuracy of syntax and punctuation in phrases, clauses and sentences;
AF7: select appropriate and effective vocabulary;
AF8: use correct spelling.
How to use KS3 English Tests and Tasks in your school
Preparation and timings
1 Copy the required number of sheets to form the chosen assessment.
2 Ensure students are seated appropriately to prevent overlooking each other’s papers.
3 Students will need pens or pencils and erasers. Students should be encouraged to cross out
answers rather than rubbing them out.
4 The suggested time limits are:
• 1 hour and 15 minutes (including 15 minutes reading time) for the reading test. Help with
reading may be given using the same rules as when providing a reader with QCA KS3 tests.
Allow up to 25% extra time allowance for poor readers.
• Allow no more than 45 minutes for the longer writing task and no more than 30 minutes for
the shorter writing task.
5 The writing tasks should be read to students before they start to write their answers.
Supporting students during the tests
Before the test, explain to students that the test is an opportunity to show what they know,
understand and can do.
Many students will be able to work independently in the tests, with minimal support from the person
administering the tests (usually the teacher or teaching assistant). This person may encourage the
student to ‘have a go’ at a question, or to move on to a fresh question if they appear to be stuck,
ensuring that no student becomes distressed.
7

YEAR 8/INTRODUCTION
It is important that students receive appropriate support, but are not unfairly advantaged or
disadvantaged. Throughout the tests, therefore, the teacher may read, explain or sign to a student any
parts of the test that include instructions, for example by demonstrating how to circle an answer.
Two planning sheets are provided for the longer writing task, one in standard National Test style and
the second to give students who require intensive support or scaffolding. A single planning sheet is
provided for each shorter writing task for those students who require intensive support or scaffolding.
Use your professional judgement to ddecide when and how to use the planning sheets.
Marking the test
A variety of strategies is possible, including peer- and self-assessment
as well as marking by the teacher. Use the detailed mark scheme and
your professional judgement to award marks. Do not award half marks.
We suggest that you annotate the mark grid for the writing task with a
tick to indicate the bullet points for which you are awarding credit. In
addition, circle or write the mark you are giving.
The mark grids for the writing tasks indicate the typical performance a
student working at a specific level is likely to show in their writing.
It is suggested that marked tests be returned to students so that they
can transfer the scores to their progress record sheets. In this way they
will become more aware of their own strengths and weaknesses.
Students should be encouraged to make their own corrections when
they are undertaking the analysis of their performance.
Use a five-minute feedback session with a student as they
Level
3
transfer their test outcomes to the reading diagnostic
4
profiles and writing self-assessment sheets (see page 9). This
she is.
although, as soon as, while.
provides a useful opportunity to discuss an individual’s
5
progress and to explore any areas of uncertainty.
70
©
Rising Stars UK Ltd 2008. You may photocopy this page.
6
7
Answers and mark schemes for reading tests
The Challenges of Childhood
Reading Test 1: Standing Up to a Bully
Mark schemes for writing tasks
Long Writing Task 1: Friends Reunited
Q Answer and marking guidance Mk AF Lvl Extra information
1 • not afraid of people (usually)
1 2 3
• Mr Evans’ teeth make him look ridiculous/not scary 1 4
2 • to show he has lots of fears
1 5 4
• list makes the number of fears seem endless 1 5
3 any two from:
1 5 4
• bared (those loose) teeth
1 5
• pounced
• prey
4 a. bad fortune/unpleasant situation (having to have 1 3 4
children) sweetened/made better by good
fortune/something good (their manners)
b. eating all the time/only interested in food/forever 1 5
hungry
5 • fascination with seeing if teeth fell out
1 4 4
• to give him the courage to speak up
1 5
6 what told:
5 3 4 1 mark for simple answers which may
• instant negative/ugly description
paraphrase with limited reference to
• use of the word Ogre
bullet points
• tells us he is a bully
5 2 or 3 marks for straightforward
• bullies women/sister/shoppers
explanations which refer to one or
what he says:
two bullet points
• likes to be frightening
6 4 or 5 marks for detailed answers
• likes sound of own voice
which address at least two bullet
• orders and commands
points in some depth
• no sympathy or softness
reaction:
• fascinated by him
• made Carrie tremble
Sentence structure and punctuation
Text structure and organisation
• Simple connectives, such as and, but, so, link clauses.
• Simple overall structure with sections sometimes
• Simple expansion of noun phrases adds limited detail, e.g. good friend, long time. used for main ideas.
• Sentences generally correctly demarcated. Some attempt to use other punctuation. • Within sections, ideas mainly linked through topic,
though this may not be consistent.
• Sentences are mostly grammatically sound.
• Account is organised into paragraphs or sections.
• Some use of subordinating connectives, e.g. when, if, because.
• Content within sections is clearly signalled, e.g.
• Some variation of subjects of sentences, e.g. I/things/people.
introduced with topic sentence and followed by
• Some expansion of nouns and verbs, e.g. interesting chat, talked loads.
linked sentences.
• Some accurate variation in tense to convey past experiences e.g. used to think/now
• Mostly accurate use of full stops and some use of commas to mark clauses.
• Compound and complex sentences are used, including connectives, such as • Paragraphs support organisation and references are
made between paragraphs, e.g. adverbial phrases
• Adverbial phrases add detail, e.g. talking for hours.
signal location or reflection on a previous idea.
• Noun phrases add detail, e.g. much older face.
• Within paragraphs, main idea is developed by
• Tense variation is mostly secure, e.g. never would have thought.
illustrative detail. Pronoun references make links, e.g.
• Almost all sentences correctly demarcated.
he/James/we.
• Correct use of commas for non-embedded clauses.
• A range of grammatical structures is used to vary sentences for effect, e.g. • Paragraphs are controlled with a clear sequence.
foregrounding connectives, such as Even though …, and fronted adverbials, such as Varied paragraph length is used for emphasis.
Being patient, ...
References are made to other points in the text.
• Single word and verbless sentences are chosen for effect.
• Within paragraphs, contrast, repetition and
• Relative clauses expand detail or offer asides, e.g. Her hair, which used to be … connectives are used to develop ideas for effect.
• Noun phrases used concisely, e.g. the biggest show-off in the whole class.
Adverbials open and link sentences.
• A range of punctuation used for clarity, e.g. dashes, parentheses, ellipses.
• A wide variety of structures deployed confidently. This may include judicious use of • The whole letter is shaped and controlled to achieve
simple, compound and complex sentences and the use of embedded clauses, with a considered overview of the person and experience,
modals and active and passive forms used precisely to qualify and emphasise points e.g. through the deliberate sequencing and linking of
of the letter, e.g. I would never have believed that dippy Debbie Reynolds could be purposefully structured paragraphs.
transformed into a top-class lawyer battling for essential human rights in a • Within paragraphs, a range of devices contributes to
European courtroom.
effective cohesion, e.g. varied sentence links are
• Range of punctuation deployed to enhance meaning and sometimes to create achieved with economy and precision; ideas are
particular effects.
balanced; main issues are summarised.
Composition and effect
• Some awareness of reader in selection of relevant
material, but may be undeveloped.
• Simple viewpoint, though may lose sight of purpose.
• Vocabulary choice is basic.
• Appropriate narrative form for a letter is maintained.
• Viewpoint of pupil is consistent.
• Vocabulary supports description expression of
opinion, e.g. beautiful, awful.
• Letter form is adapted to engage reader’s attention,
e.g. chatty opening referring to previous events.
• Viewpoint is consistently controlled, e.g. by
maintaining imaginative role of task.
• Vocabulary is precise and varied, e.g. neatly curled,
fastest bowler.
• Description engages interest through well-selected
and expressed content.
• Viewpoint is well-controlled, e.g. balancing narrative
episodes with description.
• Stylistic features, such as contrast, repetition,
metaphor or simile support purpose.
• The chosen form for the letter is skilfully exploited,
e.g. through the careful integration of evidence and
comment, in an appropriate tone.
• A knowlegeable viewpoint is conveyed, which takes
account of anticipated reactions.
A range of stylistic devices is confidently deployed,
contributing to the impact of the whole letter and
supporting the chosen form and viewpoint, e.g.
skilful use of reported opinions; deliberate use of
exaggerated assertions for effect.
59
Obtaining levels and sub-levels
The tables on page 76 give the mark ranges for each sub-level for each
test. The CD-ROM version of KS3 English Tests and Tasks allows you to
enter the raw score gained for each test, plus spelling, by each student.
The sub-levels and overall levels for a set of tests are computed and
displayed. This data may then progress through the school with the
student allowing you to keep an electronic mark book for his/her KS3
experience.
The marks and level thresholds for Year 8
Reading tests
Balance of marks and levels in each reading test:
NC level Test 1 Test 2 Test 3
3 4 2 0
4 12 7 13
5 21 20 18
6 13 14 13
7 0 7 6
Total 50 50 50
Mark ranges and level thresholds
Reading Test 1
3c 3b 3a 4c 4b 4a 5c 5b 5a 6c 6b 6a 7c
2–6 7–13 14–17 18–21 22–25 26–29 30–32 33–36 37–40 41–43 44–46 47–48 49–50
Reading Test 2
3c 3b 3a 4c 4b 4a 5c 5b 5a 6c 6b 6a 7c
2–6 7–10 11–13 14–16 17–20 21–24 25–28 29–32 33–36 37–38 39–41 42–45 46–50
Reading Test 3
3c 3b 3a 4c 4b 4a 5c 5b 5a 6c 6b 6a 7c
2–6 7–11 12–14 15–17 18–21 22–25 26–28 29–32 33–36 37–38 39–41 42–44 45–50
Combined reading tests for Year 8
3c 3b 3a 4c 4b 4a 5c 5b 5a 6c 6b 6a 7c
19–27 28–36 37–45 46–56 57–68 69–80 81–91 92–102 103–113 114–121 122–130 131–139 140–150
76
8

YEAR 8/INTRODUCTION
Building-up the whole year diagnostic profile for reading
All the reading tests have been analysed against the assessment focuses for reading. The pattern of
marks covering the assessment focuses for each test is supplied as a diagnostic profile bar chart.
Students should shade in the bar chart with their scores in each reading assessment focus for each
reading test, so that they can see their strengths and weaknesses at a glance. The three diagnostic
profiles covering a term’s tests are on one page for ease of use. This series of profiles enables students
to build a dynamic picture of their strengths and weaknesses in reading. They can also be used to
identify where students need to do further work.
Reading Test 1: The Challenges of Childhood
Date:
AF my scores totals 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16
2
8
3
12
4
8
5
12
6
10
Completing the progress record sheets for writing
The self-assessment sheets have been designed to enable
students to analyse their performance in writing. Students
will be able to identify strengths and weaknesses and set
their targets for future learning. Teachers have also indicated
that this process is extremely useful to establish a shared
vocabulary of assessment, which helps inform the next steps
in teaching and learning.
70
©
Rising Stars UK Ltd 2008. You may photocopy this page.
Pupil self-assessment sheet for writing: Level 3–4
Level Sentence structure Punctuation Paragraph organisation Organisation inside paragraphs
I use full stops and capital
The ideas in my paragraphs are
I mainly use simple sentences.
I sometimes use paragraphs.
letters.
not in a particular order.
I mainly use and and but to
Sometimes I use question
My paragraphs are written as I
I sometimes use words such as
connect ideas inside my
think them. They are not in a
marks and exclamation marks.
then or and to add ideas.
sentences.
particular order.
3
I sometimes refer to the
I often use commas to join two
It can be difficult to see how an
I have tried to use an
in one of my paragraphs
different points in time, e.g.
sentences, when I should use
introduction and a conclusion.
idea
past, present.
full stops to separate them.
links to the next one.
I use some speech punctuation
I use three sentences per
if it is needed.
paragraph/section.
Level Sentence structure Punctuation Paragraph organisation Organisation inside paragraphs
I use different lengths and
Most of my sentences have
I use paragraphs to group my I use a main idea and then add
different kinds of sentences.
correct full stops or question
ideas.
similar ideas to it.
marks.
I use because, when and if to
My paragraphs are in a logical
connect ideas inside my
I use commas for items in a list. order, but I haven’t made that
I add new ideas to the main
idea using also or then.
sentences.
order clear to my reader.
4
I can refer to different points in
I sometimes use commas to
I use words such as Next,
separate two parts of a
The opening and closing of my
time, e.g. past, present, future,
Secondly and Finally to make a
sentence, e.g. If you go there,
writing is clear.
without mistakes.
link with the next paragraph.
you will see ...
When I use speech, my speech
marks are mostly correctly
I use three to four sentences
per paragraph/section.
placed.
9

The Challenges
of Childhood
This booklet contains three texts which look at different
experiences of childhood. The period in history when we
are born affects our lives. The place in which we are born
also has a huge influence. And, of course, our natural
talents make a difference to our lives too.
1
10 Rising Stars UK Ltd 2008. You may photocopy this page.
©

This text is from a story about a young girl, Carrie, and her brother, Nick, at the time of the
Second World War. They have been forced to leave their family because of the war and are sent
to stay with Councillor Evans and his sister. This is the first time they meet Councillor Evans.
Standing Up to a Bully
He wasn’t an Ogre, of course. Just a tall, thin, cross man with a loud voice, pale,
staring, pop-eyes, and tufts of spiky hair sticking out from each nostril.
Councillor Samuel Isaac Evans was a bully. He bullied his sister. He even bullied the
women who came into his shop, selling them things they didn’t really want to buy
and refusing to stock things that they did. ‘Take it or leave it,’ he’d say. ‘Don’t you
know there’s a war on’
He would have bullied the children if he had thought they were frightened of him.
But although Carrie was a little frightened, she didn’t show it, and Nick wasn’t
frightened at all. He was frightened of Ogres and spiders and crabs and cold water
and the dentist and dark nights, but he wasn’t often frightened of people. Perhaps this
was only because he had never had reason to be until he met Mr Evans, but he wasn’t
afraid of him, even after that first, dreadful night, because Mr Evans had false teeth
that clicked when he talked. ‘You can’t really be scared of someone whose teeth might
fall out,’ he told Carrie.
The possibility fascinated him from the beginning, from the moment Mr Evans
walked into the kitchen while they were having breakfast their first morning and
bared those loose teeth in what he probably thought was a smile. It looked to the
children more like the kind of grin a tiger might give before it pounced on its prey.
They put down their porridge spoons and stood up, politely and meekly.
It seemed to please him. He said, ‘You’ve got a few manners, I see. That’s something!
That’s a bit of sugar on the pill!’
They didn’t know what to say to this so they said nothing and he stood there,
grinning and rubbing his hands together. At last he said, ‘Sit down, then, finish your
breakfast, what are you waiting for It’s a wicked Sin to let good food get cold. You’ve
fallen on your feet, let me tell you, you’ll get good food in this house. So no faddiness
mind! No whining round my sister for titbits when my back’s turned. Particularly the
boy. I know what boys are! Walking stomachs! I told her, you fetch two girls now,
there’s just the one room, but she got round me, she said, the boy’s only a babby!’ He
looked sharply at Nick. ‘Not too much of a babby, I hope. No wet beds. That I won’t
stand!’
Nick’s gaze was fixed on Mr Evans’ mouth. ‘That’s a rude thing to mention,’ he said,
in a clear, icy voice that made Carrie tremble. But Mr Evans didn’t fly into the rage
she’d expected. He simply looked startled – as if a worm had just lifted its head and
answered him back, Carrie thought.
2
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11

An estimated 39 million children in war-torn African countries are missing out on an
education. Cassie Smith of UK charity Schools4All works to get these children back to school.
This is an extract from a diary of her recent visit to see their work in action. It was published
in the charity’s newsletter.
Monday
The International Airport was shrouded in
darkness, except for the stars which
brightly pierced the night sky. I could see
nothing – no runway, no terminal building.
We landed and I stepped onto the tarmac.
A light suddenly blazed and I had to shield
my eyes. I felt like a rabbit caught in car
headlights. Nervously I followed the staff
towards a looming building.
Then I saw the familiar face of Thomas, the
local organiser, waving his hand.
Wednesday
Thomas and I took a tiny plane to visit
schools supported by our charity. Pupil
numbers had soared since the government
introduced free education to the country
last year. I saw nearly 160 children packed
into the same size space as an average
classroom in UK. The pupils could not
move about to sharpen pencils, change
desks for group work, or even pick up
dropped rulers …
I spoke with some teenage boys who told
me they had been forced to leave school
when the civil war started in order to take
over their father’s role in the fields. They
had now returned to complete their
schooling. Hearing their personal stories
was inspiring – these young people are so
determined to get an education despite
the hardships of their everyday lives.
Education that pupils in the UK take for
granted, sometimes even reject, is grasped
out here as a wonderful opportunity.
Education, pupils told me, would help
them to improve their lives and the lives of
their families. Discipline here at Osuto
School was not an issue. Why would they
misbehave
Schools4All in Africa
3
Thursday
Two hours by road found us at a small
border-town school in an isolated
community.
Our arrival brought all the smiling children
out of school to welcome us. They ran to
the vehicles and stood to sing us a
greeting, followed by Bernadette, a
teacher from Ireland. She was enthusiastic
about how she had learned as much from
the pupils as they had learned from her.
Bernadette spoke of local teachers who do
not work for money but are paid in kind
by the local adult communities who
worked in the fields while they were
teaching. I was shocked to discover that in
many areas local teachers do not get paid
by the government and donate their
services for free.
Our return journey was
long and bumpy – I
marvelled at the
thought of the charity
workers who do it once
a week. However – the
amazing scenery, the
glimpses of wildlife
and the car-free
environment – would
they swap this for a
daily queue on the
choking, angry M62
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In this article, two young musicians are asked to look back on their childhoods.
Child Genius
In 2002, 12-year-old violinist Jennifer Pike became the
youngest-ever BBC Young Musician of the Year, but
has avoided a ruinous schedule of travel and concert
appearances.
She studied at Chetham's School of Music in
Manchester, where her father is head of composition
and music technology, but explains that ‘my parents
don't push me in any particular direction. They want
to support what I do instead of living their dreams
through their kids, which is often the problem.’
Now 18, Pike warns that an intensive musical
education isn't for everyone. ‘A lot of people burn out
and don't survive. Playing an instrument and having a
career in music is a tremendous risk and a challenge.
Mentally and emotionally, it's a rollercoaster. But it can
be wonderful, and for me it worked very well.’
Another violinist who learnt this from brutal experience was Julian Rachlin, who won the
Eurovision Young Musician of the Year award in 1988 at the age of 13, and became the
youngest soloist ever to play with the Vienna Philharmonic Orchestra.
'It's better when a musician's career starts in their mid-twenties – that's much more
healthy than to start at a very young age,’ says Rachlin, the son of two classical musicians.
‘If your career starts in your teens, there's the danger that you miss out on a normal
childhood, and you're trapped in this unnatural way of travelling the world. It's a tricky
time.’
Rachlin's brilliant career screeched to a halt in 1994, as he turned 20. Where he had
experienced only blithe confidence, suddenly there was doubt and insecurity. ‘I was
incredibly nervous, and I couldn't handle the pressure. You have to have the right mixture
of humility and confidence, and this mixture was not there. It was mostly a fear of failure.’
Rachlin solved his problems by moving from Vienna to New York to study with Pinchas
Zukerman, himself a former child genius, who helped him to understand he had time to
develop his career path at his own pace. By 1997, Rachlin felt ready to play concerts again.
‘It wasn't so much about the violin playing – it was psychological,’ he says. ‘The life of a
soloist very much happens in the head. But through this experience, I learnt a lot about
human relationships and the right values.’
4
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13

The Challenges of Childhood
Reading Test 1: Standing Up to a Bully
Name: Class: Date:
1
From the second paragraph, give two reasons why Nick is not afraid of
Mr Evans.
•
AF2
2 marks
1
•
2
He was frightened of Ogres and spiders and crabs and cold water and the
dentist and dark nights …
Explain how the choice of language in this sentence helps us to build up
a picture of Nick’s fears.
AF5
2 marks
2
3
Look at paragraph 3.
Give two words or phrases which add to the description of Mr Evans as
a tiger.
AF5
2 marks
3
•
•
4
Look at paragraphs 4 and 5.
a. What does Mr Evans suggest about the situation when he says:
‘… That’s a bit of sugar on the pill!’
AF3
2 marks
4
He suggests
b. What does Mr Evans suggest about boys when he uses the phrase
Walking stomachs
He suggests
14
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Total for
this page

Reading Test 1: Standing Up to a Bully
5
Give two reasons why Nick’s gaze was fixed on Mr Evans’ mouth in the
final paragraph.
•
AF4
2 marks
5
•
6
What impression do you get of Mr Evans
You should comment on:
• what you are told about him;
• what he says;
• how the children react to him and how he reacts to them.
AF3
5 marks
6
Total for
this page
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Reading Test 1: Schools4All in Africa
Name: Class: Date:
7
Look at Monday in the text. Explain how these phrases help the writer
to describe the strange experience of arriving at the airport.
One has been done for you.
AF5
2 marks
7
Phrase
How it helps to describe her strange
experience of arriving at the airport
shrouded in
darkness
It suggests something wearing a dark cloak so
that you cannot clearly see it.
like a rabbit
caught in car
headlights
a looming
building
8
Read Wednesday and Thursday.
Draw lines to show where these events happen.
What
Where
AF2
4 marks
8
children sing for her
airport
travels there by road
Osuto School
talks to teenage boys
border-town school
meets Bernadette
16
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this page

Reading Test 1: Schools4All in Africa
9
Read the section Wednesday.
Find two things about Osuto School which the writer presents as
different from schools in the UK.
AF6
2 marks
9
•
•
10
Read the second paragraph of Wednesday.
Education … is grasped out here as a wonderful opportunity.
What does the word grasped suggest about the way the students feel
about their opportunity to get an education
AF5
2 marks
10
11
According to the writer, why is poor behaviour not a problem in these
African classes
AF3
1 mark
11
Total for
this page
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Reading Test 1: Schools4All in Africa
12
Look at the Thursday section.
The writer has organised her comments to present her positive point of
view of working for Schools4All in Africa.
AF4
4 marks
12
a. How does the order of the information help to present a positive
view
b. How does the final question help to present a positive view
13
These statements refer to the opinions of the writer in the Thursday
section.
Tick either true or false to show the writer thinks that:
3 marks
True False
The children were friendly.
Local teachers should not receive salaries.
The writer admires the local teachers.
Charity workers have an easy job to do.
18
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AF6
Total for
this page
13

Reading Test 1: Child Genius
Name: Class: Date:
14
Give two things that Jennifer Pike and Julian Rachlin have in common.
They both
AF3
2 marks
14
They both
15
From paragrahs 2 and 5, what jobs do Jennifer Pike’s father and Julian
Rachlin’s parents do
AF2
15
Jennifer Pike’s father
2 marks
Julian Rachlin’s parents
16
How did Jennifer Pike’s parents deal with their child’s musical talent
AF3
16
2 marks
17
Give two reasons why Jennifer Pike uses the word rollercoaster in
paragraph 3 to describe what her life as a musical child genius was like.
AF5
17
•
2 marks
•
18
What are the overall differences between the experiences of the two
people in this article
Jennifer Pike’s experience is
AF4
2 marks
18
Julian Rachlin’s experience is
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Total for
this page

Reading Test 1: Child Genius
19
In your opinion, what is Julian Rachlin’s view of his experience as a
musical child genius
5 marks
a. Place a tick beside one answer.
a good experience
a bad experience
a mix of good and bad experiences
b. Now explain your answer with close reference to the article.
You should comment on:
• what Julian Rachlin says about himself;
• the working life of a musician;
• any changes he had to make.
AF5
20 Julian Rachlin’s career screeched to a halt.
What does this phrase suggest about the break in Julian Rachlin’s
career
2 marks
20
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AF6
/50
Total for
this test
19
18

Long Writing Task 1
imagine, entertain, explore
Your local history group is
doing a study of games.
People of all ages are
reviewing what they think is
their all-time best family
game – a game that can be
played by people of different
ages at the same time.
You are asked to review your
best-ever family game.
Write your review.
Friends Reunited
Imagine you are 35 years old. You meet someone you used to know in school,
but you haven’t seen them for nearly 20 years.
You decide to write a letter to an old school friend to tell them about the
person you have just met again.
You should write about:
• how you expected the person to be;
• how they have changed;
• how you felt about meeting this
person.
Write the letter to your old school
friend.
Short Writing Task 1
analyse, review, comment
Games For All
(30 marks)
(20 marks)
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21

Answers and mark schemes for reading tests
The Challenges of Childhood
Reading Test 1: Standing Up to a Bully
Q Answer and marking guidance Mk AF Lvl Extra information
1 • not afraid of people (usually)
• Mr Evans’ teeth make him look ridiculous/not scary
2 • to show he has lots of fears
• list makes the number of fears seem endless
3 any two from:
• bared (those loose) teeth
• pounced
• prey
4 a. bad fortune/unpleasant situation (having to have
children) sweetened/made better by good
fortune/something good (their manners)
b. eating all the time/only interested in food/forever
hungry
5 • fascination with seeing if teeth fell out
• to give him the courage to speak up
1
1
1
1
1
1
1
1
1
1
2 3
4
5 4
5
5 4
5
3 4
5
4 4
5
6 what told:
• instant negative/ugly description
• use of the word Ogre
• tells us he is a bully
• bullies women/sister/shoppers
what he says:
• likes to be frightening
• likes sound of own voice
• orders and commands
• no sympathy or softness
reaction:
• fascinated by him
• made Carrie tremble
5 3 4
5
6
1 mark for simple answers which may
paraphrase with limited reference to
bullet points
2 or 3 marks for straightforward
explanations which refer to one or
two bullet points
4 or 5 marks for detailed answers
which address at least two bullet
points in some depth
59

Reading Test 1: Schools4All in Africa
Q Answer and marking guidance Mk AF Lvl Extra information
7 like a rabbit caught in car headlights: shows she feels
helpless and doesn’t know where to go
a looming building: suggests building is appearing/
gradually coming into view as menacing and/or a
vague/unclear shape
8 What Where
1
1
5 5
6
children sing for her
airport
1
2 3
travels there by road
Osuto School
1
4
talks to teenage boys
border-town school
1
5
meets Bernadette
1
6
9 any two from:
• numbers/overcrowding
• some local teachers work without pay
• discipline not an issue
• children want to learn
10 • reaching for/holding tight to/not wanting to let go …
• (because it is something they value)
11 want to work hard/see benefit of education/can
improve their lives/is a wonderful opportunity
2 6 5
6
2 5 5
6
1 3 5
1 mark for paraphrase
2 marks for explanation of
associations in word
12 a. negative point (transport/no pay) followed by
positive (smiling children/wonderful scenery)
b. (rhetorical question) to make people wonder if what
they accept as normal is so good in comparison, e.g.
M62 congestion v. African scenery
2
2
4 5
6
5
6
1 mark for straightforward point
2 marks for explanation with
reference to text
1 mark for straightforward point
2 marks for explanation with
reference to text
13 3 6 3
True False
4
The children were friendly.
Local teachers should not receive salaries.
The writer admires the local teachers.
Charity workers have an easy job to do.
✓
✓
✓
✓
5
1 mark for one correct answer
2 marks for two or three correct
answers
3 marks for four correct answers
60

Reading Test 1: Child Genius
Q Answer and marking guidance Mk AF Lvl Extra information
14 any two from:
• started their career very young/became famous at
the same age
• won Young Musician of the Year, a music
competition
• play the violin
• had musical parent/s
15 Jennifer Pike’s father: music teacher
Julian Rachlin’s parents: (classical) musicians
16 • supported
• but did not push
17 • up and down of a rollercoaster ride
• link to unstable feelings/emotions
18 • Pike’s experience is positive/straightforward
• Rachlin’s experience is more complicated/illustrates
the challenges/shows struggle but has reasonably
happy ending
1
1
1
1
1
1
1
1
1
1
3 4
5
2 5
6
3 3
4
5 4
5
4 5
6
19 a bad experience:
• starting at a later age is better
• life was unhealthy
• life was unnatural
• no proper childhood
• felt trapped
• affected him psychologically
a good experience:
• learnt about values and human relationships
• confidence at first
• travel opportunities
20 emphasis/dramatic effect:
• quick/sudden/like brakes on car
• from career going forwards to suddenly having no
career
5 6 4
5
6
2 5 5
6
1 mark for simple answers which may
paraphrase with limited reference to
bullet points
2 or 3 marks for straightforward
explanations which refer to at least
two bullet points
4 or 5 marks for detailed answers
which address at least two bullet
points in some depth
1 mark for simple reference to speed
2 marks for development and/or
reference to text
61

Mark schemes for writing tasks
Long Writing Task 1: Friends Reunited
Level
Sentence structure and punctuation
Text structure and organisation
3
• Simple connectives, such as and, but, so, link clauses.
• Simple expansion of noun phrases adds limited detail, e.g. good friend, long time.
• Sentences generally correctly demarcated. Some attempt to use other punctuation.
• Simple overall structure with sections sometimes
used for main ideas.
• Within sections, ideas mainly linked through topic,
though this may not be consistent.
4
• Sentences are mostly grammatically sound.
• Some use of subordinating connectives, e.g. when, if, because.
• Some variation of subjects of sentences, e.g. I/things/people.
• Some expansion of nouns and verbs, e.g. interesting chat, talked loads.
• Some accurate variation in tense to convey past experiences e.g. used to think/now
she is.
• Mostly accurate use of full stops and some use of commas to mark clauses.
• Account is organised into paragraphs or sections.
• Content within sections is clearly signalled, e.g.
introduced with topic sentence and followed by
linked sentences.
5
• Compound and complex sentences are used, including connectives, such as
although, as soon as, while.
• Adverbial phrases add detail, e.g. talking for hours.
• Noun phrases add detail, e.g. much older face.
• Tense variation is mostly secure, e.g. never would have thought.
• Almost all sentences correctly demarcated.
• Correct use of commas for non-embedded clauses.
• Paragraphs support organisation and references are
made between paragraphs, e.g. adverbial phrases
signal location or reflection on a previous idea.
• Within paragraphs, main idea is developed by
illustrative detail. Pronoun references make links, e.g.
he/James/we.
6
• A range of grammatical structures is used to vary sentences for effect, e.g.
foregrounding connectives, such as Even though …, and fronted adverbials, such as
Being patient, ...
• Single word and verbless sentences are chosen for effect.
• Relative clauses expand detail or offer asides, e.g. Her hair, which used to be …
• Noun phrases used concisely, e.g. the biggest show-off in the whole class.
• A range of punctuation used for clarity, e.g. dashes, parentheses, ellipses.
• Paragraphs are controlled with a clear sequence.
Varied paragraph length is used for emphasis.
References are made to other points in the text.
• Within paragraphs, contrast, repetition and
connectives are used to develop ideas for effect.
Adverbials open and link sentences.
7
• A wide variety of structures deployed confidently. This may include judicious use of
simple, compound and complex sentences and the use of embedded clauses, with
modals and active and passive forms used precisely to qualify and emphasise points
of the letter, e.g. I would never have believed that dippy Debbie Reynolds could be
transformed into a top-class lawyer battling for essential human rights in a
European courtroom.
• Range of punctuation deployed to enhance meaning and sometimes to create
particular effects.
• The whole letter is shaped and controlled to achieve
a considered overview of the person and experience,
e.g. through the deliberate sequencing and linking of
purposefully structured paragraphs.
• Within paragraphs, a range of devices contributes to
effective cohesion, e.g. varied sentence links are
achieved with economy and precision; ideas are
balanced; main issues are summarised.
Composition and effect
• Some awareness of reader in selection of relevant
material, but may be undeveloped.
• Simple viewpoint, though may lose sight of purpose.
• Vocabulary choice is basic.
• Appropriate narrative form for a letter is maintained.
• Viewpoint of pupil is consistent.
• Vocabulary supports description expression of
opinion, e.g. beautiful, awful.
• Letter form is adapted to engage reader’s attention,
e.g. chatty opening referring to previous events.
• Viewpoint is consistently controlled, e.g. by
maintaining imaginative role of task.
• Vocabulary is precise and varied, e.g. neatly curled,
fastest bowler.
• Description engages interest through well-selected
and expressed content.
• Viewpoint is well-controlled, e.g. balancing narrative
episodes with description.
• Stylistic features, such as contrast, repetition,
metaphor or simile support purpose.
• The chosen form for the letter is skilfully exploited,
e.g. through the careful integration of evidence and
comment, in an appropriate tone.
• A knowlegeable viewpoint is conveyed, which takes
account of anticipated reactions.
A range of stylistic devices is confidently deployed,
contributing to the impact of the whole letter and
supporting the chosen form and viewpoint, e.g.
skilful use of reported opinions; deliberate use of
exaggerated assertions for effect.
70
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Composition and effect
• Some awareness of critical purpose evident in selection of relevant material, though content may
be limited or purely descriptive.
• Simple viewpoint conveyed though may lose sight of purpose.
• Shows awareness of appropriate style for a review, e.g. through vocabulary choice.
• Appropriate form is maintained.
• Viewpoint is consistent.
• Vocabulary supports expression of review, e.g. the best thing is …
Short Writing Task 1: Games for all
Sentence structure and text organisation
Level
• Simple connectives, such as and, but, so, link clauses.
• Simple expansion of nouns and verbs adds limited detail, e.g. good fun, easy to play.
• Within sections or paragraphs some attempt to maintain links between ideas.
• Sentences generally correctly demarcated. Some attempt to use other punctuation.
3
• Sentences are mostly grammatically sound.
• Some use of subordinating connectives, e.g. when, if, because.
• Some variation of subjects of sentences, e.g. this game/it/I.
• Some expansion of nouns, e.g. lots of players, tiny little pieces.
• Some variation between present and past tenses, e.g. is the best/used to play.
• Within sections or paragraphs, content organised around a main idea or topic sentence.
• Accurate use of full stops and some use of commas to mark clauses.
4
• Compound and complex sentences are used, including connectives, such as although, however.
• Noun phrases add detail, e.g. most fun I ever had.
• Modals used for recommendation, e.g. must be the best, everyone should try it.
• Within sections or paragraphs main ideas developed by example or detail.
• Almost all sentences correctly demarcated. Correct use of commas for non-embedded clauses.
5
• A range of grammatical structures is used to vary sentences, e.g. foregrounding connectives, such
as Even though …, and fronted adverbials.
• Relative clauses expand detail and noun phrases are used concisely, e.g. This game, which I first
played ...
• Within paragraphs, ideas linked or sequenced by a range of devices.
• A range of punctuation used for clarity, e.g. dashes, parentheses, ellipses.
6
• Form of the review supports reader understanding, e.g. clear statements of description and
recommendation.
• Viewpoint is consistently controlled.
• Vocabulary is precise and varied, e.g. My favourite moment is …
• A range of sentence structures used to maintain audience interest in the review.
• Controlled placing of adverbials and expanded noun phrases gives concision, e.g. It is a
guaranteed no arguments evening of fun.
• Variety of verb forms, different tenses and modals, add interest to the advice, e.g. Never, since
then, have I found ...
• Within paragraphs, a range of devices supports links between ideas, e.g. connectives, generalising,
summarising.
• Range of punctuation used to clarify meaning and create particular effects.
7
• Review engages interest through well-selected and expressed content.
• Viewpoint is well-controlled and anticipates viewpoints of others.
• Stylistic features, such as contrast, irony and exaggeration are used to effect.
• Purpose of task fulfilled by adoption of varied tone in review to engage the reader.
• Viewpoint acknowledges and addresses possible interests of reader.
• Appropriate and individual style deployed to convey viewpoint and chosen approach.
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71

Spelling – generic mark guidance
Assessment focus 8: Use correct spelling
Use the following marking guidance to mark spelling in the Short Writing Tasks.
Marks
available
Main criterion: the spelling of simple and common polysyllabic words is usually accurate.
1
Likely patterns of error:
• There may be some confusion of more complex homphones, e.g. course/coarse,
breaking/braking and phoneme omission, e.g. rem[em]ber;
• There may be errors in using suffixes and prefixes, e.g. tryed, familys, dissappear,
hoping/hopeing/hopping.
Main criterion: the spelling of words with complex regular patterns is usually accurate.
2
Likely patterns of error:
• There may be incorrect hyphenation of some compound words, e.g. re-act, grand-father;
• There may be errors in more complex suffix formations, e.g. responsable, physicly, basicly.
Main criterion: most spelling, including that of irregular words, is usually correct.
3
Likely patterns of error:
• Errors may occur with unstressed vowels, e.g. dependant, definatly or with consonant
doubling in some more complex words, e.g. embarrasement, occassionally, adress.
Main criterion: virtually all spelling, including that of complex irregular words, is correct. Any
errors stand out as untypical or one-off slips.
4
A response which does not fulfil the criteria for 1 mark for spelling should be awarded 0.
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69

The marks and level thresholds for Year 8
Reading tests
Balance of marks and levels in each reading test:
NC level Test 1 Test 2 Test 3
3 4 2 0
4 12 7 13
5 21 20 18
6 13 14 13
7 0 7 6
Total 50 50 50
Mark ranges and level thresholds
Reading Test 1: The Challenges of Childhood
3c 3b 3a 4c 4b 4a 5c 5b 5a 6c 6b 6a 7c
2–6 7–13 14–17 18–21 22–25 26–29 30–32 33–36 37–40 41–43 44–46 47–48 49–50
Reading Test 2: Food for Thought
3c 3b 3a 4c 4b 4a 5c 5b 5a 6c 6b 6a 7c
2–6 7–10 11–13 14–16 17–20 21–24 25–28 29–32 33–36 37–38 39–41 42–45 46–50
Reading Test 3: Water
3c 3b 3a 4c 4b 4a 5c 5b 5a 6c 6b 6a 7c
2–6 7–11 12–14 15–17 18–21 22–25 26–28 29–32 33–36 37–38 39–41 42–44 45–50
Combined reading tests for Year 8
3c 3b 3a 4c 4b 4a 5c 5b 5a 6c 6b 6a 7c
19–27 28–36 37–45 46–56 57–68 69–80 81–91 92–102 103–113 114–121 122–130 131–139 140–150
76

Reliability and predictions
Reading tests
All good reading tests should be a fair experience for each student; with some questions being easy,
some quite challenging and some hard. This makes the reading assessment a valid experience,
enabling the student to show progress in reading and writing both fiction and non-fiction. The test
must also cover what has been taught. The questions in the Rising Stars tests assess across the range
of assessment focuses for reading, at a level which is appropriate for the target age group. In a
properly designed and balanced test, it is possible to work out a set of theoretical pass mark
thresholds and these are discussed below. Theory and practice must come together, however, and the
Rising Stars tests need to be standardised and linked to the National Curriculum levels established by
QCA in order for the levels to be reliable and valid. These equated sub-levels are given on page 73.
Writing tasks
In the writing tasks, the challenges are chosen to be suitable for the age and experience of the pupil.
We believe it helps for the writing tasks to be taken after the reading test as this gives background
and pointers to assist students in their own writing. The writing tasks should enable students to
demonstrate what they have learned against the criteria of the writing assessment focuses, thus
enabling them to achieve appropriate levels in the tests. The writing tasks also provide opportunities
to assess spelling and therefore mirror the optional and KS3 tests from QCA.
Standardising the tests
Rising Stars conducted research with three schools in April, May and June 2008. Students sat a
number of the reading tests, appropriate for each term of their year. The scores students obtained
were then equated to reading levels obtained from the 2007 QCA KS2 reading test for Year 7 and the
2008 QCA KS3 reading test for Year 9.
The table below summarises the number of students in the sample.
Year 7 8 9
Actual sample analysed 220 0 221
Original sample taking part 330 420 350
Teachers and students in the schools also commented on the language, illustrations and suitability of
the questions in the tests. A number of the questions were refined and improved thanks to this advice.
The equating data for the reading tests
A series of equating exercises were undertaken to link the levels and scores obtained for the Year 7
and Year 9 Rising Stars reading tests to QCA levels. This was done by an independent specialist using
the same methodology used to equate National Curriculum tests from one year to the next in the
development of QCA’s tests. A review of the equating data enabled the algorithm, which converts a
mark to a level, to be modified slightly to ensure the Rising Stars tests more closely reflect QCA levels.
See the Appendix for further information.
77

YEAR 8/RELIABILITY AND PREDICTIONS
Development of tests – technical information
A level has been ascribed to every mark so that the tests can be seen from the outset to be balanced,
covering an appropriate span of levels for the year group in question.
The equating data was used to provide an empirical model that would enable Rising Stars
theoretically-generated sets of thresholds to be informed by the equated ones. We could then see how
the tests compare in terms of level of demand to the Key Stage 2 reading test in Year 7 and the KS3
reading test in Year 9. The same algorithm was used for Year 8, having first been confirmed by the
Year 9 research data.
• Questions at their working level – students get correct 60% of the marks available;
• Questions at one level below their working level – students get correct 80% of the marks
available;
• Questions at two levels below their working level – students get correct all of the marks
available;
• Questions at one level above their working level – students are able to get correct 30% of the
marks available (40% in Year 7);
• Questions at two levels above their working level – students are able to get correct 10% of the
marks available.
Overall, we find that Rising Stars tests, by design, are quite similar and as challenging as QCA tests.
The writing tasks, however, are more supported for weaker students through wider use of ‘planning
sheets’. The equating process makes sure that the sub-levels we report for reading match to the Key
Stage reading levels. Feedback from our research schools and users of Rising Stars tests over the past
years indicates that challenging tests, requiring written answers, taken throughout the year improve
students’ performance more than tests that are too easy.
Appendix
Reading test equipercentile relationship to QCA levels
In the trialling process, the Rising Stars levels were very close to, but not completely in line with, QCA
levels. This is shown by the equipercentile graphs, which do not overlap at all points. In order to
improve the match with QCA levels, the Rising Stars algorithms were adjusted so that the thresholds
quoted on page 74 match closely with the end-of-year QCA levels for Years 7, 9 and 8.
Cumulative %
78
100
90
80
70
60
50
40
30
20
10
0
Year 7
Equipercentile equating graphs
1 2 3 4 5 6
Marks
Key: QCA Level RS2 Level
The y axis shows the cumulative percentage of students gaining levels.
Cumulative %
100
90
80
70
60
50
40
30
20
10
0
Year 9
Equipercentile equating graphs
1 2 3 4 5 6
Marks
Key: QCA Level RS2 Level