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Scottish National Standardised Assessments: national report

Published: 31 Jan 2020

Summary of outcomes at a national level on the Scottish National Standardised Assessments (SNSA) in the 2018 to 2019 academic year.

114 page PDF

6.7 MB

114 page PDF

6.7 MB

Contents
Scottish National Standardised Assessments: national report
Appendix 5: Band descriptions from the 2018 to 2019 Individual reports

114 page PDF

6.7 MB

Appendix 5: Band descriptions from the 2018 to 2019 Individual reports

For the second year of SNSA (2018 to 2019), performance in each curricular area was reported on a single long scale, which is split into 12 capacity bands. The exception to this is writing for which there are only nine bands, since P1 literacy is included on the reading scale. Six of the capacity bands are included in the reports for each stage, with the reported bands being chosen to best reflect the capacity range demonstrated by each stage. P1 covers bands 1 to 6; P4 covers bands 4 to 9, P7 covers bands 6 to 11 and S3 covers bands 7 to 12.

The change from the high, medium and low reported for each group in 2017 to 2018 allows for a more granular approach in the classification of learner outcomes and also enables schools to measure progress for each learner over time.

Each capacity band for the 11 Scottish National Standardised Assessments for the 2018 to 2019 academic year had an accompanying 'region description'. These descriptions were based on a summary of the skills, knowledge and understanding assessed in the questions included in the 2017 to 2018 assessments or trialled in the 2017 to 2018 academic year, which, in turn, were aligned with CfE Benchmarks. The region descriptions for each stage are shown in Tables 8 to 18 below.

5.5.1 Numeracy band descriptions

Table 8: Band descriptions for P1 numeracy

Band 6

Learners in this band can typically solve missing number problems where the total is less than 20 and identify missing numbers when counting in 2s or 5s. They can use place value to order 2-digit numbers and match times on digital and analogue clocks (o'clock and half past). They can interpret bar graphs to find the total of all categories.

Band 5

Learners in this band can typically order groups of different numbers of objects and recognise doubles facts to a total of 20. They can identify a missing number in a backwards counting sequence and identify half of a group of objects in an array or a random arrangement. They can apply number skills to calculate an exact amount of money.

Band 4

Learners in this band are typically able to solve word problems involving addition of two single digit numbers, and identify a number sentence which represents a picture. They can find half of a group of objects when sharing. They can interpret everyday positional language and visually compare lengths and capacities. They can interpret column graphs to find the value for a given category.

Band 3

Learners in this band can typically connect a numeral to a quantity below 20 and use ordinal numbers in real life contexts. They can share a group of items equally into smaller groups, sort objects by length and identify a triangle or rectangle from a set of shapes. Learners can read values from simple pictographs.

Band 2

Learners in this band are typically able to connect number names, their quantities and the numerals up to 10. They can understand 'zero' means none of something and identify which group contains most objects. Learners are typically able compare lengths to identify shortest and interpret a simple map to identify the longest distance travelled on a curved path.

Band 1

Learners in this band can typically use one to one correspondence to count up to 10. Learners can compare heights or lengths of objects to identify the tallest or longest of a given group and can identify an empty container. They can sort objects using a given criterion.

Table 9: Band descriptions for P4 numeracy

Band 9

Learners in this band are typically able to identify the correct operation to solve a simple scenario and solve simple word problems to find a fraction of a single digit number. They can identify the area of a shaded shape on a grid and read a volume from a scale. They can interpret pictographs where symbols represent more than one.

Band 8

Learners in this band can typically solve problems that involve linking repeated addition with multiplication and partitioning and identify a number of items as a fraction of a group of items. They can read times to the minute using an analogue clock and compare the areas of rectangles on a grid. They can calculate missing entries in tables and bar graphs.

Band 7

Learners in this band can typically choose the correct operations to solve a simple problem, including multiplication or division with simple numbers. They can identify one item as a fraction of a group of items. They can work out the difference (in hours) between two analogue clock times and interpret a column graph to identify and compare frequencies of given categories.

Band 6

Learners in this band can typically solve simple multi-step word problems requiring addition or subtraction of 2-digit numbers, and apply understanding of place value to partition numbers. They can tell time to the quarter hour using analogue clocks and identify the most appropriate unit of measurement for a familiar context. Learners can compare sizes of segments in a pie chart.

Band 5

Learners in this band understand place value in 3-digit numbers, e.g. they can express a 3-digit number in expanded form, and can solve multi-step word problems involving single-digit numbers. They can read the time to the half hour on analogue and digital clocks and are able to read information from tables.

Band 4

Learners in this band are typically able to continue number sequences, e.g. count in 5s, and add numbers to reach a single digit total. They can identify half of a group or object. They are able to read information from charts and graphs, such as identifying the most popular category from a column graph.

Table 10: Band descriptions for P7 numeracy

Band 11

Learners in this band can typically interpret problems and apply the correct operations to complete calculations involving estimation and also multiply 2-digit numbers. They can solve problems involving a fraction of a fraction and can calculate a percentage of a given value. They can solve problems involving the areas of rectangles and convert units of mass.

Band 10

Learners in this band can typically solve word problems involving proportional reasoning to find fractions of a group and can also add fractions and decimal fractions. They can calculate durations and convert between units, e.g. for length or volume, and read scales for values between labelled marks. They can interpret pie charts and determine the probability of outcomes on a simple spinner.

Band 9

Learners in this band can typically apply all four operations to solve problems involving whole numbers up to 1 000 000 and with money. They can order fractions and decimal fractions. They can convert time in fractions of an hour to minutes, use coins to show change from £20 or £30. They can interpret Venn diagrams with three overlapping sets of data.

Band 8

Learners in this band are typically able to solve a multi-step word problem, use place value in numbers with up to 6 digits and identify and order 3-digit numbers represented in words. They can calculate durations across hours, minutes and seconds within a day and identify the group that makes up a population for a particular kind of survey.

Band 7

Learners in this band are typically able to solve single-step word problems involving any of the four operations and understand that negative integers are less than zero. They can convert between 24- and 12-hour time and interpret a timetable. Learners can typically read a simple line graph and choose the tally chart that matches a given column graph.

Band 6

Learners in this band can typically solve simple multi-step word problems requiring addition or subtraction of 2-digit numbers, and can recognise the hundreds digit in a 3-digit number. They can tell time to the quarter hour using analogue clocks. Learners can compare sizes of segments in a pie chart and interpret tally charts.

Table 11: Band descriptions for S3 numeracy

Band 12

Learners in this band are typically able to apply the correct operations to complete calculations involving 3-digit numbers, fractions and ratios. They are typically able to solve speed-distance-time problems involving conversion of units of time and length. Learners can also interpret two-way tables and Venn diagrams to find the probabilities of events and complementary events.

Band 11

Learners in this band can typically interpret problems and apply the correct operations to complete calculations. They can interpret rates and proportions to solve problems and can find areas and perimeters of shapes using limited given information. Learners can interpret two way tables, segmented column graphs and line graphs and calculate probabilities of complementary events and express these as decimal fractions.

Band 10

Learners in this band are typically able to perform calculations involving negative numbers and the subtraction and multiplication of decimal fractions. They can solve word problems involving proportion. Learners are able to solve problems involving duration, conversion of units of time and the unitary method. They can interpret pie charts and two-column graphs to find unknown values.

Band 9

Learners in this band can typically round whole numbers and decimal fractions to given accuracy levels and compare and order fractions with different denominators. They can calculate volumes of cuboids and compare masses to 3-decimal places. They can typically match pie charts and tables showing the same information, and can calculate the expected value given the percentage probability of an event.

Band 8

Learners in this band are typically able to identify an appropriate number sentence to represent a problem. They can calculate durations across hours, minutes and seconds, and calculate the probability of an event, expressing it as a decimal fraction. They can also identify the most appropriate sample selection for a given survey question.

Band 7

Learners in this band are typically able to solve single-step word problems involving any of the four operations. They can convert between 24- and 12-hour time. They can also interpret a pictograph that uses symbols and part symbols to represent multiple units. They can interpret statements describing probabilities and match these to probabilities expressed as percentages.

5.5.2 Reading band descriptions (including P1 literacy)

Table 12: Band descriptions for P1 literacy

Band 6

Learners in this band are typically able to read independently to link simple details within a short information text. They can make straightforward inferences and interpret directly stated information. These learners can keep track of characters and the sequencing of actions in short narrative texts, and can track pronoun references across sentences without audio support.

Band 5

Learners in this band are typically able to retrieve directly stated prominent information in short narrative texts. They can link across these texts to identify the reason for a character's actions when there are several explicit clues. They can match a word to a picture without audio support when the images have similar sounds. These learners can track simple pronoun references in short sentences.

Band 4

Learners in this band are typically able to identify common synonyms for high frequency words with audio support. They can identify common digraphs at the start or end of a word, and can identify rhyming words in an audio-based short poem. They can also retrieve prominent information from audio-based texts.

Band 3

Learners in this band are typically able to understand that a word is made up of letters with different sounds. They can replace a letter in a 3-letter, phonetically regular word to create a new word. These learners can match a lower-case letter to its upper-case form, and are beginning to match simple, familiar words to pictures.

Band 2

Learners in this band are typically able to distinguish letters from numbers and symbols. They are able to match up a range of letters with their sounds and identify the first or last sounds in words.

Band 1

Learners in this band are typically able to match a highly familiar letter (such as the letter s) to its sound. They are also able to distinguish a word from a picture.

Table 13: Band descriptions for P4 reading

Band 9

Learners in this band are typically able to read a wide range of straightforward texts with a comprehensive understanding. They can link unfamiliar ideas and can locate embedded details when there is competing information. When reading narrative texts, they can interpret clues dotted across the text to make inferences about characters' feelings, attitudes and motivations.

Band 8

Learners in this band are typically able to locate key pieces of information, and link ideas within and across sentences and paragraphs. They can identify the main idea and purpose of different types of text. These learners are able to understand instructions in procedural texts, and can locate and interpret information presented in tabular form.

Band 7

Learners in this band are typically able to read a range of short familiar texts, understanding the main ideas. They can interpret the meaning of unfamiliar words, and can recognise paraphrases and synonyms to support their understanding. These learners can locate directly stated information across a range of genres where the text is simple.

Band 6

Learners in this band are typically able to locate details that are explicitly stated in a range of straightforward texts, and infer key ideas that are prominent. They can use obvious contextual support to interpret the meaning of less familiar words and phrases. These learners can link pictures to information in simple texts, and identify the purpose of an instructional text.

Band 5

Learners in this band are typically able to read a range of short, familiar texts with limited, mainly literal, understanding. They can locate prominent, directly stated information in simple texts when there is little competing information. They make straightforward generalisations about characters in narrative texts when there are several explicit clues.

Band 4

Learners in this band are typically able to locate directly stated information in very short, simple texts where the information is explicit and presented in a very clear way. These texts will often be separated into sections with prominent headings and supported with pictures.

Table 14: Band descriptions for P7 reading

Band 11

Learners in this band are typically able to read closely to interpret unfamiliar content and metaphors in nuanced narrative texts. They are able to link complex ideas across paragraphs to form understandings and interpret conclusions. They can locate multiple pieces of information in dense descriptions and complex sentences when there is strongly competing information.

Band 10

Learners in this band are typically able to make inferences about the narrator's viewpoint and a character's changeable or complex feelings in a narrative text. They can locate details embedded in complex sentences when there is competing information. They can interpret arguments of some complexity, and recognise the main points and justifications for ideas in persuasive texts.

Band 9

Learners in this band are typically able to read a wide range of texts with a good understanding where the meaning is relatively straightforward. When reading narrative texts, they can interpret clues to make inferences about characters' feelings, attitudes and motivations. These learners are able to identify the implied opinion of a writer of a persuasive text.

Band 8

Learners in this band are typically able to locate key pieces of information, and link ideas within and across paragraphs of text. They can summarise the writer's view in persuasive texts and can interpret the main ideas from and the purposes of procedural and persuasive texts. These learners can interpret a diagram to locate directly stated details.

Band 7

Learners in this band are typically able to read a range of familiar texts, understanding the main ideas. They can locate directly stated information in narrative, information, persuasive and instructional texts. When reading narrative texts they can make straightforward inferences about characters' motivations. They are able to track pronoun references and make links across texts when the connections are clear.

Band 6

Learners in this band are typically able to locate directly stated details in a range of straightforward texts. They can use obvious contextual clues to interpret the meaning of less familiar words and phrases. They are able to interpret simple information that is in a prominent position within the text.

Table 15: Band descriptions for S3 reading

Band 12

Learners in this band are typically able to read a wide range of texts with a high level of understanding of several, substantial complexities. They can analyse tone, style and writer's purpose in complex persuasive texts. These learners can identify the main idea of a complex argument, interpret opposing points of view, and make justifiable deductions while navigating complex vocabulary.

Band 11

Learners in this band are typically able to read closely to locate and interpret details about unfamiliar content when there is highly plausible competing information. From narrative texts they make inferences about a character's behaviour and attitude when there are challenging elements such as contradictory emotions. They are able to link complex ideas across many paragraphs of a text.

Band 10

Learners in this band are typically able to combine evidence from different parts of a text to identify main ideas, understand counter-intuitive information and interpret complex language. They can locate details embedded in complex sentences when there is much competing information. These learners can evaluate the credibility of statements in texts, and interpret persuasive techniques and the writer's point of view.

Band 9

Learners in this band are typically able to read a wide range of texts with reasonable understanding of a complex element. They are able to interpret tone, mood, and authorial intent of narratives, making inferences about a character's emotions. They are able to read closely to identify key ideas in texts and can locate and interpret detailed information presented in a table.

Band 8

Learners in this band are typically able to read a wide range of straightforward texts with comprehensive understanding. From narrative texts they can make fine inferences about a main character's emotions. They can locate and sort key ideas and details across information tables to make connections. They are able to interpret language, e.g. idioms, and can recognise paraphrased details in information texts.

Band 7

Learners in this band are typically able to recognise a character's motivation in a nuanced narrative text. They can locate and combine multiple pieces of information in simple tables in an information text. They can use context to identify the meaning of unfamiliar words. They are also able to identify the likely audience for a text.

5.5.3 Writing band descriptions

Table 16: Band descriptions for P4 writing

Band 9

Learners in this band are typically able to spell common words where there is a medial silent letter or a letter sound that is pronounced differently to the spelling. They can use the correct verb forms, and can appropriately select articles for common nouns in sentences with simple structures. They can identify a missing possessive apostrophe in a complex sentence.

Band 8

Learners in this band are typically able to spell common words where letters can be confused, and can spell simple words with common digraphs (ch, ck, gh, th). They can select the appropriate preposition to complete a complex phrase, and can identify a common conjunction to link simple clauses. They identify the need for capital letters for proper nouns but not common nouns.

Band 7

Learners in this band are typically able to spell common words of up to three syllables with a range of consonant blends, and some words with phonemically irregular endings. They recognise the correct verb forms to use in simple sentences, and can use determiners and adverbs in short, simple sentences. They identify the need for apostrophes in contractions.

Band 6

Learners in this band are typically able to spell common words of one or two syllables beginning and ending in two-consonant blends (ch, nk), and simple words with phonemically regular endings. They can identify the correct verb form to use in present simple, present continuous and past tense sentences. They can correctly use question marks and exclamation marks in simple sentences.

Band 5

Learners in this band are typically able to spell short, familiar words with a few common digraphs (th, wh, gh). They can identify the correct prepositions and pronouns to use in simple sentences, and can recognise where an adjective is needed in a short sentence. They can identify that a simple sentence requires a full stop.

Band 4

Learners in this band are typically able to spell simple, familiar words of up to four letters with regular phonetic patterns. They can identify the correct pronoun to use in simple sentences. They are beginning to understand that words group together to form a sentence.

Table 17: Band descriptions for P7 writing

Band 11

Learners in this band are typically able to spell less common words with up to two challenging features, such as middle consonants that could be double or single, middle letters of sc, or words ending in se. They demonstrate technical accuracy in their use of indefinite pronouns and conjunctions in sentences. They can identify the correct punctuation for possessive pronouns.

Band 10

Learners in this band are typically able to spell common words with a challenging spelling feature, such as tricky vowel combinations or a silent letter. They can use a range of prepositions and verb forms in complex sentences and can apply a range of prefixes appropriately. They can recognise where parentheses or commas should be used to separate short clauses or phrases.

Band 9

Learners in this band are typically able to spell common words where a middle consonant could be double or single, or words with less familiar middle digraphs (sh, mb). They can use a range of appropriate verb forms, including the correct use of conditional forms in sentences with some structural complexity. They can identify a missing possessive apostrophe in a complex sentence.

Band 8

Learners in this band are typically able to spell common words of up to four syllables, and some less common, short words where j and g can be confused. They can identify the correct conjunction to use to link clauses in complex sentences, and identify a redundant word in a simple sentence. They identify the appropriate placement of commas in complex sentences.

Band 7

Learners in this band are typically able to spell common words of up to three syllables with a range of consonant blends, or with potentially ambiguous endings (c not ck). They recognise the correct articles and verb forms to use in simple sentences, and can link sentences using simple conjunctions. They can identify when a possessive apostrophe is needed after a name.

Band 6

Learners in this band are typically able to spell words where the o sounds like a u, and familiar words with one pair of common combined vowels (ui, ie). They can identify the correct preposition to use, and can select the basic verb form to correctly complete a sentence. They identify that a question mark is needed after a question.

Table 18: Band descriptions for S3 writing

Band 12

Learners in this band are typically able to spell relatively unfamiliar words of up to six syllables with multiple combined vowels (iai, au, ou, oi, ea, io, ua) and/or silent letters. They correctly apply a wide range of grammatical conventions, and can select the appropriate punctuation, including colons and semi-colons, for a range of complex sentences.

Band 11

Learners in this band are typically able to spell less common words with several challenging features, such as middle consonants (c, l) that could be double or single. They demonstrate accuracy in their usage of clauses and conjunctions. They can correctly use singular and plural possessive apostrophes and can select the correct punctuation to break up a sentence.

Band 10

Learners in this band are typically able to spell common words with a challenging spelling feature, such as several combined vowels or less familiar endings (ce, sque). They can identify the correct conjunction to use in complex sentences and can identify redundant words in simple sentences. They are able to identify the appropriate placement of commas to separate short clauses.

Band 9

Learners in this band are typically able to spell common words where a letter sound is pronounced differently to the spelling, and commonly spoken words where one syllable has a homonym. They use a range of verb forms, including the correct use of conditional forms in complex sentences. They can punctuate direct speech in a simple sentence and can correctly use parentheses.

Band 8

Learners in this band are typically able to spell common words of up to four syllables, and some less common, short words where there is a single middle consonant that could be double (r, l). They use a range of verb forms and correctly use prefixes and suffixes to form words. They identify the appropriate placement of commas in complex sentences.

Band 7

Learners in this band are typically able to spell words with a range of consonant blends and digraphs (ie, gh) and common endings (ate, tion). They recognise the correct adverbs, pronouns and verb forms to use in simple sentences. They understand the purpose of a comma and can identify the correct use of an apostrophe in a contraction.

5.5.4 Interpretation of band descriptions

For each assessment, the band descriptions above were provided in the first section of each learner's individual report. In the other two school-level reports – the Group Diagnostic Report and the Group Aggregate Report – the band number was included.

The overall outcome for a learner on one of the 2018 to 2019 Scottish National Standardised Assessments indicated that he or she was approximately twice as likely as not to be able to succeed on questions addressing the skills, knowledge and understanding described in the relevant band description above.


Contact

Email: nationalimprovementframework@gov.scot