Looking at KS summative assessments

[EmilyTapestrySupport]

Once you have made assessments using the new KS frameworks on Tapestry you can look at the summative assessments. These will show how each child is doing generally and compared to their MAP.

To find this, go to the ‘Tracking' tab at the top of the page (1), then select the Key Stage and year group you want to view (2). As with the rest of the snapshots on Tapestry we have an individual and group view screen for looking at summative assessments. I’m going to start off looking at the individual view, so to do this you just need to click on the ‘individual view’ button in the ‘Summative Assessment’ box (3). 

To skip to the section on the group view, click here.

 

 

Individual View

Once you are on the summative assessment individual view screen, you will then need to a select a child (1), period or year (2) and if you would like to, you can filter the screen by subject (3).

 

 

In the individual view, you will see a row for each statement divided by subject area. The first column will show you the child’s MAP (1) and the tier achieved in previous terms (2). In the next column, ‘Tier’, it will show you the last tier that this child was observed in (3) for the period you are looking at. You can click on the ‘show details’ button (4) to see how and when this assessment was made. A note icon will appear if the assessment was made within an observation (5). Like other summative assessment screens on Tapestry you can override an assessment if you wish by selecting another tier in the ‘tier’ column and then pressing ‘save changes’ at the top or bottom of the page.

If you are happy with the tier a child has been assessed in for each statement, you can then lock this screen so the values you see do not change with any more assessments you make. You’ll find this button at the top of the page in the ‘status’ section (7).

 

 

If you are assessing with KS2 years 4, 5 or 6, you may notice some statements have a star icon next to them. This is to indicate that this statement is important for the KS2 Teacher Assessment. 

 

 

Group View

The group view for the new KS summative assessments is very similar to the individual view. The only difference is that whilst you will see a child’s MAP and most recent summative assessment for each statement, you will not see the tiers they were assessed in for previous terms. Below you can see a screenshot of what the group view screen looks like.

 

 

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[Guest Guest]

What is the benefit of having 5 instead of 3 tiers? Can we call the tiers what we like for example - emerging expected exceeding rather than developing, consolidating and secure?

[FSFRebecca]

You can choose whether 3 or 5 tiers is best for your school - we have schools using both.

Yes, you can call them whatever you like, so if your school has an existing 'refinement' system they can 'slot in' seamlessly with the new Tapestry system. For example, if you have your existing system as emerging, expected and exceeding then choose 3 tiers and call them those names. We have also got schools who are using 5 tiers with tiers 2,3 and 4 being below expections, expected, above expected and then tier 1 is 'far below expected' and 5 is 'well above expected'.

It really doesn't matter, it is a bespoke system.

[Guest Guest]

Hi,

Is there a way of changing the curriculum statements to suit your school?

 

For example, in writing Year 2 using capital letters, full stops, exclamation marks, question marks and commas is all in one statement and this would be taught as separate statements so it would be impossible to meet at the standard until the end of the year. However, I child may secure capital letter and full stops in Autumn 1?

 

This is the only statement that appears very vague at the moment. All the others are broken down and more specific.

 

Thank you,

Saskia

[FSFRebecca]

Good morning,

No, the statements are as they are in the NC so we haven't tampered with them. What I suggest is that you either don't assess that statement until all aspects have been covered - so possibly at the end of the year. Alternatively, you could assess based on a child's grasp of what has been taught so far and then adjust up/down accordingly as you teach more elements of the statement. In the first option, because the statement would be not assessed, the data wouldn't affect your analysis outcomes until the end of the year when it have been covered (statements 'not taught'; do not contribute to analysis. In the second option (which I think as a teacher, I would prefer) a child might totally 'get' capital letters and full stops and be assessed as a Tier 3 (or whatever your 'gets it' tier is!) and then doesn't grasp commas and so you might make an overall assessment of tier 2, until you've done a bit more work on commas. This would show a fall in the analysis points but you would be able to say 'that's because they need more work on commas' - by the end of the year hopefully the child would 'get' all the elements of the statement and you could reassess at tier 3 - showing the child back to their MAP (hopefully) and also showing the impact of your teaching (always good for appraisals!).

Hope that helps

[Guest Guest]

Thank you for the reply.

We are working on a mastery model where we only teach certain objectives at certain points of the year. Therefore in Autumn 1 we only teach capital letters and full stops so would want to assess purely this. Then in Autumn 2 we teach question and exclamation and question marks and assess that.

Do you know if a feature will be developed where you can add our own statements in the future?

Thank you

[FSFRebecca]

Hello,

I understand. I can see what you are doing, I suggest then that you assess according to the elements that you have taught and discount the elements you haven't - as long as you know what you are doing it will be fine.

So, In Autumn 1 you might assess certain elements as T3 - when you look at the child's summative view you will be able to see that clearly. You will know which elements this refers to. In Autumn 2 you can assess again based on the new elements that have been taught, again the summative view will show this clearly and you will be able to see the assessment from Autumn 1 as well. As long as you know each assessment period which elements you have taught your analysis data will be fine.

We will be adding the option to put your own statements in but it won't be for a while yet, I'll make a note that you think it is very important. Can you DM me with your school name so I can add you to the list of requests please.

Anything else I can help with?

[Guest Guest]

Thank you, we are going to have a play around with in and see what we can do.

I will DM you our school information.

Thanks again!

[FSFRebecca]

Thank you, we are going to have a play around with in and see what we can do.

I will DM you our school information.

Thanks again!

No problem, If you'd like a webinar session for a few members of staff let us know. We are offering a free one for those using the new system. You can see here: Free online training for KS1 and KS2 Tapestry users

[Guest Guest]

May I change the Report format such as adding our school letter head rather than just a simple logo on the top right hand side? And where can I find the instruction for that (if any)? Thank you!

[FSFRebecca]

Morning!,

At the moment it's only possible to do a logo. I have raised your question with the developers and they think it is certainly possible to configure the PDF settings allow use of the school letterhead - we can see why this would be useful, we're going to have a chat about it and see what can be done. It won't be an instant fix though - I'll update you when we have decided what to do.

[Guest Guest]

Thank you Rebecca for your reply! I am looking forward to your further advice thanks to your developer's one! Thank you!