To think the Yr 6 Reading Comprehension Test today was far too difficult?

[Lottielo]

Ds just home from school and very upset because he found the reading comprehension paper much harder than previous sample papers he has done in school. He didn't even finish the paper (missed out 5 questions).

Was this paper harder than expected or was my Ds not properly prepared by his school? I know it shouldn't matter too much, but I'm worried it could knock his confidence.

I asked what would happen if the info was shared?
Well quite clearly it could be used to give an unfair advantage to those children who have not yet the test. Which in consequence would disadvantage people whose children have sat the test today. Don't know why on earth RevealTheHiddenBeach thought her post was appropriate.

I really don't like the pressure that all your children have been subjected to, it's a crying shame. I'm a teacher, SATs marker and tutor and have helped dozens of children through their SATs and hopefully boosted their confidence enough to meet the challenge head-on.
However difficult the test, the Government will manipulate the pass/fail mark to meet their own objectives anyhow. Your child, I'm sorry to say, is a political pawn.

I'm in Scotland and get a little confused by Sats - what are they supposed to be for? Is it about streaming classes or working out if there are gaps in essential knowledge? Or something else?

Ugh, I haven't seen the paper because I teach in an independent school but I hate everything I see and read about these SATS. On that SPAG sample test that was doing the rounds on facebook, I only got 80% - and I teach a high ability Y6 English class!!I don't think any of my class would have scored over 50% yet about half them would have been old style L6s and all have reading comprehension ages of at least 12.8, with most of them being over 16. It's ridiculous.

My English lesson on Friday was me reading our class reader to them under a tree outside. Today we rehearsed some 30 minute Shakespeare plays they're performing nearer the end of term. Later in the week we're writing poetry that uses personification and going on a trip to the theatre. Thinking about what most 11 year olds in the country are being put through this week makes me feel a bit sick. There's no way I'd have survived this long in education if I was teaching in the state sector, it's just too hard - on both teachers and children!

I've never followed National Curriculum though, so I am interested in the level of the questions. Can someone tell me (in general terms obviously) how much harder it is than an 11+ Common Entrance paper (English paper for entrance into senior independent school at 11). These are a range of the questions from a past text (published online so no problem giving questions here) about Acrisius visiting the oracle:

1. What does an oracle do? (1)
2. Why is it useful for an oracle to be without feelings? (2)
3. Why is it suitable for the oracle to be a serpent? (2)
4. Why do you think the author included the first paragraph instead of starting the story at line 10? (3)
5. How does the author build up the character of the serpent? Use short quotations as evidence for your opinions. (5)

I'm just a bit confused about all the extra classes and apparent teaching to the test I have seen many references to if that is the case.

DS didn't finish but said he thought he'd done ok. However, I've done the practise papers with him and he never did ok so, it's unlikely he's pulled it out the bag now . He doesn't care less which normally infuriates me but has been brilliant in terms of these tests. A girl in his class was physically sick this morning . No one should ever feel like that.

I was most pissed off that after the test they did spelling and grammar practice all afternoon instead of PE. I feel like year 6 has been a complete waste of time. He's learnt nothing and hated all if it.

Totally agree Kidshealth I think it is really shameful to use children for political point scoring. I have tried to tell my ds that it doesn't matter as long as he tries his hardest but unfortunately his teacher has been doing a countdown on the whiteboard since January and has been telling them its the most important thing they have done to date with extra after school revision and expecting parents to fork out for revision books and coach them at home, perhaps (some) teachers need educating so as not to cause the children in their care unnecessary stress.

They are a way of the government judging schools.
Some senior schools do use the results for setting purposes, some use them with other results, some pretty much ignore them (especially if there is a school/schools which always produces odd results).

the Government will manipulate the pass/fail mark to meet their own objectives anyhow.

Indeed.

I feel so differently about SATs this year to when my older DC took them. I really wanted them to reach a certain level for themselves, and to see they had made good progress. This year, I know DD will "fail". The test will not be an indicator of how much progress she's made. I can't help feeling it's all a nonsense. I went' as far as telling her teacher at parents evening I didn't care what her SATs results are. We will continue to make sure she knows her tables, and will attempt to learn the appropriate spellings, but I won't compare my child to all others. Not all daffodils flower on the same day.

A teacher friend told me she thinks children will generally do badly this year, with an improvement next year, so the government can declare things are improving.

Why haven't some Dc taken the tests yet? I thought they all had to sit them on the same day. Or can those who were off sick today take them at another time? Is there a 5 day limit on this?

Also, if a Dc performs badly in the tests for whatever reason, will his teacher assessments and previous tests have any influence on the final result.

Eddie I've been told that SATs results will be used to set target grades for GCSEs, but that these won't be static and that if a child shows improvement beyond that expected, those target grades will be raised (although that might not happen, of course).

Sorry - I don't want to derail but why do you need a target grade for GSCE now? I won't ask any more questions after this because I think I'm wandering more into the realms of my lack of understanding of the teaching process now rather than SATs.

Ds said that the thing that annoys him most is that he feels that if he had actually been taught something in the last few weeks instead of taking one test after another, he might have done better. I think he has a point. There's no point in doing endless tests if you don't know where you are going wrong. The teacher doesn't mark them either (fair enough, it would be a lot of work on a daily basis), which means the results might not be accurate anyway as the papers are marked by the kids.

My Dd is more than able and was unable to finish the paper, had 3 questions left. She said it was much harder than any of the past papers. I have just reassured her to try her best and that they don't matter.

I don't understand it either Eddie but from what I understand, the SATs results are used to predict a 'flight path' for the Dc. I think Dcs with an old level 5 were expected to achieve grade Bs as a minimum, although most would have been set higher targets. So if a level 5 was working at a grade C, then they would be underachieving and there would have been some form of intervention. Of course, all the levels and GCSE grades are now changing.

If children are absent today or a valid reason ( illness etc but not holiday) they can sit the test later ( within 5 days) as long as they are kept away from other children!
These tests are the "be all and end all" with regard to Year 6 levels. Teachers have to submit a teacher assessment level but this is pretty much disregarded in favour of the test scores.

Progress in secondary is measured from the results of these tests, targets can be set at anything but KS2 sats are still used for the progress measure.

A teacher told me that because AS levels are going, the grades achieved for GCSEs and even SATs will be used by universities when making their offers. He said that universities will be looking at the whole 'flight path'. I have no idea whether this is the case.

Out of 30 odd questions in 60 minutes my child had to leave 4 completely blank but worked really hard on the rest, with lots of re-reading the questions. She is probably mid-high ability and found it "really tough" (her words). I read out the TES link and we watched the One Show together and she completely agreed with what everyone said. But she is remaining calm and cool as she knows it is not anything to do with her future.

17 out of 25 children in my DS's class were unable to complete the test and they are a bright bunch - over 50% passed the 11+. DS missed the last question and was not able to write write much for one of the 3 mark question because it required an understanding of social situations that he just does not have.

One of the problems is that all the children sit the same test - it must be absolutely overwhelming for less able children. We did early administration of the KS1 test. Some of our less able children cried at the end too - it was completely inaccessible for them.

Bloody hell, Spanieleyes, I had no idea that the teacher assessment didn't really count for anything. I'm actually pretty worried now and very annoyed with myself for not taking the whole thing more seriously.

In terms of the progress measure, does a poor SATs result affect the child in any way? Is it better for a secondary school to have DC with low SATs results so that they can set lower targets for GCSEs and yet still show good progress?

I lied - back again. If the child is working at a grade c level after a higher indicative SAT score, why is the assessment of a one off test (the SAT) held in higher regard (a justification for intervention after a lot of intensive teaching to the test) rather than a current (and I am assuming relatively consistent) presenting of work at a lower level?

Apologies for all the rambling brackets.

Eddie you need target grades for GCSE now so that teachers and schools can be held accountable by OFSTED for the progress students make from KS2 to the end of GCSE. It's what is used to basically decide if a school is good/outstanding or requiring improvement.

I teach year 6 and agree the test today was very difficult- not necessarily the questions but the amount they had to read in the given time.
Hoping the rest of the week improves!

To your second question, it's because the Government trust their test more than they trust teacher assessment.

And working to a C grade must indicate that teachers are not doing their job as well as they should be , based on statistical evidence of what student usually do.

(You can tell I am in a cynical mood tonight )

Ellison8996 Mon 09-May-16 19:45:52
Has anyone seen the key stage one reading? Wondering if that is also hard?

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Two papers. Paper 2 is more difficult than paper 1. I have only seen paper 1 so far, though have seen the mark scheme of paper 2 (as in same booklet.) Paper 1 didn't seem to bad for most of the children. However, it is far too difficult for those that struggle with reading - however, those children do not have to sit the papers.