The tasks linked to this page provide schools with optional resources that can be used to support teacher assessment of key stage 3 pupils working below the levels of the statutory national tests in English, mathematics and science.

Supporting teacher assessment

The tasks are designed to support teacher assessment. Teachers may integrate the tasks into their teaching programme as they wish and may use them at any time during the year. They can be used formatively to indicate what pupils are able to do and so inform future learning and teaching strategies or used to provide additional evidence to support teachers’ own assessments of pupil performance at the end of the school year or key stage.

Individual tasks can be used separately to provide a basis for discussion for teachers and pupils on what learning has been achieved and to identify the next steps, or used at the end of the key stage, in conjunction with other assessment information, to help teachers in their judgement of the pupil’s level of attainment.

Supporting assessment for learning

Current research on assessment for learning highlights the use of assessments for formative purposes, and these tasks can be incorporated within an assessment for learning framework, if teachers wish to do so. If this is the case the materials can be adapted to reflect classroom assessment practices usually undertaken with pupils such as using a mixture of questioning techniques, self/peer-assessment, marking and feedback strategies.

For English, QCA has recently published: Marking: making a difference. Focusing on marking and responding to children’s work can result in significant improvements in what children understand and can do in writing. The effectiveness of the teaching of writing can also be improved through the use of assessment information in planning and in discussions with children. The approaches outlined are equally valid for primary and secondary schools.

For mathematics, QCA has produced a web-based publication Using assessment to raise achievement in mathematics, key stages 1, 2 and 3, which suggests possible strategies that teachers may find supportive. Additional guidance and research on assessment for learning is also available.

For science, QCA has published Assessing progress in science at key stages 1, 2 and 3: QCA support materials for science teaching , which is designed to aid teacher assessment and to give guidance on assessment for learning principles.

The above publications may be accessed in the assessment for learning area of QCA’s website.

Administering the tasks

Each task details the resources needed and gives clear guidance on how to administer the task.

Descriptions of performance, linked to national curriculum levels, and additional guidance about pupils’ responses are given so that teachers can identify where pupils have secure understanding or areas for future learning. In some subjects, the description of performance is also linked to the programme of study.

Pupils may benefit from initial discussion with the teacher to stimulate their thinking. There is no time limit for the tasks and teachers may interact with pupils while they work. When teaching takes place over the course of a task, teachers will need to judge to what extent pupils have demonstrated understanding of the assessment objectives. Teachers will need to make similar judgements about the attainment of individual pupils when they work collaboratively.