Beruflich Dokumente
Kultur Dokumente
UNIT TESTS
Caroline Cooke
Series Editor: Colin McCarty
FREE SAMPLE COPY
YEAR 5
Class:
3984 4013
17
80
CN
6a
a) 427 = 400 +
Date:
+7
1 mark
CN
6b
b) 13.6 = 10 + 3 +
1 mark
Ca
7
1 mark
8 1
11
UA
...
Henry says, The rule for this sequence is double the last number.
1 mark
Is Henry correct?
YES
NO
At the end of each unit (or at the end of the year), photocopy the test
and give it to the class to complete.
More information about using the tests is given on pages 57.
Use the mark scheme and your own professional judgement to award
marks. Do not award half marks (even though some questions require
more than one answer for a mark). The mental mathematics tests can be
swapped and marked by pupils this is a good opportunity for peer
assessment.
Total for
this page
11
Level
Strand
and
objective
number
Mark
20
0.6
3
3
CN2
CN2
1
1
accept .6
5.23
Ca2
unit required
UA5
6a
b
Extra information
1, 2, 3, 6
NF3
10
21, 3, 7
CN1
11
7200
236
4
5
Ca3
Ca3
1
1
Level
Strand
and
objective
number
Mark
left label:
multiples of 5, or
numbers ending in 5 or 0
right label:
3-digit numbers, or
numbers >100
UA4
UA4
677
364.21
3
4
Ca2
Ca2
1
1
any two multiples of 24, e.g. 24, 48, 72, 96, ...
2, 0, 2
Extra information
NF3
Sh1
10
UA4
11
Sh1
58
Use the mark and level threshold tables to convert the pupils mark to a
sub-level. The final row in each table gives an overall sub-level for each
terms end-of-unit tests. If you have the CD-ROM version of
Mathematics Unit Tests you can use the interactive Level Calculator to
convert marks to levels automatically.
The mark and level threshold pages also include a summary of the
distinction of marks and levels for each test.
NC level
Unit A1
15 marks
Unit B1
15 marks
Unit C1
15 marks
Unit D1
15 marks
Unit E1
15 marks
2a
3c
3b
*45
3a
4c
4b
4a
5c
5b
5a
10
11
12
13
1415
2a
3c
3b
3a
4c
4b
4a
5c
5b
5a
*2028
2933
3439
4045
4649
5054
5559
6064
6569
7075
Unit A2
15 marks
Unit B2
15 marks
Unit C2
15 marks
Unit D2
15 marks
Unit E2
15 marks
2a
3c
3b
*45
3a
4c
4b
4a
5c
5b
5a
10
11
12
13
1415
2a
3c
3b
3a
4c
4b
4a
5c
5b
5a
*4
78
10
11
12
13
1415
2a
3c
3b
3a
4c
4b
4a
5c
5b
5a
*2327
2832
3338
3943
4448
4954
5559
6064
6570
7175
Use a five-minute session with pupils to talk through the test and give
them the opportunity to make their own corrections. Identify strengths
and weaknesses and agree targets for learning.
If you have the CD-ROM version of Mathematics Unit Tests, encourage pupils to complete the
diagnostic profile and self-assessment sheets after each test. Pupils can keep these sheets and use
them to record their progress throughout the year.
73
Introduction
Why use Rising Stars Assessment?
Rising Stars Mathematics Unit Tests has been developed to help teachers provide effective assessment
for learning in mathematics and to deliver formative assessment of progress across Years 1 to 6. The
tests are organised by blocks, to reflect the structure of teaching from September 2008, and have been:
designed by an assessment expert;
written by primary mathematics assessment specialists;
checked by practising classroom teachers;
reviewed by a language expert to ensure accessibility of the language;
trialled with schools;
equated and standardised by an assessment expert to ensure reliability of the levels.
The tests are easy to use and mark. The scores for each test have been converted to sub-levels. The
sub-levels can then be used to investigate, monitor and report the performance of every pupil by:
plotting each pupils progress from term to term (summative assessment);
diagnosing each pupils strengths and weaknesses against the strands of the Primary Framework
for mathematics (diagnostic assessment);
informing your own assessment for learning strategy and supporting your lesson planning
(formative assessment).
Combined, the results from the tests can be used to gather reliable evidence to assist target setting and
predict a pupils future performance.
A National Curriculum level is given to each question in every test. The table below summarises the
range of levels covered in each year. Sub-levels are provided for Years 1 to 3 to reflect the finer
discrimination for this part of the curriculum. Further detail is provided on the mental maths
transcripts and in the mark schemes for the written tests.
Year 1
Year 2
Year 3
Year 4
Year 5
Year 6
P72b
1c3b
1b4c
24
25
35
YEAR 5/INTRODUCTION
End-of-unit tests
There are five end-of-unit tests for each term, covering the five blocks. Each end-of-unit test is worth
15 marks, of which 5 are for mental mathematics questions and the remaining 10 for written
questions.
Term
Block A
Counting,
partitioning and
calculating
Block B
Securing
number facts,
understanding
shape
Block C
Handling data
and measures
Block D
Calculating,
measuring and
understanding
shape
Block E
Securing
number facts,
relationships
and calculating
Autumn
Unit A1
Unit B1
Unit C1
Unit D1
Unit E1
Spring
Unit A2
Unit B2
Unit C2
Unit D2
Unit E2
Summer
Unit A3
Unit B3
Unit C3
Unit D3
Unit E3
Note that the level of demand of the end-of-unit tests is controlled by the content being taught.
Some tests, therefore, will be quite hard for some pupils because the blocks themselves are difficult.
If your schools assessment policy includes reporting each term, then the sum of the five end-of-unit
tests will provide reliable information. Every effort has been made to ensure that the levels and sublevels reported are accurate and reliable, but a test is only a snapshot of a pupils performance and
the outcome may vary quite significantly depending on a wide variety of circumstances, interest and
prior experience.
Each sub-level for one end-of-unit test covers a small number of marks (15), so a change of one mark
can affect a pupils sub-level. It is not recommended that sub-levels be shared with pupils for
individual end-of-unit tests. The 75 marks from the combined end-of-unit tests for a term are more
robust and reliable.
End-of-year tests
The end-of-year summative test includes both mental mathematics and written papers. If your
schools assessment policy is to test towards the end of the academic year, it is recommended that the
end-of-year tests be used in order to obtain a summative level for the year.
The combination of mental and written tests will give a reliable, standardised measure of a pupils
performance across the curriculum, which may be used for reporting to parents. These tests are
designed as follows.
Years 1, 2 and 3
Marks for each test
Paper
Year 1
Year 2
Year 3
Mental mathematics
10
10
10
Low
10
10
15
Medium
10
10
15
High
10
10
15
30
30
40
Depending on each pupils ability, they can be given a combination of Low and Medium or Medium
and High written tests. Many teachers choose to use the Medium test first and then, depending on
performance, the Low or High test.
YEAR 5/INTRODUCTION
Years 4, 5 and 6
Marks for each test
Paper
Year 4
Year 5
Year 6
Mental mathematics
15
15
15
Calculator
30
30
30
Non-calculator
30
30
30
75
75
75
The time allocated for answering the questions in the mental mathematics paper is as follows:
Year
Time to answer
1 and 2
10
10
5 questions 5 seconds
5 questions 10 seconds
4 to 6
15
5 questions 5 seconds
5 questions 10 seconds
5 questions 15 seconds
The time allowed for each answer is based on the demand of the question. Straightforward recall
questions are allocated less time than those that require pupils to retain information and/or perform
calculations. Where appropriate, prompts are included on the answer sheets to support pupils in
answering a question.
YEAR 5/INTRODUCTION
administering the tests (usually the teacher or teaching assistant). This person may encourage the
pupils to have a go at a question, or to move on to a fresh question if they appear to be stuck,
ensuring 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.
With younger age groups you may also consider projecting the test onto a whiteboard to support a
whole class or group to take the end-of-unit 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 write their answers on their papers individually.
Marking the test
Use the detailed mark scheme and your professional judgement to award marks. Do not award half
marks. Note that a number of questions in each test may require pupils to do more than one thing for
one mark. This reflects the style of the optional and end of Key Stage tests. Questions of this nature
have been included to familiarise pupils with the types of questions they will encounter in those tests.
Peer marking of the mental mathematics questions is encouraged. Pupils should exchange answer
sheets and mark them as you read out the question and answer. This approach provides an
opportunity to recap on any questions that pupils found difficult to answer.
Pupils should be encouraged to make their own corrections. In this way they will become more aware
of their own strengths and weaknesses.
Use a five-minute feedback session with a pupil to help them review and transfer (if you are using the
CD-ROM) the information to the diagnostic profile sheets. This provides a useful opportunity to
discuss progress and to explore any areas of uncertainty.
Obtaining levels and sub-levels
The mark and level thresholds (pages 7374) give the mark ranges for each sub-level for each test.
The final row in each table gives an overall mark range of each sub-level for each terms end-of-unit
tests, which may act as the summative record of progress in each topic.
The CD-ROM version of Mathematics Unit Tests includes an interactive Level Calculator, which allows
you to enter the raw score gained on each test by each pupil. The sub-levels are displayed including:
a sub-level for each end-of-unit test;
a level for the unit from the combined end-of-unit tests for a term;
an overall year level for the end-of-year tests (mental and written tests combined).
The CD-ROM also includes a data exporter to allow you to export data from the Level Calculator. This
enables you to manipulate test information easily and allows for analysis of the data by pupil, by
group and by class.
YEAR
A1
1
2
3
4
5
E1
1
2
3
Level
Strand
Answer
3
3
4
NF2
NF1
NF2
8 1
8.5 or 8 2
720
Ca1
29
NF4
NF2
3
4
4
4
Sh1
NF2
NF3
NF4
12
3600
5
200
3
3
Me2
HD3
48
20
3
4
UA3
Me1
4
136
Me1
7050
3
3
4
4
Ca3
Me2
Me1
Me4
360 1
17.5 or 17 2
200 m
8th August
Ca3
5750
3
3
4
NF2
NF2
Ca1
9
24
108
Ca1
1044
Ca5
13.50
YEAR
Class:
2
3
Date:
17
3984 4013
80
CN
6a
a) 427 = 400 +
+7
1 mark
CN
6b
b) 13.6 = 10 + 3 +
1 mark
Ca
8 1
11
7
1 mark
UA
...
Henry says, The rule for this sequence is double the last number.
1 mark
Is Henry correct?
YES
NO
Total for
this page
NF
9
2 marks
CN
10
17
13
11 Calculate
2 marks
Ca
72 100 =
11
2 marks
10 = 23.6
/15
Total for
this test
Rising Stars UK Ltd 2008. You may photocopy this page.
YEAR
Class:
40
4
5
90
Date:
24.8 8.2
3
30
100
200
300
40
UA
6
2 marks
65
10
95
115
250
101
216
46
Ca
7 Calculate
936 259 =
2 marks
NF
8
and
1 mark
Total for
this page
Sh
9
Number of lines
of symmetry
Shape
2 marks
10 Write all the numbers from 2 to 9 in the correct places on the Carroll
UA
10
2 marks
2 3 4 5 6 7 8 9
multiple of 3
factor of 24
not a multiple of 3
2
not a factor of 24
Sh
11
1 mark
/15
Total for
this test
Rising Stars UK Ltd 2008. You may photocopy this page.
YEAR
1
2
Class:
Right-handed Left-handed
3
42
Key:
Date:
50
Boys
12
Girls
14
= 5 pupils
pupils
Water
Lemonade
pupils
mm
13.6 cm
ml
7.05 litres
6 The bar chart shows how long Callum spent on the computer each day.
HD
Mon
Tues
Wed
Thur
Fri
6a
1 mark
HD
6b
1 mark
HD
6c
2 marks
Total for
this page
UA
It is a multiple of 6
G It is a multiple of 8
G It ends in a 4
7a
1 mark
UA
7b
1 mark
Me
8
1 mark
9 Sally wrote down her friends ages: 9, 10, 9, 9, 10, 10, 9, 11, 9
HD
1 mark
10
9
8
Pounds
7
6
5
4
3
2
UA
1
0
10a
6 7
Tokens
10 11 12
1 mark
UA
10b
1 mark
/15
Total for
this test
YEAR
Class:
1
2
3
16
Date:
18
ml
5.75 litres
Me
kg
length of a classroom
2 marks
g
mass of an apple
km
capacity of an egg cup
m
distance from London to York
l
capacity of a bucket
ml
7 a) Tilly has 5
UA
15p
rubber
35p
pencil
pen
ruler
50p
95p
UA
7b
1 mark
1 mark
75p
notebook
7a
and
Total for
this page
Me
mm
1 mark
Arrival time
Departure time
Ladys Bridge
Saxville
Ortown
Fir Vale
New View
17:20
17:45
18:10
18:33
19:04
17:25
17:50
18:17
18:39
19:10
Me
9a
1 mark
Me
9b
1 mark
Total for
this page
Sh
(6, 20)
10
1 mark
(6, 6)
(13, 6)
R
0
Ca
11
2 marks
marbles
/15
Total for
this test
Rising Stars UK Ltd 2008. You may photocopy this page.
Level
Strand
and
objective
number
Mark
Extra information
6a
b
20
0.6
3
3
CN2
CN2
1
1
accept .6
5.23
Ca2
unit required
UA5
1, 2, 3, 6
NF3
10
21, 3, 7
CN1
11
7200
236
4
5
Ca3
Ca3
1
1
Level
Strand
and
objective
number
Mark
left label:
multiples of 5, or
numbers ending in 5 or 0
right label:
3-digit numbers, or
numbers >100
UA4
UA4
677
364.21
3
4
Ca2
Ca2
1
1
any two multiples of 24, e.g. 24, 48, 72, 96, ...
NF3
2, 0, 2
Sh1
10
UA4
11
Sh1
Extra information
Level
Strand
and
objective
number
Mark
6a
b
c
3
3
4
4
HD2
HD2
HD2
HD2
1
1
1
1
7a
24
UA5
UA5
Me1
HD4
accept 1.401.50
11
4
4
UA3
UA3
1
1
Level
Strand
and
objective
number
Mark
Me1
10a
b
length of a classroom
mass of an apple
capacity of an egg cup
distance from London to York
capacity of a bucket
m
g
ml
km
l
7a
b
6
rubber and pencil and ruler
4
3
UA1
UA1
1
1
67
Me3
9a
b
Ortown
1 hour 14 minutes or 74 minutes
4
4
Me4
Me4
1
1
10
(13, 20)
Sh2
11
3
1 mark for a complete correct method
including an error, e.g.
34 of 36 = 27
36 27 = 9
2
of 9 = 5 (error)
3
95=4
14 of 36 = 9 left
Ca6
1
3
of 9 = 4 (error)
Extra information
unit required
Extra information
units required
Unit A1
15 marks
Unit B1
15 marks
Unit C1
15 marks
Unit D1
15 marks
Unit E1
15 marks
2a
3c
3b
3a
4c
4b
4a
5c
5b
5a
*45
10
11
12
13
1415
2a
3c
3b
3a
4c
4b
4a
5c
5b
5a
*2028
2933
3439
4045
4649
5054
5559
6064
6569
7075
Unit A2
15 marks
Unit B2
15 marks
Unit C2
15 marks
Unit D2
15 marks
Unit E2
15 marks
2a
3c
3b
3a
4c
4b
4a
5c
5b
5a
*45
10
11
12
13
1415
2a
3c
3b
3a
4c
4b
4a
5c
5b
5a
*4
78
10
11
12
13
1415
2a
3c
3b
3a
4c
4b
4a
5c
5b
5a
*2327
2832
3338
3943
4448
4954
5559
6064
6570
7175
Number of pupils
244
258
331
347
364
302
Number of schools
10
Number of pupils
206
225
275
276
302
311
Number of schools
Some of the schools were unable to complete the research or could only provide partial data.
Consequently, the final sample was approximately half of the above numbers in each year.
Teachers and pupils in the schools also commented on the language, illustrations and suitability of the
questions in the tests. A number of the questions were refined and improved thanks to this advice.
Appendix
Percentiles and standard scores
The standard score and percentile table below shows the distribution of marks and provides relative
information about a pupils performance against his or her year group. Standard scores greater than
70
80
85
90
100
110
115
120
130
Percentile
2%
9%
16%
26%
50%
74%
84%
91%
98%
End-of-year test
(score out of 75)
17
20
28
38
51
58
63
69
End-of-unit tests
(score out of 75)
10
17
24
31
45
57
63
66
70
Level
5.00
5.00
4.00
4.00
3.00
3.00
2.00
2.00
1.00
1.00
0.00
6.00
0.00