Ofqual has today (5 October 2017) published an evaluation of the
Standards and Testing Agency’s (STA) approach to developing key
stage 2 reading and maths tests, alongside a review of
evidence relating to the accessibility of the 2016 key stage 2
reading test. 2016 was the first year of a new suite of tests,
which assessed the new primary national curriculum.
The main report evaluates STA’s approach to ensuring effective
coverage of the knowledge, skills and understanding set out in
the new English reading and maths curriculum. It finds that STA’s
approach is robust and compares favourably to approaches taken in
similar tests internationally, while acknowledging that there are
aspects of maths and reading that cannot straightforwardly be
tested.
The subsidiary review summarises a wide body of evidence and data
relating to the accessibility of the 2016 reading test,
acknowledging concerns raised by teachers at the time. While
standards were set appropriately in 2016, the review suggests
that the test seemed to be more challenging than the sample
materials provided and a significant minority of pupils did not
finish the test. The 2017 reading test did not raise similar
accessibility concerns, nevertheless, the review suggests areas
that could benefit from further consideration by STA.
Dr Michelle Meadows, Deputy Chief Regulator, said:
We are reassured that STA’s approach to sampling from the
national curriculum is robust. We have identified specific
questions that we will continue to discuss with the STA, to
help them to enhance the validity of the reading and maths
tests, over time, for all pupils.
Background
In regulating national assessments, Ofqual’s objectives are to
promote standards and confidence in statutory early years
assessments and national curriculum assessments such as those at
key stage 1 and key stage 2. We focus on the validity of
assessment, in particular, on technical aspects such as test
development, standard setting or marking. We also monitor wider
activity, such as delivery and risk, at a high-level and we
provide advice to inform future approaches to assessment. Whilst
we do not approve decisions made by the Standards and Testing
Agency, our regulatory review can provide independent post-hoc
assurance about assessment quality.
We do not have a role in deciding whether or not there should be
particular statutory assessments, or in curriculum policy,
accountability policy or internal school assessment.
More information on Ofqual’s specific powers and duties in
relation to national assessments can be found in
our Regulatory framework for
national assessments.
