for Welsh translation.
is National Test Development?
end of Key Stage 1,2 and 3 tests (and tasks, as applicable) are
taken by all eligible pupils in Wales at age 7, 11 and 14 respectively.
The statutory tests/tasks are based on the Programmes of Study
within the National Curriculum Orders. These orders were revised
in January 2000, and the current versions became operable in schools
from 1 September 2000.
testing takes place in the four core subjects: English, Welsh,
mathematics and science (for science, Key Stages 2 and 3 only).
Tests in mathematics and science are available to schools as both
English-medium and Welsh-medium versions.
2000, all statutory tests (and tasks) have been Wales-only materials.
Prior to this, assessment materials for English, mathematics and
science were, in general, developed jointly with England.
contact has been established and maintained with exemplary primary
practice in Welsh-medium and English-medium schools in Wales,
emphasising the CRIPSAT principle of developing assessment items
which reflect the best practices to be found in schools. In this
manner, tests reflect classroom ecology and the acknowledged backwash
effect of the testing regime can have a positive impact on teachers'
practices and pupils' learning outcomes.
modes of teacher involvement are in operation:
observation and discussion in the course of school visits;
meetings in the course of which teachers articulate and share
their practices before attempting to convert these into assessment
handing over curriculum approaches or assessment items to the
core-team for working up into polished form.
Introducing ideas into practice and checking classroom validity
staff ensure familiarity with the most current thinking about
practice as published in the literature which refers to curriculum,
pedagogy and assessment in primary science. Ideas which push the
boundaries and keep the subject alive are pro-actively fed into
the practice of collaborating schools, tested for classroom validity
and reconstructed to inform assessment development.
concept probes from published research
addition to its extensive assessment activities, CRIPSAT has a
long-established and direct involvement in collaborative research
with teachers. Much of this research has been concerned with understanding
pupils' conceptual progression in understanding of science ideas,
including exploring with teachers the manner in which such ideas
may be made more accessible to greater numbers of pupils. Our
own and others' research of this nature frequently makes use of
research instruments which can be thought of generically as 'concept
probes'. Such instruments can often be successfully re-drafted
for use in pencil and paper form. In such cases, the assessment
draws on research to inform and interrogate classroom practices
and outcomes rather than reflecting them.