Test identification

Name of test National Foundation for Educational Research Key Stage 1 Assessments
Version
Previous version(s) NFER Key Stage 1, 2 and Year 6 assessments are available.
Subjects Literacy, Maths
Summary The key stage 1 assessment range includes mathematics and reading assessments for use in the year 1 spring and summer terms and the year 2 autumn and spring terms.

Assessment screening

Subscales Separate tests for maths and reading.
Authors NFER
Publisher National Foundation for Educational Research
Test source https://www.nfer.ac.uk/for-schools/products-services/nfer-tests/
Guidelines available? Yes
Norm-referenced scores. Yes
Age range Year 1 and 2
Key Stage(s) applicable to KS1
UK standardisation sample Yes
Publication date 2018
Re-norming date n/a

Eligibility

Validity measures available? Yes
Reliability measures available? Yes
Reason for exclusion from shortlist shortlisted

Evaluation and Appraisal

Additional information about what the test measures Termly tests (twice per year) in reading and maths that are closely aligned to national curriculum and test framework.
Are additional versions available? Key Stage 1 tests in Reading and Maths (Year 1 Spring, Summer; Year 2 Autumn, Spring).Key Stage 2 and Year 6 tests are also available.
Can subtests be administered in isolation? The maths and reading scores are administered in separate tests, so these can be distinguished, but within a subject scores need to be combined across any subtests/scales for standardisation.
Administration group size small group, whole class
Administration duration Year 1 Maths Tests have 2 papers with arithmetic and mathematic reasoning included in both papers:Paper 1 = approx 45 mins (15 mins instructions and practice, 30 mins test).Paper 2 = approx 25 mins (5 mins instructions, 20 mins test).Year 2 Maths Tests have 2 papers:Paper 1 = Arithmetic = approx 35 mins (15 mins instructions and practice, 20 mins test).Paper 2 = Reasoning = approx 45 mins (10 mins instructions, 35 mins test).Year 1 Reading Tests have 2 papers raspberryaper 1 = Aural comprehension, word and sentence comprehension, reading comprehension (information text) - approx 60 mins.Paper 2 = reading . comprehension (fiction text) approx 30 mins.Year 2 reading Tests have 2 papers:Paper 1 = Reading Comprehension (story/information text) = approx 60 mins (10 mins instructions and practice, 50 mins test).Paper 2 = Reading Comprehension = Autumn approx 30 mins (1 fiction text). Spring approx 60 mins (fiction and non-fiction texts)Ideally papers should be completed on different days (or at least a break between papers)Ideally papers should be completed on different days (or at least a break between papers)
Description of materials needed to administer test Test booklet, normal writing implement, ruler, eraser.Maths teacher's guies specify not to supply other equipment/support materials such as clocks, number lines or counting blocks.
Any special testing conditions? no

Response format

Response mode Paper and pencil
What device is required n/a
Queston format. mixed
Progress through questions Flat

Assessor requirements

Is any prior knowledge/training/profession accreditation required for administration? Not stated (no)
Is administration scripted? Yes

Scoring

Description of materials needed to score test Teachers guide,Access to NFER Tests analysis tool (optional, can score manually)
Types and range of available scores Raw scores,Year/cohort Standardised (<70->140),Age standardised (<70->140)Maths questions have been mapped to the National Curriculum Programme of Study for Mathematics.Reading questions have been mapped to the National Curriculum (content domain of the Key Stage 1: English reading test framework published by the Department for Education in 2015).Age-related expectations on the National Curriculum.Diagnostic commentary (for some tests).
Score transformation for standard score Age standardised/Year cohort standardised
Age bands used for norming 1 month
Scoring procedures computer scoring with manual entry of responses from paper formORsimple manual scoring key – clerical skills required
Automatised norming computerised/online

Construct Validity

Does it adequately measure literacy, mathematics or science?
Does it reflect the multidimensionality of the subject? Generic literacy and generic maths
Construct validity comments (and reference for source) Both the Mathematics and the Reading Teacher Guides describe excellent face validity, with a good deal of description (to the level of individual questions) about how the assessments align with areas of the 2014 National curriculum. Further, these assessments reflect the changes to the model of statutory assessment used since 2016. However, teacher's guides do not present any measures of validity.Year 1 Maths:Each paper contains an arithmetic and a mathematical reasoning section. The arithmetic sections assess pupils' ability to answer straightforward calculation questions. The demand of the questions is transparent and requires only manipulation of the numbers, not consideration of the operation required. These sections assess content from the number strands of the curriculum ('Number and place value', 'Addition, subtraction, multiplication and division', and 'Fractions').The two mathematical reasoning sections require pupils to consider the method or operation they will use in answering. These sections sample the entire curriculum content for Year 1.The level of support given to pupils changes across the papers. In Paper 1, the pupils are provided with number lines and pictures of objects that will help them carry out calculations. In Paper 2, less support is provided and the requirements are more abstract.Year 2 Maths:There is an arithmetic and a reasoning paper. The arithmetic paper assesses pupils’ ability to answer straightforward calculation questions. The demand of the questions is transparent and requires only manipulation of the numbers, not consideration of the operation required. This paper assesses content from the Year 1 and Year 2 number strands of the curriculum ('Number and place value’, 'Addition, subtraction, multiplication and division’, and 'Fractions’).The mathematical reasoning paper requires pupils to consider the method or operation they will use in answering. This paper samples the entire curriculum content for Year 1 and Year 2.Year 1 and 2 Reading tests measure reading comprehension (fiction and nonfiction tests), with content domain references to (1a) draw on knowledge of vocabulary to understand texts, (1b) identify/explain key aspects of fiction and non-fiction texts, such as characters, events titles and information, (1c) identify and explain the sequence of events in texts, (1d) make inferences from the text, (1e) predict what might happen on the basis of what has been read so far.The technical reports (Centre for assessment, 2020a, 2020b, 2020c, 2020d) present differential Item Functioning (DIF) analyses conducted for gender and EAL, indicated that performance was generally balanced (and approximately equal number of biased items in favour of boys and girls, EAL and non-EAL). However, measures of the correlation between performance on these and other measurement instruments are not provided, nor are there any analyses of contrasted group validity.

Criterion Validity

Does test performance adequately correlate with later, current or past performance?
Summarise available comparisons n/a

Reliability

Is test performance reliable?
Summarise available comparisons Information on reliability is not reported in teacher’s guides. However, technical reports suggest that internal consistency is generally good. Temporal stability and equivalence reliability are not reported.Year 1 spring internal consistency for each test is good-excellent (cronbach's alpha .81-.92; Centre for assessment, 2020a)Year 1 summer internal consistency for each test if adequate-good (cronbach's alpha .77-.90; Centre for assessment, 2020b)Year 2 autumn internal consistency for each test is good (cronbach's alpha .83-.90; Centre for assessment, 2020c)Year 2 spring internal consistency for each test if adequate-good (cronbach's alpha .86-.91; Centre for assessment, 2020d)

Is the norm-derived population appropriate and free from bias?

Is population appropriate and free from bias? Yes
If any biases are noted in sampling, these will be indicated here. Technical reports indicate that standardisation trials were conducted at appropriate times of the year for the different versions of the tests (Year 1 Spring in March 2019; Year 1 Summer in June 2017; Year 2 Autumn in November 2017; Year 2 Spring in February and March 2019). These trials have excellent samples sizes (2000-3500 per test) selected from nationally representative schools across England (stratified by KS2 overall performance band. primary school type, school governance, region). Little information is given about demographics at the pupil level, although gender was balanced and sampling procedures limit risk of bias.

Sources

Sources Teacher Guides in Maths Year 1 Spring, Summer, Year 2 Autumn, Spring:NFER Classroom. (2018a). Maths Teacher Guide: Year 1 Summer. Slough, UK: National Foundation for Educational Research.NFER Classroom. (2018b). Maths Teacher Guide: Year 2 Autumn. Slough, UK: National Foundation for Educational Research.NFER Classroom. (2019a). Maths Teacher Guide: Year 1 Spring. Slough, UK: National Foundation for Educational Research.NFER classroom. (2019b). Maths Teacher Guide: Year 2 Spring. Slough, UK: National Foundation for Educational Research.NFER Classroom. (2018c). Reading Teacher Guide: Year 1 Summer.NFER Classroom. (2018d). Reading Teacher Guide: Year 2 Autumn. Slough, UK: National Foundation for Educational Research.NFER Classroom. (2019c). Reading Teacher Guide: Year 1 Spring. Slough, UK: National Foundation for Educational Research.NFER Classroom. (2019d). Reading Teacher Guide: Year 2 Spring. Slough, UK: National Foundation for Educational Research.Technical reports:Centre for assessment. (2020a). Technical information for NFER Tests in reading and mathematics: Year 1 Spring. Slough, UK: National Foundation for Educational Research.Centre for assessment. (2020b). Technical information for NFER Tests in reading and mathematics: Year 1 Summer. Slough, UK: National Foundation for Educational Research.Centre for assessment. (2020c). Technicial information for NFER Tests in reading and mathematics: Year 2 Autumn. Slough, UK: National Foundation for Educational Research.Centre for assessment. (2020d). Technical information for NFER Tests in reading and mathematics: Year 2 spring. Slough, UK: National Foundation for Educational Research.