TESTS AND TASKS - Rising Stars

Quick start guide to Rising Stars AssessmentStep 1 Introduce the testsThe tests are linked to the range of genres and text types recommendedby the Primary Framework for literacy and mathematics. Explain to theclass that they will take one reading test and two writing tasks eachhalf-term. This will give them the opportunity to show what they knowand can do. The tests are designed to give them the opportunity to showtheir reading and writing fiction and non-fiction and results can be usedto record and monitor progress throughout the year.At the end of each half-term, photocopy the test and give it to the classto complete.With younger age groups, you may also project the test onto awhiteboard to support the whole class or a group in the reading tests orwriting tasks.Step 2 Mark the testTests and tasks can be marked by the teacher, or by the pupil. Pupilsmay assess their own work or swap tests and mark another pupil’s test.Use the mark scheme and your own professional judgement to awardmarks. Do not award half marks.We suggest you annotate the mark grid for the writing task with a tickto indicate the bullet points for which you are awarding credit. Circle orwrite the mark you are giving.The mark schemes for reading include information about the level ofeach question and the assessment focus (AF) that is targeted throughindividual questions.Reading Test 1: Planet NarlName: Class: Date: ☺☹Sam got off the spaceship.He was on Planet Narl.To his left he could see a big city and to his right he couldsee jungle.Sam loved jungles because they had suchgood animals and plants in them.The jungle on Planet Narl might havesome new animals and plants in it.Sam smiled.©123Which planet is Sam on?Sam got to the planet on a:spaceshipcara) Did Sam want to go to the city or to the jungle?b) Why?Rising Stars UK Ltd 2008. You may photocopy this page.busbikeMark schemes for reading testsReading Test 1: Planet NarlFramework: Y2 Narrative Unit 4 Stories and fantasy worlds AF Mk Lvl Extra information1. Planet Narl 2 1 12. ✓ spaceship 2 1 13. a) jungle3 1 2b) he loved jungles2 1 3 b) accept ‘for adventure’4. any two from: stung, bit, slapped, whacked, gave him spots 2 2 2 1 mark for each correct answer5. when the spots went away 3 1 36. any one from: to keep him safe in the jungle; to warn him of the dangers of 3 1 3 accept ‘he was bored; so he knew morethe jungleabout the jungle; because the junglewas dangerous; because she wasworried about him’7. ✓ because it was dangerous 2 1 28. she was worried he might get hurt 3 1 3 accept ‘it’s too dangerous’9. yes – he said “Wow!”; he asked if they could go and see it 3 1 210. ✓ a made-up story 4 1 211. accept any appropriate title 6 1 212. no – because it’s too dangerous6 1 3 there is no mark for the first part of theyes – because I want to see the caterpillarquestion; award the mark for anyreasoned response and explanation13. any one from: Sam and Zad will go into the jungle to find the caterpillar; 3 1 2 accept an answer that recognises theSam and Zad plan to go into the jungle to find the caterpillar but Sam’s muminevitability of the adventure or Sam’sfinds out and they get into troublemother finds out their plan and Sam isin serious troubleReading Test 2: Holiday PostcardsFramework: Y2 Narrative Unit 1 Stories with familiar settings AF Mk Lvl Extra information1. ✓ swimming 2 1 12. a swimming ring 2 1 23. a) Becky’s brother3 1 2 a) accept ‘friend’b) two or nearly three2 1 24. in a caravan or on a farm or in the country 3 1 2 accept either answer for the mark5. ✓ in the country 3 1 26. chickens 2 1 27. Friday 2 1 28. ✓ sad films 3 1 29. it is too cold and wet 2 1 210. flapping the fish or playing the game 3 1 311. yes – she says it was good fun 2 1 3 the mark is for the explanation only12. (their) Gran 2 1 2 accept ‘Gran’ or ‘gran’13. accept any reasonable explanation 6 1 314. Tim – started learning to swim3 1 2 all three matched correctly for 1 markBecky – swam a lotBen – went to the country9AF21 markAF21 markAF31 markAF21 markTotal forthis page123a3b39Step 3 Generate a levelUse the mark and level threshold tables to convert the pupil’s mark to asub-level. The final row in each table gives an overall sub-level for eachterm’s tests. If you have the CD-ROM version of English Tests and Tasksyou can use the interactive Level Calculator to convert marks to levelsautomatically.The mark and level threshold pages also include a summary of thedistribution of marks and levels for each test.Step 4 Feed back to the pupilsThe marks and level thresholds for Year 2Levels are given for individual reading tests and pairs of reading tests for each term.Levels are also given for short and long writing tasks. A combined writing level from a short writingtask and a long writing task is also given. In this way, reading and writing may be monitoredindividually.For schools following a half-termly assessment policy in English, we provide a combined levelcomprising each half term’s reading piece with its accompanying short and long writing task. Spellingand handwriting are also included in the calculation of the level.Balance of marks and levels in each reading test:NC level Test 1 Test 2 Test 3 Test 4 Test 5 Test 61 2 1 1 1 12 8 11 5 9 6 73 5 3 9 6 2 7Mark ranges for sub-levels for Reading Test 1: Planet Narl1c 1b 1a 2c 2b 2a 3c 3b 3a2–3 4–5 6–7 8–9 10–11 12–13 14 15 N/AMark ranges for sub-levels for Reading Test 2: Holiday Postcards1c 1b 1a 2c 2b 2a 3c 3b 3a1–2 3–4 5–6 7–8 9–10 11–12 13–14 15 N/AAutumn term reading level1c 1b 1a 2c 2b 2a 3c 3b 3a3–6 7–10 11–14 15–18 19–22 23–26 27–29 30 N/AMark ranges for sub-levels for Reading Test 3: The Stork and the Fox1c 1b 1a 2c 2b 2a 3c 3b 3a5 6 7 8 9–10 11 12 13–14 15Mark ranges for sub-levels for Reading Test 4: Elephants1c 1b 1a 2c 2b 2a 3c 3b 3a4 5–6 7 8 9 10–11 12 13–14 15Spring term reading level1c 1b 1a 2c 2b 2a 3c 3b 3a9–10 11–13 14–16 17–18 19–20 21–23 24–25 26–29 30Mark ranges for sub-levels for Reading Test 5: The Polar Bears Gryff1c 1b 1a 2c 2b 2a 3c 3b 3a4 5–6 7 8 9 10–11 12 13–14 15Mark ranges for sub-levels for Reading Test 6: Creatures of the Arctic1c 1b 1a 2c 2b 2a 3c 3b 3a5 6 7 8 9–10 11 12 13–14 15Use a five-minute session with pupils to talk through the test and giveSummer term reading level2c 2b 2a 1c 1b 1a 3c 3b 3aN/A 1–5 6–8 9–11 12–16 17–19 20–22 23–27 28–30them the opportunity to make their own corrections. Identify strengths56and weaknesses and agree targets for learning.Encourage pupils to complete the diagnostic profile for reading and self-assessment sheets for writingafter each test or task. Pupils can keep these sheets and use them to record their progress throughoutthe year.