Understanding SATs levels

[Bodenbabe]

Is a 2c better or worse than a 2a? I'm not sure which way the letters go! Also, DD has received just a 2 as well - how does a plain 2 compare to a 2 with a letter after it?

Ah, or is this because some subjects only have 2s and 3s but other subjects have the 'in between' grades with the letters after them?

A 2c is lower than a 2a with 2b being in the middle! Some subjects are only levelled rather than sublevelled-Science for example only has full levels so a child would be a 1,2 or 3 ( obviously higher as they move up the school!) Some schools also give a speaking and listening level which might be a whole one

Sorry, forgot to mention, Literacy and Numeracy are usually sublevelled!

That's great, thanks primarymum! In that case, I'm surprised that DD 'only' got a 3C for KS1 reading, as she reads fluently (literally fluently, as an adult would) . I know it's about comprehension too, not just reading, but her comprehension certainly isn't bad.

which year is she in ? In my experience KS1 teachers (year 2) don't grade above a 3 - and 3 pretty much means above expected levels for the age, but doesn't quantify how much.

If you are concerned I would talk to the teacher and ask them to explain what it means. Sounds like she is doing fine - whatever grade she has been given

She's in Y2, throck. I might mention it to her teacher but didn't want to bother her when she probably has hundreds of parents asking the same thing every year, but you are right that I should do that.

a 3C is the expected national standard for Year 3. if she's in Y2 then she's doing just great.

You can't grade above a 3C for Year 2 now.

That is not true, gerontius! There is absolutely no limit on levels at Key Stage 1 - the level 3 papers alone would allow an assessment of a 'good' level 3, never mind the teacher assessment.

And the Asssessment and Reporting Arrangments booklet 2010 instructs teachers on how to support an assessment of level 4 at Y2.

Is it possible that some schools prefer not to grade above 3c in yr 2 because it's more beneficial for their value added scores if they don't?

It is possible - but it certainly isn't true that they can't.

DD1 also got a 3c for reading in Yr2. She's just finished Year 3 and got a 3a in her Yr3 report. Her teacher waxes lyrical about how well she has been doing in comprehension tests and is quite frank about the fact that she's way ahead of all but one other child in her class (her best friend, luckily!). So on that basis, I'd have to assume that 3c in Yr2 is pretty good!

At parents' evening, her teacher took the time to explain what sort of things she'd have to do to move up to level 4. It made me . Lots of really subtle stuff about understanding characters' motivation, reading between the lines, keeping different track of different layers of plot and plots which jump around in time. Frankly, I think she's doing pretty well to score as high as she has so far!

Wow, that's amazing what they have to do to get a 4, Smith! That's very interesting, as I was wondering what else a child can do who is fluent at reading but the levels are obviously way more focussed on comprehension than I realised.

APP Reading
Level 3

In most reading
AF1 ? use a range of strategies, including accurate decoding of text, to read for meaning range of strategies used mostly effectively to read with fluency, understanding and expression
AF2 ? understand, describe, select or retrieve information, events or ideas from texts and use quotation and reference to text simple, most obvious points identified though there may also be some misunderstanding, e.g.
about information from different places in the text
some comments include quotations from or references to text, but not always relevant, e.g. often retelling or paraphrasing sections of the text rather than using it to support comment
AF3 ? deduce, infer or interpret information, events or ideas from texts straightforward inference based on a single point of reference in the text, e.g. ?he was upset because it says ?he was crying?? responses to text show meaning established at a literal level e.g. ??walking good? means ?walking carefully?? or based on personal speculation e.g. a response based on what they personally would be feeling rather than feelings of character in the text
AF4 ? identify and comment on the structure and organisation of texts, including grammatical and presentational features at text level
a few basic features of organisation at text level identified, with little or no linked comment, e.g. ?it tells about all the different things you can do at the
zoo?
AF5 ? explain and comment on writers? use of language, including grammatical and literary features at word and sentence level
a few basic features of writer?s use of language identified, but with little or no comment, e.g. ?there are lots of adjectives? or
?he uses speech marks to show there are lots of people there?
AF6 ? identify and comment on writers? purposes and viewpoints,and the overall effect of the text on the reader identify main purpose, e.g. ?the writer doesn't like violence? express personal response but with little awareness of writer?s viewpoint or effect on reader, e.g. ?she was just horrible like my nan is sometimes?
AF7 ? relate texts to their social, cultural and historical traditions make some simple connections between texts identified, e.g.similarities in plot, topic,or books by same author, about same characters recognition of some features of the context of texts, e.g. historical setting, social or cultural background

Level 4 is of course much more demanding.

Thanks Goblinchild. Where would I find the similar list for Level 4. I'm just intrigued to see a bit more about where my daughter is supposedly heading!

Here's level 4. You have to get 4+ examples of the child doing each assessment focus in order to evidence it.

AF1 ? use a range of strategies, including accurate decoding of text, to read for meaning

AF2 ? understand, describe, select or retrieve information, events or ideas from texts and use quotation and reference to text
Some relevant points identified. Comments supported by some generally relevant textual reference or quotation

AF3 ? deduce, infer or interpret information, events or ideas from texts comments. Make inferences based on evidence from different points in the text, inferences often correct, but comments are not always rooted securely in the text or repeat narrative or content

AF4 ? identify and comment on the structure and organisation of texts, including grammatical and presentational features at text level. Some structural choices identified with comment, some basic features of organisation at text level identified.

AF5 ? explain and comment on writers? use of language, including grammatical and literary features at word and sentence level some features of writer?s use of language identified, comments on writer?s choices,

AF6 ? identify and comment on writers? purposes and viewpoints,
and the overall effect of the text on the reader. Main purpose identified,
Comments show some awareness of writer?s viewpoint, comment on overall effect on reader,

AF7 ? relate texts to their social, cultural and historical traditions. Features common to different texts or versions of the same text identified, with comment. Comment on the effect that the reader?s or writer?s context has on the meaning of texts.

Goblin, what do these AF numbers mean (and stand for)?

Assessment Focus! It's just the way the whole of reading is split into different "strands" to assess. The same applies to writing and maths ( although with different descriptors of course!)

I think it's interesting for parents to see some of the hoops and stuff that we have to enable your children to jump through, and that 'Being a good reader' isn't just being able to read aloud to mummy on the settee.
The more reading that happ3ens the better, but looking at the AFs might help some to realise that the reason their child is still on rioja level rather than moet might be for other reasons than decoding.

I don't understand.My DD1 is finishing Y3 and got level 4 for reading which on her report was marked as being in line with national expectations for her age, I would have thought it was above?

If schools are still using the QCA test as their only method of levelling, it's reasonably easy for an able reader to get a L4 in Y3.
That said, it is the able readers who achieve it, above expectations. APP is a more rigorous and thorough method.

No idea which test they used.Had a picture of the antarctic and yellow boxes on teh front I think.I don't think DD is a fantastic reader , but I thought that level 4 would be slightly above national expectations.

Goblinchild - thanks for the info. It is definitely helpful to know what these levels actually mean in terms of "stuff my child would have to be able to do", as opposed to just whether they are below, at, or above expectations.

Katiestar - as far as I'm aware, level 4 is the expected level for the end of year 6 (although many will get level 5). So I don't know how it could be in line with expectations in Year 3. Unless they meant that her rate of progress since last year was in line with expectations - our reports have separate gradings for absolute level and progress since last year's report.