Teacher assessment(17 Posts)
Got my Y6's report and SATS results yesterday. The SATS shows the teacher's assessment as EXS for Maths and Writing, and GDS for Reading (have I got that right, greater depth at any rate). This would be fine. But her report shows GDS for all. Why would they be different? For context, her scores in the test were writing 119, reading 120, maths 114 (I know they're great, very proud!). Maths is normally her strong point but she missed out an entire question so knew she'd dropped marks. She's always had GDS reports so not sure why EXS on the assessment... I know it doesn't matter, but I am wondering why they would be different.
No differentiation in marks over 100 at the moment.
Marks are very high, as you know, so nothing to sweat over.
Hope children are not discussing marks at schools.
Generally don't seem to be at our primary and told my ds to walk away if they do as shockingly bad form to compare.
Your daughter has top marks.....
I know that, thank you, but I am asking why the teacher's assessment on the SATS report would be lower than that in her school report.
Because the SATs only have 2 categories - met the expected standard or not. Only the teacher assessment can tell you that she is working at greater depth within the expected standard (and that only applies to writing, not reading or maths).
We are only allowed to give GDS for writing..nothing else
Her marks are absolutely fine, but don't get too caught up in the minutia, it is a very blunt tool. It doesn't mean a lot or matter very much
ShellyF - allowed by whom? Dd certainly got it for Reading.
To be clear - I am not worried, and her marks are great, but not relevant to her just the school. I am interested to know why the school would assess her for SATS at lower band than in report. She herself is well aware of the checklist used and says it is the same one for both.
The minutiae is the stuff that keeps me going, the fun stuff!
The school doesn't assess her for her SATs, they are externally marked. If a child achieves 100, they are working at the expected standard. Even if they get full marks, they are classed as working at the expected standard.
The class teacher, however, will assess your child as working towards, within, or at greater depth (or whichever terminology your school has adopted). So obviously from your dd's SATs results, she's working at greater depth. But the SATs are just one piece of evidence and the teacher would already know how well she was doing.
They must have made a mistake on the SATS as you can only get GDS for writing not reading.
Steady hand thank you, though it does make me wonder if the way our school has presented the results is the issue. On one sheet of paper they have their SATS results consisting of the test results ( marks and AS ), but also teacher's assessment. I understood from this that the school must be submitting a band to the SATS people as well as the test mark? So a GDS or XTS band assessed by teacher is part of the SATS report as well as the test scores. Is this not the case for all?
Ok, so now I'm embarrassed! She did get the GDS for writing, not reading. And you are all saying EXS is the highest possible teacher assessment for reading and maths?! Why do they not say that then?! This now makes sense, that her school report could be higher. Why on earth does it not say that in the STA info for parents?
Thank you all! By looking over-pernickety on here, and talking crossed-purposes, I've avoided doing it to the HT!
Ok, on p3 they do only mention grading to HNM/EXS/GDS for writing, but they aren't clear that for maths, reading and science there will only be one of two (HNM or EXS).
It is confusing. I am a teacher (KS1 though) and I've been confused this year!
My own dd met expected in her SATS for maths and reading, and just missed out on SPG by one mark. But her class teacher has assessed her as expected across the board as he has obviously seen sufficient evidence throughout the year that she met the standards. They were externally moderated too, so I know that his judgements were sound; not that I would have doubted him anyway!
Can anyone explain mine, please? DD got just over 100 and AS on everything on one sheet of paper (marked tests) but HNM and WTS (for writing) on another sheet of paper (marked teacher assessments) - so has she achieved the expected standards or not? Also, on a third piece of paper, she got the highest mark (out of 4) for effort on every single subject but for actual achievement she got the third mark for anything 'academic' (Maths, Humanities etc) and the second mark (which seemed to mean 'average') for Creative and PE.
So that seems to be saying that despite trying her hardest, she is a bit thick but relatively imaginative and sporty.
Fro the record, she seems to be of average intelligence to me when in social situations and can work out maths related things quite well and enjoys reading.
She has achieved the test standard for maths, grammar and reading ( which is the "over 100" bit). Writing is not assessed by test but by teacher assessment and she has not met the standard for this ( but then again, neither did around 40% of they year 6's). she clearly tries very hard ( which is why she has a high effort mark) but still finds the academic side tough ( which is why the achievement mark is lower)-although this might be relative to the cohort of children she is with.
She sounds like a normal, average child to me who tries her best in everything she does, even when she finds the going tough!
We sent a cover letter to explain to parents about what everything meant. That helped.
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