This is the mark scheme and teacher guidance for the GaPS Autumn and Spring tests for Years 3–6 PDF
Preview This is the mark scheme and teacher guidance for the GaPS Autumn and Spring tests for Years 3–6
This is the mark scheme and teacher guidance for the GaPS Autumn and Spring tests for Years 3–6: UPDATED Sept 2017 This free teacher guidance provides what you need to administer and mark the Autumn and Spring tests. It contains the: ■■ curriculum maps of content covered in the tests ■■ the mark schemes and marking guidance for the tests ■■ facility values for test questions, and ■■ raw score to standardised score conversion tables. More extensive teacher guidance will be provided in the full GaPS Stage 1 and GaPS Stage 2 Manuals, which will be published in Spring 2018, together with the GaPS tests for Summer. The GaPS Stage 1 and GaPS Stage 2 Manuals will also include the following information, to assist you when using GaPS across the whole key stage: ■■ strand level performance information ■■ age-standardised scores, GPS ages and Hodder Scale scores for predicting progress ■■ further information about interpreting and analysing results ■■ technical information about the standardisation ■■ answers and mark schemes for the GaPS Summer tests. In Spring 2018 the mark sheets and question level analysis for the Spring tests will be available as part of the online analysis and reports service. To order your GaPS Summer test papers and manuals visit www.risingstars-uk.com/gaps © Rising Stars UK Ltd 2017 First published in 2017 by RS Assessment from Hodder Education, part of the Hodder Education Group An Hachette UK Company Carmelite House 50 Victoria Embankment London EC4Y 0DZ www.rsassessment.com gaps gaps Grammar, Punctuation and Spelling Assessment STAGE 2 Years 3–6 Autumn and Spring tests: Test guidance and mark schemes gaps Contents 1 Introduction 3 Why use GaPS? 3 GaPS curriculum maps 4 2 Administering the GaPS tests 13 When to test 13 Group size 13 Timing 13 Preparation 13 Administering the test 13 Spelling test transcripts 14 3 Answers and mark schemes 23 Marking the answers 23 Finding the total raw score 23 Profi ling performance by strand 23 Answers and mark schemes for each test (including facilities for each question) 24 4 Standardised score tables 72 Standardised scores for GaPS 72 2 Contents gaps 1 Introduction Progress in Grammar, Punctuation and Spelling (GaPS) provides a termly standardised assessment of a pupil’s English language and spelling attainment, plus a profile of grammar, punctuation, vocabulary and spelling skills, which helps you identify those pupils who may need further teaching and practice. Separate tests are available for the Autumn, Spring and Summer terms for each of Years 1 to 6. GaPS is designed for whole-class use, with pupils of all abilities. The GaPS tests are designed to be used just after half-term, but may also be used towards the end of each term in each primary school year in order to measure and monitor pupils’ progress and to provide reliable predictive and diagnostic information. The tests are simple and quick to administer, and straightforward to mark. Each test takes between 30 and 50 minutes, depending on the year group, and each test is divided into two parts – one for grammar, punctuation and vocabulary and the other for spelling – which can be administered separately. GaPS tests assess the 2014 National Curriculum and the content domain- assessable elements of the 2015 English grammar, punctuation and spelling test frameworks published by the Standards and Testing Agency for National Curriculum Tests. The GaPS tests provide thorough coverage of the National Curriculum 2014 Programme of Study for each year. This has been assured by systematically sampling Key Stage 1 and Key Stage 2 performance descriptors for English using the 2015 test frameworks and being informed by the Key Stage 1 and Key Stage 2 national tests. Why use GaPS? Using GaPS provides many benefits. First, GaPS gives reliable summative information, for example: ■■ if you want to follow the progress of your pupils from term to term, as well as year to year through the primary school, GaPS provides three carefully designed tests for each year; ■■ if you wish to set appropriate and meaningful targets for your pupils, and to evaluate their progress, GaPS tests provide an empirical basis on which to do so; ■■ if you need to have an external reference for your value-added requirements, GaPS tests supply it. Second, GaPS also has a diagnostic capability, enabling you to investigate the strengths and weaknesses of your pupils’ language skills across grammar, punctuation, vocabulary and spelling with each of these being further broken down as in the STA test frameworks (Table 1.1). 1 Introduction 3 Table 1.1 STA strands used in GaPS Strand Description G1 Grammatical terms/word classes G2 Functions of sentences G3 Combining words, phrases and clauses G4 Verb forms, tense and consistency G5 Punctuation G6 Vocabulary G7 Standard English and formality S Spelling You can also examine the performance of pupils on each question. Using the percentage of pupils who answered each question correctly in the national standardisation (the facility value), you can easily compare the performance of your own pupils with those in the national sample. You will find facility values by each question in the relevant mark scheme. GaPS will help you answer parents, governors, inspectors or headteachers who ask questions such as: ■■ How has my child done compared to others of his/her age or year group? ■■ What pattern of performance do pupils in a particular year typically achieve? ■■ Has this pupil made good progress from year to year? ■■ What would be a reasonable level of achievement for this pupil next term? ■■ What are the strengths of this pupil, or class? ■■ What individual and class targets are appropriate and realistic? ■■ On what aspects of language should this pupil focus to maximise progress? ■■ What would constitute good, average or poor progress for this pupil, or class? ■■ What is my child’s GPS age? GaPS curriculum maps The GaPS tests provide thorough coverage of the National Curriculum 2014 Programme of Study for the particular year. These curriculum maps take in the 2014 Programme of Study, which describes what should be covered by the end of each year, and how the teaching of the material might be allocated to each term. For a test to give reliable results, it needs to be valid – that is, to assess what has been taught – so the curriculum maps define what GaPS assesses each term. The GaPS test for each term will help in planning your teaching. The GaPS test for each term samples the curriculum described for that term. Material introduced in the Autumn term will be reinforced in subsequent terms. 4 1 Introduction Curriculum maps GaPS 3 Autumn Grammar Conjunctions of time, place and cause (e.g. when, before, after, while, so, because) Subordinate clause Clause co-ordination Preposition of time (e.g. before, after, during, in, because of) Adverbs of time (e.g. then, next, soon, therefore) and manner (e.g. kindly) Expanded noun phrase Tenses – present and past progressive Tense consistency Statement Question Command Exclamation Word order in questions Punctuation Capitals for names and sentences Full stop Question mark Exclamation mark Apostrophe for contraction Commas in lists Vocabulary Prefixes to make nouns: super–, anti–, auto– Plurals Noun suffix –ment, –ness Spelling rules Consonant, vowel Adjective suffix –er, –est, –ful, –less Adverb suffix –ly (e.g. sadly, usually, happily, gently, basically) Prefix un–, dis–, mis–, re– The /r/ sound spelled wr at the beginning of words The /i/ spelled with y other than at the end of words (e.g. myth, Egypt) The /∧ / sound spelled ou (e.g. young, double) Words with the /k/ sound spelled ch (e.g. scheme, character) Words with the /ei/ sound spelled ei, eigh, ey (e.g. they, eight, vein) Spelling word list/ accidentally, actually, probably, caught, naughty, consider, disappear, fruit, common exception group, heard, learn, heart, history, quarter, reign, straight, weight, sentence, words young, double, myth, circle 1 Introduction 5 GaPS 3 Spring Grammar Conjunctions Statements Questions Commands Subordination Sentences and clauses Co-ordinating conjunctions Adverbs of time and manner Prepositions Tenses Present perfect form of verbs (e.g. he has gone instead of he went) Present and past progressive Nouns/verbs/adjectives/adverbs Expanded noun phrases Standard English: choosing a or an Punctuation Direct speech Inverted commas/speech marks Apostrophes for contraction and possession Capitals for names and sentences Full stops Questions Exclamation marks Commas in lists Vocabulary Homophones and near-homophones: ball/bawl, berry/bury, grate/great, groan/grown, here/hear, heel/heal/he’ll, mail/male, main/mane, meat/meet, plain/plane, scene/seen, weather/whether Suffixes – plurals including: potatoes Spelling rules Adding –s and –es to words (plural of nouns and the third-person singular of verbs) Rules for adding suffixes beginning with vowels The /i/ sound spelled y other than at the end of words Prefixes Noun suffix –ation (e.g. information, admiration) The suffix –ly Endings that sound like /∫ən, spelled –tion, –sion, –ssion, –cian Words containing the letter string ough Adding –es to nouns and verbs ending in y Adding –ed, –ing, –er and –est to a root word ending in y with a consonant before it The /Ͻ:/ sound spelled a before l and ll (e.g. wall, always) The /∧/ sound spelled o (e.g. glove, front) The /ӡ/ sound spelled s (e.g. television) Spelling word list/ Days (including Wednesday), centre, decide, recent, difficult, forwards, common exception particular, popular, height, possible, though, although, thought, through, words remember, because, pretty 6 1 Introduction GaPS 4 Autumn Grammar Nouns and adjectives Adverbs and verbs Expanded noun phrase Prepositions Pronouns Choice of pronoun or noun Present perfect instead of simple past Tenses Standard English was, were Subordination Fronted adverbial Statement Question Command Exclamation Time conjunctions Conjunctions Determiners Punctuation Possessive apostrophe Plural and possessive s Apostrophe in contractions ! . ? and capitals Inverted commas Commas in lists Vocabulary Word families Noun-forming prefixes: sub–, inter–, super–, anti–, auto– Suffixes Homophones and other confusable words Spelling rules Different forms of prefix –in (e.g. inactive, impossible, illegal, irregular) Words ending with the /g/ sound spelled –gue (e.g. league, tongue) Words ending with the /k/ sound spelled –que (e.g. antique, unique) Words with the /s/ sound spelled sc (e.g. scissors, crescent) Words with the /ʃ/ sound spelled ch (e.g. chef, brochure) Spelling word list/ answer, believe, bicycle, breath, breathe, build, guard, guide, busy, common exception business, calendar, regular, century, certain, circle, imagine, increase, words important, strange 1 Introduction 7 GaPS 4 Spring Grammar Nouns Adjectives Conjunctions Adverbs Verbs Use of modifying adjectives, nouns and prepositions in phrases (e.g. the pretty little cottage where she lived) Expanded noun phrases Standard English: did, done Determiners Tenses Present perfect instead of simple past Statements Questions Commands Exclamations Matching verb forms to singular/plural nouns Prepositions Pronouns and nouns Co-ordinating conjunctions Subordination Fronted adverbials Time conjunctions Punctuation Commas after fronted adverbials Inverted commas Capitals for names and sentences Full stops Questions Exclamation marks Apostrophes for singular and plural possession (e.g. girls, boys’, babies’, children’s, mice’s) Apostrophes after singular proper nouns ending in s (e.g. James’s toys) Vocabulary Noun-forming prefixes Suffixes Homophones and near-homophones Spelling rules Different forms of prefix –in (e.g. inactive, impossible, illegal, irregular) Adding suffixes beginning with vowel letters to words of more than one syllable Prefixes The suffix –ation –sure /ӡə/ or –ture /tʃə/ (e.g. measure, creature) /ʃən/ –sion (e.g. division, collision) /ʃən/ –tion, –sion, –ssion, –cian (e.g. invention, confession, expansion, musician) Words containing the letter string ough Homophones and near-homophones: accept/except, affect/effect, brake/break, fair/ fare, knot/not, medal/meddle, missed/mist, peace/piece, rain/rein/reign, whose/who’s Adjective suffix Spelling word Exercise, experience, experiment, extreme, grammar, height, island, knowledge, list/common often, material, nature, natural, notice, promise, particular, popular, position, exception possess(–ion), pressure, special, suppose, therefore words 8 1 Introduction
Description:The list of books you might like
