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What does SATs teacher assessment mean?

Different forms of assessment
There are 3 main forms of assessment in school:
– day-to-day formative assessment: to inform teaching on an on-going basis
– in-school summative assessment: to understand pupil performance at the end of a period of teaching
– at the end of KS2 statutory summative assessment: to understand pupil performance in relation to national expectations and comparisons
A school’s assessment policy forms the basis of a teacher’s judgements about what pupils know and can do. This will provide the evidence needed for teachers to make statutory judgements against the TA frameworks. These judgements are designed only to report an outcome to the Department for Education (DfE) at the end of the key stage.
TA at the end of KS2 is statutory and helps teachers and parents understand what a pupil can do in relation to national expectations. It also enables the government to hold schools to account for the education they provide. However, pupils will have a wider range of knowledge and skills than those covered by statutory assessment. This may be evident through other forms of assessment that take place at school and should also be reported to parents.
Overview of teacher assessment
Year 6 teachers will also share their teacher assessment judgements for some areas of the curriculum. This is when teachers use exemplification materials from the DfE to form their judgements on the progress a pupil has  achieved by the end of year 6.
As writing is the only area that is not externally assessed, writing is assessed by the teacher throughout the year.
TA is based on a broad range of evidence from across the curriculum and knowledge of how a pupil has performed over time and in a variety of contexts. It is carried out as part of teaching and learning. Teachers must consider the pupil’s written, practical and oral classwork.
Teachers may not be able to provide a full TA judgement for some pupils, for example, if they have recently arrived, within the maximum of the last 12 weeks from overseas or because of long periods of absence. Schools will still need to include these pupils when they submit their TA data, using a relevant code.
The following codes are used for KS2 teacher assessments:
  • GDS: Working at the Greater Depth Standard
  • EXS: Working at the Expected Standard
  • WTS: Working Towards the Expected Standard
  • HNM: Has not Met the Expected Standard
  • PKS: Pre-Key Stage, Growing Development of the Expected Standard (pupils are working at a lower level)
  • PKF: Pre-Key Stage, Foundations for the Expected Standard (pupils are working significantly below the level expected)
  • BLW: Below (pupils who are working below the level expected)
  • A: Absent for the tests
  • D: Disapplied (when pupils have not been tested at the KS2 level)
What teachers must assess
Teachers must make their TA judgements using the:
– TA framework in English writing and science – for pupils who have completed the KS2 programme of study and are working at the standard of national curriculum assessments
– pre-key stage standards in English reading, English writing and mathematics – for pupils who are working below the standard of national curriculum assessments and are engaged in subject-specific study, or who have not completed the relevant programme of study
– the engagement model if a pupil is working below the standard of national curriculum assessments and is not yet engaged in subject-specific study
This table shows which framework to use when making TA judgements, depending on the subject and standard at which the pupil is working. Exemplification materials are also available to help teachers make their judgements if additional guidance is needed.
Evidence
While the teacher’s knowledge of pupils can help inform judgements, the judgements must be based on reliable and demonstrable evidence. This ensures that judgements are as objective as possible, and consistent between classes and schools.
Evidence should come from day-to-day work in the classroom and can be drawn from a variety of sources. The type of evidence may vary for different schools, classes and pupils. A pupil’s workbook will often have all the evidence a teacher needs but evidence might also come from projects, assessment notes, classroom tests and assessments. The form of evidence supporting a teacher’s judgement is entirely up to the teacher, providing it meets the requirements of the frameworks.
Teachers should avoid excessive evidence gathering.