mathematics progress tests - rising stars

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Trevor DixonSeries Editor: Sarah-Anne Fernandes

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Mathematics

Progress Tests

Year

Second Edition

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Introduction

Why use the Mathematics Progress Tests (Second Edition)? The Mathematics Progress Tests were first developed in 2014 to support teachers to assess their pupils’ performance against the 2014 National Curriculum Programme of Study for mathematics.

The Mathematics Progress Tests (Second Edition) offer a brand new set of tests to identify gaps in learning and assess pupils’ performance against age-related expectations.

The tests are written to the same framework as the 2014 Mathematics Progress Tests, with carefully chosen question types to bring them further in line with the Key Stage 1 and Key Stage 2 national tests.

Our expert author has carefully constructed the tests to ensure that pupils regularly experience the types of questions that will equip them with the skills needed for the Key Stage 1 and Key Stage 2 national tests in mathematics.

The half-termly Mathematics Progress Tests (Second Edition) assess pupils across a range of mathematics skills and offer teachers a clear indication of how well pupils are doing in every year group, identifying gaps in pupils’ knowledge and understanding to help inform teaching.

The Mathematics Progress Tests (Second Edition) include:

• all new questions to assess whether pupils are performing against age-related expectations in mathematics

• additional 2-mark questions to familiarise pupils with the more challenging reasoning questions in the national tests

• an increased focus on reasoning questions to help teachers to identify and address gaps early on.

The Mathematics Progress Tests include one test for each half term. All the tests have been:

• written by a primary mathematics assessment specialist

• reviewed by primary mathematics curriculum and assessment experts.

How do the tests track performance?The results data from the tests can be used to identify gaps in learning and track pupils’ performance. They show whether pupils are working towards, meeting or exceeding the expected standard for their year group. This data can then be used alongside other evidence to enable effective planning of future teaching and learning, for reporting to parents and as evidence for Ofsted inspections.

PDF versions of the tests are available via your My Rising Stars account (www.risingstars-uk.com/user).

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Introduction

Online analysis and reportsYou also have access to online analysis and reports via MARK (My Assessment and Reporting Kit). MARK enables you to:

• gain valuable insight into individual and group performance

• view gap analysis at a glance

• generate reports in a few clicks.

To unlock access to MARK, visit www.risingstars-uk.com/mark. You can then log into MARK at any time by visiting mark.rsassessment.com.

For support with using MARK, visit www.rsassessment.com/support or email [email protected].

About the Mathematics Progress Tests (Second Edition)The tests are written to cover the requirements of the Programme of Study for the 2014 National Curriculum. There is a separate test for each half term. The number of marks for each test is as follows:

Year 1 Year 2 Year 3 Year 4 Year 5 Year 6

10 12 20 20 20 20

The style of the tests mirrors that of the national tests that pupils will take at the end of Key Stages 1 and 2.

The tests assess across a range of skills as exemplified by the mathematics content domains for Key Stages 1 and 2. For further information on the content domains, turn to page 30.

Full details of which content domain and strand each question assesses can be found in the Coverage grid on page 38.

Test demandTest demand increases both within tests and across the year, which means that tests at the beginning of the year are easier than those at the end of the year.

Tracking performanceThe marks that pupils score in the tests can be used as one piece of evidence to track how they are progressing against the expected standard for their year group. The marks for each test have been split into three performance thresholds:

• working towards

• expected

• exceeding.

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Introduction

The thresholds for each year group are as follows:

Performance thresholds

Working towards Expected Exceeding

Year 1 0–5 6–8 9–10

Year 2 0–6 7–10 11–12

Year 3 0–10 11–16 17–20

Year 4 0–10 11–16 17–20

Year 5 0–10 11–16 17–20

Year 6 0–10 11–16 17–20

The table gives the performance thresholds for each test, which you can use to see how well each pupil is doing in each test. If pupils are meeting the expected standard for their year group, they will consistently score in the middle zone of marks in the tests. The higher the mark in the zone, the more secure you can be that they are meeting the expected standard for their year group. Because the tests become progressively harder throughout the year, you will not necessarily see an increase in an individual pupil’s marks each time they take a test.

How to use the Mathematics Progress Tests (Second Edition)

Preparation and timings1 Make enough copies of the test(s) for each pupil to have their own copy.

2 Hand out the papers and ensure pupils are seated appropriately so that they can’t see each other’s papers.

3 Pupils will need pens or pencils, erasers and a ruler. Encourage pupils to cross out answers rather than rub them out.

4 There are no time limits for the tests but normal practice is to allow a minute per mark for written tests. Help with reading may be given using the same rules as when providing a reader with the DfE Key Stage 1 national tests.

Supporting pupils during the testsBefore the test, explain to pupils that the test is an opportunity to show what they know, understand and can do. They should try to answer all the questions but should not worry if there are some they can’t do.

Many pupils will be able to work independently in the tests, with minimal support from the teacher or a teaching assistant. However, pupils should be encouraged to ‘have a go’ at a question, or to move on to a fresh question if they appear to be stuck, to ensure that no pupil becomes distressed.

It is important that pupils receive appropriate support, but are not unfairly advantaged or disadvantaged. Throughout the tests, therefore, the teacher may read, explain or sign to a pupil any parts of the test that include instructions, for example by demonstrating how to circle an answer.

Introduction

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With younger age groups, you may also consider using the PDF versions of the tests available via your My Rising Stars account (www.risingstars-uk.com/user). You can project the PDF onto a whiteboard to support a whole class or group to take the tests. You may choose to refer to the words on the whiteboard and read them aloud so that pupils can follow them on the screen and on their own test paper, and then write their answers on their papers individually.

Marking the testsUse the detailed mark scheme and your professional judgement to award marks. Do not award half marks. For multiple-choice questions, accept positive indications of the correct answer, such as crosses, as long as the correct answer is clearly identifiable.

It is useful to use peer marking of test questions from time to time. Pupils should exchange test papers and mark them as you read out the question and answer. You will need to check that pupils are marking accurately. This approach also provides an opportunity to recap on any questions that pupils found difficult to answer.

Feeding back to pupilsOnce the test has been marked, use a five-minute feedback session with pupils to help them review their answers. Wherever possible, pupils should be encouraged to make their own corrections as, in this way, they will become more aware of their own strengths and weaknesses.

Agree with each pupil what they did well in the test and what the targets are for them to improve. A template Pupil progress sheet is provided on page 9 for this purpose.

Content coverage Year 2

The Mathematics Progress Tests (Second Edition) have been written to cover the content requirements of the Programme of Study for the 2014 National Curriculum. There is a separate test for each half term. A summary of the content of each test is outlined below.

Autumn test 1 • Use number bonds within 20 • Add and subtract two-digit and one-digit numbers• Read and write numbers in words and numerals• Solve problems involving addition and subtraction• Find

12 of a shape or quantity

• Tell time to the hour and half past the hour • Compare and sort common 2-D shapes and everyday objects• Identify and describe properties of 2-D shapes• Complete mathematical patterns and sequences

Autumn test 2 • Add and subtract two two-digit numbers• Use multiplication and division facts for the 2, 5 and 10 multiplication

tables• Find


• Read and write mathematical statements• Count in steps of 2, 3, 5 and 10• Recognise and find


• Compare and order mass • Combine amounts to make a particular value of money• Recognise and name common 3-D shapes

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Spring test 1 • Add and subtract numbers mentally• Add three one-digit numbers • Use multiplication and division facts for the 2, 5 and 10 multiplication

tables• Recognise and find 13 of a shape or quantity• Use place value to solve problems • Solve money problems involving subtraction• Write simple fractions• Compare and sequence intervals of time• Identify and describe properties of 2-D shapes• Interpret and construct tally charts

Spring test 2 • Add and subtract two two-digit numbers• Use multiplication and division facts for the 2, 5 and 10 multiplication

tables• Recognise and find 3


• Identify and represent numbers on a number line• Solve money problems involving addition and subtraction• Add and subtract numbers mentally• Derive and use related facts up to 100• Choose appropriate standard units to estimate and measure• Know the number of minutes in an hour• Ask and answer questions about categorical data

Summer test 1 • Add and subtract two two-digit numbers• Use multiplication and division facts for the 2, 5 and 10 multiplication



• Compare and order numbers from 0 to 100 using <, > and = to signs• Use place to compare numbers • Recognise and use the inverse relationship between addition and

subtraction to check calculations• Calculate and write mathematical statements for multiplication and

division• Find different combinations of coins that equal the same amount of money• Identify and describe the properties of 3-D shapes• Use mathematical vocabulary to describe position, direction and

movement

Summer test 2 • Add and subtract two two-digit numbers• Use multiplication and division facts for the 2, 5 and 10 multiplication



• Solve problems with addition and subtraction• Solve problems involving multiplication and division• Show that the addition of two numbers can be done in any order and

subtraction of one number from another cannot• Show that multiplication of two numbers can be done in any order

and division of one number by another cannot• Recognise the equivalence of 2

4 and 1

2• Solve simple money problems• Identify 2-D shapes on the surface of 3-D shapes• Interpret simple block diagrams

Introduction

© Rising Stars UK Ltd 2018 You may photocopy this page 23

Year 2Summer test 1Name: Class: Date:

1 62 – 27 =

2 37 + 48 =

3 12 × 2 =

4 24 of 40 =

2C

1 mark

2C

1 mark

2C

1 mark

2F

1 mark

/ 4Total for this page

© Rising Stars UK Ltd 2018 You may photocopy this page24

/ 4Total for this page

5 Here are four number cards.

90 49 9 49

Use any of the numbers to make these number sentences correct.

>

=

<

6 Tori finished this sum in her book.

23 + 14 = 37

Complete this calculation she uses to check her answer.

– =

7 Here is an array.

Complete these two calculations about this array.

× =

÷ =

2N

2 marks

2C

1 mark

2C

1 mark

Year 2 Summer 1


/ 12Total for this test

8 Tick ( ) the two rows that show the same amount of money.

9 Tick ( ) the shape that has 8 vertices.

10 Arrow 1 moves to the position of Arrow 2

1 2

Complete this sentence:

The arrow has moved squares to the right and

it has turned clockwise by right angles.

2M

1 mark

2G

1 mark

2P

2 marks

Year 2 Summer 1

36 © Rising Stars UK Ltd 2018 You may photocopy this page

Summer test 1

Summer test 1 Content domain Mark Extra information

1 35 2C2b 1

2 85 2C2b 1

3 24 2C6 1

4 20 2F1a 1

5 Accept:

90 > 49, 90 > 9 OR 49 > 9

49 = 49

9 < 49, 9 < 90 OR 49 < 90

2N2b/2N6 2 Award 2 marks for three correct number sentences.

Award 1 mark for two correct number sentences.

6 37 – 23 = 14

OR

37 – 14 = 23

2C3 1

7 6 × 2 = 12 OR 2 × 6 = 12

12 ÷ 2 = 6 OR 12 ÷ 6 = 2

2C7 1 Award 1 mark for two correct calculations.

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2M3b 1 Allow any clear indication of the first and third rows only.

9 2G2b 1 Allow any clear indication of the cuboid only.

10The arrow has moved 5 squares to the right and

it has turned clockwise by 3 right angles.

2P2 2 Award 1 mark for each correct number.

Allow numbers written as words with any unambiguous spelling.

Year 2 Answers and mark schemes Summer test 1

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KEY STAGE 1 MATHEMATICS PROGRESS TESTS

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Pupil details

Intake year:

Class:

2012-2013

Year 4

Overall performance

Key

Maths HT Y4 Summer 1

Maths HT Y4 Summer 2

Maths HT Y4 Autumn 1

Maths HT Y4 Autumn 2

Maths HT Y 4 Spring 1

Maths HT Y4 Spring 2

Strand performance

Report generated 24th October 2017

Rising Stars UK Ltd

Pupil Progress ReportAbrihm Begum

Mathematics Progress Tests Second Edition Last taken 9th October 2017

0%

25%

50%

75%

100%

Paper

Perc

en

tage

Sc

ore

Addition, s

ubtr…

Fractions, d

eci…

Number and pl…

Measurement

Statistic

s

Geometry – po…

Geometry – pro

…0%

25%

50%

75%

100%

Pe

rce

nta

ge

Sco

re


/ 12Total for this test

8 ( ) Tick the two rows that show the same amount of money.

9 ( ) Tick the shape that has 8 vertices.

10 Arrow 1 moves to the position of Arrow 2

1 2

Complete this sentence:

The arrow has moved squares to the right and

it has turned clockwise by right angles.

2M

1 mark

2G

1 mark

2P

2 marks

Year 2 Summer 1

433625_Maths_Prog_Tests_Y2_013-025.indd 25 1/17/18 10:11 PM

mathematics progress tests - rising stars

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