KS1 maths test paper mark for level 3

[KOKOagainandagain]

DS2 was given a teacher assessment of 2A. In a past paper the threshold for level 3 is 10 out of 30. Does anyone know what the threshold for this year is?

I know that teacher assessment over-rides the test score but there are issues with DS2's SEN masking his ability (98-99th percentile on cognitive testing) and resulting in under-achievement.

TIA

All depends which L test paper they did. There isn't a new one published every year.

Should say L 3 test paper

He did the KS1 booklet from 2007.

There is a level 2 booklet and a level 3 booklet

He did both.

Can't remember what the thresholds are, but I have my class lists with children's results and what level they achieved from that score. What did your DS score and I'll cross check it with my lists.

He got 12. He hates writing (hypermobility, fine motor difficulties etc)and did not show any workings at all.

DH is on the BOG. 2 flat levels (ie from L2 to L4) is recorded as adequate progress between KS1 and KS2 even if it is less than 12 NCP.

12 is the lowest scoring child I have who was awarded a L3 on the paper, so I assume it is the threshold (mrz am I right?). I certainly didn't award that child a L3. Well over half my class "passed" the L3 paper, but checking against APP I only awarded L3 to about 1/3rd of them . I don't feel the test itself really shows that they are a L3 mathematician (unless maybe if they absolutely ace it and get very high scores)

If he is just scraping a level 3 on a test paper and his class work is a 2A, then I would agree with the 2A assessment.

It may be a different story if he was flying through the paper and there was clearly a huge mismatch between his performance on that abd his classwrok - but clearly there isn't.

and classwork

I don't feel the test itself really shows that they are a L3 mathematician

It's not meant to - it's meant to support an assessment of level 3 work day to day.

Exactly Feenie! That's why I find parents obsession with the tests frustrating.

DS2 has severe attention issues, pronunciation and narrative delay and difficulties with semantics and pragmatics as well as non-verbal and social communication difficulties. He is being assessed for ADHD and ASD. DS1 (12) has an ASD. On a day to day basis this means that the teachers are unable to keep DS2 in his seat and his 'output' is minimal. Not only is he not engaging with/able to access the normal curriculum but he is definitely not being exposed to higher level materials.

He does not respond to his name and the teachers asked me to have his hearing and vision checked and have absence seizures ruled out. All negative. Until recent assessments by SALT and OT and the EP have shown scores mostly in the high 90th percentile, teachers had assumed below average ability and have taught accordingly.

Predictions for sats levels for maths at the end of KS1 were below average to average because DS2 has not demonstrated in his classwork understanding that the allowed teachers to tick off material/skills mastered. 2A is higher than the teachers predicted.

Feenie - I guess what I am trying to say is that 2A is not an accurate assessment of classwork as there is insufficient day to day output to justify this mark. Therefore he was awarded 2A because he scraped the L3 test but this is not the level he works at in the classroom.

Sorry this is jumbled - DS1 is in the room talking constantly to me about Minecraft which he is playing.

Are you saying you think his assessment should be lower than 2A?

I think that the assessment should be meaningful. What I am saying is that there is a mismatch in the level he works at in the classroom and the level he achieved on testing. However, the mismatch has been averaged out so that the level awarded does not reflect either achievement on the test or working in the classroom.

I am concerned that next year (new teacher) he will be expected to produce work in the classroom consistent with a child that actually works on a day to day basis at that level. De ja vu - this happened to DS1 - development of school phobia, school transfer, failed transition to secondary, EOTAS, tribunal, placement in OCC specialist school. ime it is toxic to self-esteem to be called/treated as lazy, awkward, wilful etc.

You're right - it shouldn't have been 'averaged out' - it should have been consistent with the level he works at day to day.