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Test development, level setting and maintaining standards

Introduction

This website provides detailed information on how NAA:

  • develops the national curriculum tests for key stages 1, 2 and 3
  • sets their level thresholds
  • maintains standards year on year.

Finding information and navigating this site

The development of national curriculum tests can be summarised in twelve stages. The following diagram shows the timescale for developing the tests and further information about each stage.

Further information

You can find background information on the national curriculum and assessment on the QCA website.

Should you have any questions about the contents of this site or would like further information about NAA's processes and procedures in relation to test development, level setting and maintaining the standards of the test over time, in the first instance please e-mail your query to tests@naa.org.uk

Stage 1: Months 1–6

- Developing test questions

  • Who writes the tests?
  • Is there a specification for each test?
  • Are initial ideas trialled?
  • How soon are teachers involved in the process?

Stage 2: Months 7–8

- First pre-test

  • What is the purpose of the first pre-test?
  • How are the pre-tests organised?
  • How are schools chosen to be involved?
  • Who marks the first pre-tests?
  • How is the first pre-test analysed?

Stage 3: Months 9–10

- Outcomes of the first pre-test

  • How are the outcomes of the first pre-test actioned?
  • What criteria are used to select questions for the second pre-test?

Stage 4: Month 11

- Second pre-test

  • Why is a second pre-test needed?
  • How is the second pre-test administered?
  • What analysis is carried out?
  • Who marks the second pre-test?

Stage 5: Months 12–16

- Finalisation of mark schemes and tests

  • What happens after the second pre-test?
  • When are the tests modified for children with visual and hearing impairments?
  • How are the markers for key stages 2 and 3 tests trained?
  • How is the standard of marking key stages 2 and 3 tests monitored?
  • How is the standard of key stage 1 marking monitored?
  • How is the data used to inform the level setting process?
  • Are teachers involved in setting draft level thresholds?
  • Is the process of setting levels for key stage 1 tests and tasks the same?

Stage 6: Months 17–21

- Handover

  • What happens once the tests and mark schemes have been finalised?

Stage 7: Month 22

- Test administration

  • When are the key stages 2 and 3 tests taken?
  • How are the key stage 1 tests and tasks administered?
  • What special arrangements can be made?

Stages 8, 9 and 10: Month 23

- Level confirmation
- Distribution of level thresholds
- Completion of marking

  • How are the level thresholds finally set?
  • How soon are the level thresholds published?
  • What do markers have to do once the levels have been set?

Stage 11: Months 24–25

- Evaluation

  • What evaluation of the tests is carried out?
  • Are teachers' views taken into account?
  • Do markers have the opportunity to comment on the tests?

Stage 12: Month 25

- Feedback and review

  • How is feedback on the test communicated to teachers and LAs?

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