Whilst we anticipate the possible changes to teacher assessment and the Interim framework for 2018, we do know that the current testing arrangements should remain the same. With this in mind, it is useful to begin unpicking the texts and questions presented in this Summer’s Reading SAT paper to inform teaching and learning for the forthcoming year.
After the ‘surprise’ or ‘shock’ (!) of the KS2 Reading test last year, many schools were hoping that they had been able to address the higher expectations this year with the ‘live’ test to reflect on from 2016. Certainly, the initial test results for 2017, as announced in the Statistical First Release 4th July, would suggest that this was the case. A 5 percentage point rise from 66% to 71% of children reaching the expected standard, and the accompanying 5 marks increase in the marks required to achieve a scaled score of 100 (up from 21 marks in 2016 to 26 marks in 2017). So, what are the similarities that we can draw from these two tests and possibly take forward into our teaching and learning opportunities for 2017-18?
The word reading required to access the texts in 2017 was, as for 2016, in line with age-appropriateness and reasonably fair. In some ways, the 2017 texts could be viewed as more accessible since the contexts were child-friendlier than those in 2016: a story about a cat followed by information including as section about David Walliams. But as with the 2016 test, it wasn’t necessarily the word reading of the texts that caused issues: it was understanding of the questions and the complexity of comprehending the texts. The type of questions asked drew parallels with those in 2016 (my question stem handout base on the questions from the 2016 test can be found in the Resources section of my website) and, as for last year, the most frequent content domains were word meaning (2a), retrieval (2b) and inference (2d). However, a close look at pages 4 & 5 from the Test Mark Scheme document sheds light on how the marks were distributed differently this year.
Marks for text 1 (Gaby to the Rescue): 2a, 2b, 2d evenly spread; 1 question from 2c Marks for text 2 (Swimming the English Channel): spread across 5 of the 8 domains with 8/17 marks from 2b -nearly half of the marks for this text were questions involving retrieval of information and identification of key details Marks for text 3 (An Encounter at Sea): 14/18 marks from domain 2d -making inferences from the text and explaining and justifying inferences with evidence from the text
It is this shift in the distribution of questions linked to the different content domains which is quite noticeable for 2017. The bulk of inference questions were in relation to text 3 unlike in 2016 when the inferential questions were largely related to the second text.
Let’s now take each text in turn and highlight just a few of the elements to be mindful of in using this test to support teaching and learning. I have extracted the texts from the 2017 Reading booklet to make unpicking the grammar, etc., a little easier (this is available within the Resources section of my website).
Text 1 Gaby to the Rescue: The first text in theory should be the simplest, but children had to grapple with complex sentence structure and keep a clear track of pronouns use throughout the whole piece in order to ensure literal, let alone deeper, understanding of this story. The ability to engage in ‘active’ reading and make use of different types of inferential understanding, whilst reading, was key to comprehending this text even though there were only 5 inference (2d) questions. Understanding the ongoing narrative and sequence of events relied on interpretation beyond the literal.
Text 2 Swimming the English Channel: In some respects, this text was easier to comprehend than the first text and was accompanied by a set of questions that mainly explored content domain 2b (Retrieve and record information). This was the longest of the 3 texts and after the complexities of text 1, it required stamina to locate the detail required to answer the retrieval questions -mistakes could easily be made if skills for quickly locating information were insufficiently developed. Children needed to be able to scan the separate sections for specific information and hone in on the correct sub-heading or FAQ before extracting or using deduction to formulate an answer.
Text 3 An Encounter at Sea: The final text presented another narrative, but this time children were asked to demonstrate their ability to comprehend by mainly inferential questioning. Again, at this point within the test the expectation for stamina was evident. This is the second longest text and clearly -by its position within the paper- the most complex. Although the last two years have not presented a poem as part of the Reading test, the language choices in text 3 were of a poetic nature with a wealth of figurative language, similes and expanded noun phrases for children to contend with. Study of poetry as part of the reading diet during the year would have supported children in accessing and interpreting this text.
Obviously, as always there are many factors to unpick within the Reading test, but hopefully this has provided some initial insights.