Task Setting and Marking in the Key Stage 2 SAT Writing Test

Abstract

This paper investigates task construction and marking in the Key Stage 2 Writing Standard Assessment Test (SAT), in the wider context of target setting using the results of SAT assessment. A total of 76 Key Stage 2 SAT Writing scripts from a range of schools were scrutinised, (a) to explore consistency and appropriateness in the setting of tasks, (b) to investigate the precision of the marking criteria and (c) in order to obtain a more detailed analysis of the features of the writing than that provided by the SAT score. Attempts to match measures of text complexity to the SAT criteria for 'Style' (which encompasses complex sentences) were complicated by an alternative definition of complex sentences in the SAT marking guidance. It was concluded that the tasks showed inconsistencies in construction. Confusions and inaccuracies in the marking of aspects of grammar appeared to be compensated for, as far as total scores were concerned, by 'best fit' impression marking. In addition to these sources of difficulty, it is argued that gradual, implicit changes in SAT assessment result in ill - founded attempts to derive formative classroom planning from wider ranging summative test scores.