I only ask because I want to know how good 22 out of 30 marks is on a level 3 KS1 SATS paper.
Her teacher in yr 1 told me on numerous occasions that dd was "average" at maths. Obviously the level 3 shows she is above average especially as her birthday is in the summer hols so is still only 6yrs old.
I don't want to ask school how good her marks is in comparison to the other kids as they weren't happy about telling me her score on the paper!
It isn't just about the mark either but also the content on the paper. There are certain aspects of Level 3a that would need to be covered to award a 3a. This is also true of reading papers. For example, the Y5 optional SAT, total marks 50, 35ish for a level 5. But I wouldn't award a 5b, just a 5c, as the paper doesn't cover the same higher-order comprehension skills as a Y6 paper. Therefore, I sometimes use a Y6 paper for the most able in Y5.
Might depend whether the teacher means average nationally or average for her year group.
I work in a junior school and we often get parents of new Year 3s who are upset that their DC has been put in the lower Maths set, when they got a 2a at KS1 - but there are nearly always more level 3 and 2a than will fit into one set - on a couple of occasions, there have been more than half with level 3 - they come up from the outstanding infant school with very high levels.
mrz - where would you expect these "Borderline" children to sit in terms of <<whispers>> ability groups - because I know you do not do that in your class - going in to year 3? What about the child who has been working with the top group in year 2 for most of the year, comfortably and happily, but didn't do quite so well on the level 3 paper?
The level reported to parents is teacher assessmentnot the test mark
The ARA which is the legal requirements places upon schools states ...
At the end of key stage 1, schools must report a childs teacher assessment levels to the childs parents or persons with parental responsibility. There is no requirement to report task or test results or to allow parents or persons with parental responsibility to see, or have copies of, their childs marked scripts.
A child who has consistantly worked well all year yet didn't demonstrate this in the test would IMO still be in the top group whereas a child that performs well for a single test would need to be placed in a group based on their over performance. My borderline children are working well within level 3 for certain aspects but not others. The way we work they would be given work at an appropriate level for different aspects so would be in different groups for different tasks.