501 1 PDF

MATHEMATICS
UNIT TESTS
Caroline Cooke
Series Editor: Colin McCarty
FREE SAMPLE COPY
Quick start guide to Rising Stars Assessment

Step 1 Introduce the tests
Explain to the class that they will take five short end-of-unit tests each
term. This will give them the opportunity to show what they know and
can do. The tests are designed to check understanding and results can
be used to record and monitor progress throughout the year.
YEAR 5
End-of-Unit Autumn Non-calculator

Test: A1
Name:
Class:
3984 4013
17
80
CN
6 Complete these number sentences.
6a
a) 427 = 400 +
There is also an end-of-year test, including separate mental

mathematics and written papers. You may choose to use this test in the
summer term to assess pupils learning across the whole curriculum that
has been taught during the year.
Date:
+7
1 mark
CN
6b
b) 13.6 = 10 + 3 +
1 mark
Ca
7 Joe has 3.67

He earns 1.56 for doing some jobs.
7
1 mark
How much money does he have altogether?
8 1
11
UA
...
Henry says, The rule for this sequence is double the last number.
1 mark
Is Henry correct?
YES
NO
Explain your answer.
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.
Step 2 Mark the test
Answers and mark schemes for written tests

YEAR 5 End-of-Unit Autumn
Non-calculator Test: A1
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
Rising Stars UK Ltd 2008. You may photocopy this page.
Level
Strand
and
objective
number
Mark
20
0.6
3
3
CN2
CN2
1
1
accept .6
5.23
Ca2
unit required
NO, and a suitable reason, e.g.

double 4 does not equal 7
the rule of the sequence is to add one
more than you added last time
UA5
6a
b
Extra information
1, 2, 3, 6
NF3
1 mark for any three

correct OR the four correct
answers plus one incorrect
10
21, 3, 7
CN1
any two correct 1 mark
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

Non-calculator Test: B1
Extra information
NF3
Sh1
10
UA4
all correct 2 marks

any five correct 1 mark
11
Sh1
58
Step 3 Generate a level
The marks and level thresholds for Year 5

Autumn term end-of-unit tests
The balance of marks in each end-of-unit test is:
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
Mark ranges and level thresholds

Mark ranges for sub-levels for Tests A1, B1, C1, D1 and E1
2a
3c
3b
*45
3a
4c
4b
4a
5c
5b
5a
10
11
12
13
1415
* Award a level 2b for marks between 2 and 3

Mark ranges for sub-levels for combined Tests A1 to E1
2a
3c
3b
3a
4c
4b
4a
5c
5b
5a
*2028
2933
3439
4045
4649
5054
5559
6064
6569
7075
Spring term end-of-unit tests

NC level
Unit A2
15 marks
Unit B2
15 marks
Unit C2
15 marks
Unit D2
15 marks
Unit E2
15 marks

Mark ranges for sub-levels for Tests A2, B2, C2 and E2
2a
3c
3b
*45
3a
4c
4b
4a
5c
5b
5a
10
11
12
13
1415
Mark ranges for sub-levels for Test D2
Step 4 Feed back to the pupils
2a
3c
3b
3a
4c
4b
4a
5c
5b
5a
*4
78
10
11
12
13
1415

Mark ranges for sub-levels for for combined Tests A2 to E2
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
About the Mathematics Unit Tests

The tests are written to reflect the structure and content of the blocks and units in the Primary
Framework for literacy and mathematics. There are two types of tests in this book: end-of-unit tests
and end-of-year tests. The tests have been designed to reflect the progression of teaching
mathematical content and skills. The use of calculators, for example, is introduced in the Year 4 tests
and the mental mathematics tests include differentiation from Year 3. Information about how the
levels for the tests were calculated is provided at the end of the book (see Reliability and predictions).
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
Maximum for pupil
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
Maximum for pupil
75
75
75
The time allocated for answering the questions in the mental mathematics paper is as follows:
Year
Number of mental mathematics questions
Time to answer
1 and 2
10
All questions 10 seconds
10
5 questions 5 seconds
4 to 6
15
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.
How to use Mathematics Unit Tests

Preparation and timings
1 Copy the required number of sheets to form the chosen assessment. Note that the mental
mathematics script containing the instructions for teachers is provided separately.
2 Ensure pupils are seated appropriately to prevent overlooking each others papers.
3 Pupils will need pens or pencils, rulers and erasers. Angle measurers should be available. Pupils
should be encouraged to cross out answers rather than rubbing 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 QCA
KS2 tests (i.e. 25% extra time allowance for poor readers).
5 The mental mathematics tests should be strictly timed using a stopwatch or similar to provide
practice for working under time constraints. If you are using the CD-ROM version of the tests, an
audio recording of the mental mathematics tests is provided. This includes a timed reading of the
questions, making the tests particularly straightforward to administer.
Supporting pupils during the tests
Before the test explain to the pupils that the test is an opportunity to show what they know,
understand and can do. They will not be asked questions about topics they have not yet been taught.
Many pupils will be able to work independently in the tests, with minimal support from the person
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
End-of-Unit Autumn Tests: A1 to E1

Mental Mathematics Scripts
Instructions to be read to pupils
The first part of this test is mental mathematics. There are five questions. You have ten seconds
to answer each. I shall read each question twice. Work out the answer and write it down.
A1
1
2
3
4
5
Mental Mathematics Script

What is thirty-two divided by four?
What is half of seventeen?
Grandpa gives eighty pounds to each of his nine grandchildren.
How much does he give away altogether?
Subtract three thousand, nine hundred and eighty-four from four
thousand and thirteen.
I think of a number. I multiply my number by seven and add five.
The answer is forty-seven. What was my number?
B1 Mental Mathematics Script

1 A teacher shares forty pencils equally between five pupils.
How many do they each receive?
2 How many edges does a cuboid have?
3 What is ninety multiplied by forty?
4 Circle all the numbers that are not factors of thirty-six.
5 Circle the approximate answer to twenty-four point eight multiplied
by eight point two.
C1 Mental Mathematics Script
1 What number is the arrow pointing to?
2 The pictogram shows the number of pupils who like water or lemonade.
How many pupils like lemonade?
3 Look at this table. How many left-handed pupils are there altogether?
4 A line measures thirteen point six centimetres.
How long is this in millimetres?
5 How many millilitres are there in seven point zero five litres?
D1
1
2
3
4
5

What is thirty-six multiplied by ten?
What number is the arrow pointing to?
Circle the approximate volume of a cup.
I go on holiday on Saturday 25th July. I stay for two weeks.
I return on a Saturday. What is the date of the Saturday that I return?
How many millilitres are there in five point seven five litres?
E1
1
2
3

What is forty-five divided by five?
Multiply eight by three.
There are twelve eggs in a dozen.
How many eggs are there in nine dozen?
4 What is the difference between six thousand, nine hundred and
eighty-three, and eight thousand and twenty-seven?
5 What is fifteen per cent of ninety pounds?
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

Test: A1
Name:
Class:
2
3
Date:
17
3984 4013
80
6 Complete these number sentences.
CN
6a
a) 427 = 400 +
+7
1 mark
CN
6b
b) 13.6 = 10 + 3 +
1 mark
Ca
7 Joe has 3.67

He earns 1.56 for doing some jobs.
How much money does he have altogether?
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
Explain your answer.
Total for
this page
YEAR 5 End-of-Unit Autumn Non-calculator Test: A1
9 Write all the numbers that are factors of both 24 and 30
NF
9
2 marks
10 Write in the missing numbers in this sequence.
CN
10
17
13
11 Calculate
2 marks
Ca
72 100 =
11
2 marks
10 = 23.6
/15
Total for
this test
YEAR

Test: B1
Name:
Class:
40
4
5
90
Date:
24.8 8.2
3
30
100
200
300
40
UA
6 Write labels for the Venn diagram.
6
2 marks
65
10
95
115
250
101
216
46
Ca
7 Calculate
936 259 =
2 marks
336 + 1.7 + 26.51 =

8 Write two numbers that are multiples of both 8 and 6
NF
8
and
1 mark
Total for
this page
YEAR 5 End-of-Unit Autumn Non-calculator Test: B1
9 Complete the table. One is done for you.
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
diagram. One is done for you.
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
11 Draw two more lines to complete the kite.
Sh
11
1 mark
/15
Total for
this test
YEAR

Test: C1
Name:
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
a) On which days did he spend less time than on Friday?
6a
1 mark
HD
6b
1 mark
b) If Thursday was 100 minutes, estimate how long he spent on the

computer on Wednesday.
HD
6c
2 marks
c) Label the axis and divisions on the vertical axis.

Total for
this page
YEAR 5 End-of-Unit Autumn Non-calculator Test: C1
7 a) Write one number that fits all three of these statements:
UA
It is a multiple of 6
G It is a multiple of 8
G It ends in a 4
7a
1 mark
b) Explain why a number that ends in a 7 cannot be a multiple of 8
UA
7b
1 mark
8 Mark buys a plank of wood that is 2.4 m long.
Me
8
How many 30 cm lengths can he cut it into?
1 mark
9 Sally wrote down her friends ages: 9, 10, 9, 9, 10, 10, 9, 11, 9
HD
What is the mode?
10 Tokens for the car park cost 5 for 7 tokens.
1 mark
10
9
8
Pounds
7
6
5
4
3
2
UA
1
0
10a
6 7
Tokens
10 11 12
a) Use the graph to work out the approximate

cost of 2 tokens.
b) What is the maximum number of tokens
you can buy with 8?
1 mark
UA
10b
1 mark
/15
Total for
this test
YEAR
End-of-Unit Autumn Calculator

Test: D1
Name:
Class:
1
2
3
16
Date:
20 ml 20 g 200 ml 200 g 2000 ml
18
ml
6 Match the measurements to the correct units.
5.75 litres
Me
One is done for you.
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
What is the largest number

of pens she can buy?
35p
pencil
pen
ruler
50p
95p
UA
7b
1 mark
What does he buy?

and
1 mark
75p
notebook
b) Henry spends exactly 1

He buys three different things.
7a
and
Total for
this page
YEAR 5 End-of-Unit Autumn Calculator Test: D1
8 How long is this line?
Me
Write down its length in millimetres.
mm
1 mark
9 This is a timetable for the local train.

Place
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
a) At which place does the train wait the longest?
Me
9a
1 mark
b) How long is it between the departure from Saxville to the arrival at

New View?
Me
9b
1 mark
Total for
this page
YEAR 5 End-of-Unit Autumn Calculator Test: D1
10 What are the coordinates of
Sh
(6, 20)
point P on the rectangle?
10
1 mark
(6, 6)
(13, 6)
R
0
Ca
11 Joe had 36 marbles.

He played a game and lost 34 of the marbles.
Then he lost 23 of the rest of the marbles.
11
2 marks
How many does he have left?
marbles
/15
Total for
this test
Answers and mark schemes for written tests

Non-calculator Test: A1
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
NO, and a suitable reason, e.g.

the rule of the sequence is to add one
more than you added last time
UA5
1, 2, 3, 6
NF3
1 mark for any three

correct OR the four correct
answers plus one incorrect
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
all correct 2 marks

any five correct 1 mark
11
Sh1

Non-calculator Test: B1
6
Extra information

Non-calculator Test: C1
Level
Strand
and
objective
number
Mark
6a
b
c
Mon and Wed

50 minutes
0100 in steps of 10
axis titled in minutes
3
3
4
4
HD2
HD2
HD2
HD2
1
1
1
1
7a
24
UA5
because it is not possible for a multiple of

8 to be odd
UA5
Me1
HD4
accept 1.401.50
11
4
4
UA3
UA3
1
1
Level
Strand
and
objective
number
Mark
Me1
10a
b

Calculator Test: D1
6
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
accept any multiple of 24

ending in 4, e.g. 144
unit required
Extra information
units required
The marks and level thresholds for Year 5

Autumn term end-of-unit tests
NC level
Unit A1
15 marks
Unit B1
15 marks
Unit C1
15 marks
Unit D1
15 marks
Unit E1
15 marks

Mark ranges for sub-levels for Tests A1, B1, C1, D1 and E1
2a
3c
3b
3a
4c
4b
4a
5c
5b
5a
*45
10
11
12
13
1415

Mark ranges for sub-levels for combined Tests A1 to E1
2a
3c
3b
3a
4c
4b
4a
5c
5b
5a
*2028
2933
3439
4045
4649
5054
5559
6064
6569
7075
Spring term end-of-unit tests

NC level
Unit A2
15 marks
Unit B2
15 marks
Unit C2
15 marks
Unit D2
15 marks
Unit E2
15 marks

Mark ranges for sub-levels for Tests A2, B2, C2 and E2
2a
3c
3b
3a
4c
4b
4a
5c
5b
5a
*45
10
11
12
13
1415
Mark ranges for sub-levels for Test D2
2a
3c
3b
3a
4c
4b
4a
5c
5b
5a
*4
78
10
11
12
13
1415

Mark ranges for sub-levels for for combined Tests A2 to E2
2a
3c
3b
3a
4c
4b
4a
5c
5b
5a
*2327
2832
3338
3943
4448
4954
5559
6064
6570
7175
Reliability and predictions

The first and most critical step in producing high-quality tests is to ensure that each question
addresses the part of the subject that has been taught. Equally importantly, a reliable level needs to
be attributed to every mark so that a balanced test may be constructed across levels, skills and
knowledge which are appropriate for the target age group. In such a test it is possible to work out a
set of theoretical pass mark thresholds and these are discussed below. Theory and practice must come
together, however, and the Rising Stars tests had to be standardised and linked to the National
Curriculum levels established by QCA. The sub-levels obtained from this research is given on pages
7374.
Standardising the tests

Rising Stars conducted research with a sample of schools in April, May and June 2008. Pupils sat the
relevant end-of-year tests in mathematics. At the same time, an overlapping cohort of pupils sat the
spring term set of five end-of-unit tests in mathematics. Each of these end-of-unit tests is for 15
marks, leading to a maximum of 75 marks for the term. The scores from both these sets of tests were
then equated to results obtained from QCA tests for Mathematics. The details are as follows:
In Year 1, teacher assessment was the benchmark;
In Year 2, pupils scores were standardised by equating to their KS1 results for mathematics;
In Years 3, 4 and 5, the standardisation was to the sub-levels obtained from the optional
mathematics test. This method was chosen to provide an externally validated test-based
comparison for the levels;
In Year 6, pupils scores were standardised by equating to their KS2 results for mathematics.
The tables below summarise the number of schools and pupils that originally participated in the
research.
The research sample for the end-of-year tests
Year
Number of pupils
244
258
331
347
364
302
Number of schools
10
The research sample for the spring term end-of-unit tests

Year
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.
The equating data for the mathematics tests

The raw scores from the schools for the end-of-units and end-of-year tests were collated and equated
to the sub-levels reported by the schools for the relevant year. These standardising exercises were
undertaken by an independent specialist, who for many years undertook similar work for QCA.
YEAR 5/RELIABILITY AND PREDICTIONS

Standardisation of tests technical information
A level has been ascribed to every mark so that the tests can be seen from the outset to be balanced,
covering an appropriate span of levels for the year group in question.
The levels obtained from the equating exercise were used to inform an algorithm, which was used to
describe the balance of demand of the Rising Stars tests. The algorithm works on the understanding
that pupils will do better on easier questions and score less well on harder ones. We could then see
how the tests compare in terms of level of demand to the optional tests in particular. The optional
tests appear more generous than normal test practice would recommend (i.e. normally at least 50%
success on the level is expected). This suggests that it may well be more easy to get a higher level
now than some years ago. In Year 5, the algorithm reflects a quite demanding test. The algorithm
Rising Stars used is shown below.
Questions at their working level pupils get correct 50% of the marks available;
Questions at one level below their working level pupils get correct 80% of the marks
available;
Questions at two levels below their working level pupils get correct all of the marks available;
Questions at one level above their working level are too hard for pupils and they get correct
none of the marks available;
Questions at two levels above their working level are too hard for pupils and they get correct
none of the marks available.
This algorithm is based on pupils performance in the spring term end-of-unit tests. It was applied to
the autumn and summer term end-of-unit tests to produce a consistent set of levels for all the endof-unit tests. (A much more generous algorithm: 0.4; 0.7; 1.0; 0.1; 0.0 links the end-of-year test
design to levels from the equating research.)
Overall, we find that the Rising Stars tests are quite challenging, in particular the end-of-unit tests.
The questions in these tests have been written by experienced QCA consultants, including one who
writes Year 3 and 4 optional test questions. The questions match the content of the units in the blocks
of the Primary Framework for mathematics at the levels they are expected to be taught and
understood. Our research shows that they are more challenging than the QCA KS2 and optional
mathematics tests for 2008. However, the equating process makes sure that the sub-levels we report
match to the optional test levels for the end of the year.
Feedback from our research schools and users of Rising Stars tests over the past years indicates that
challenging tests taken throughout the year improve pupils performance more than challenges that
are too easy. The result of this high-quality test practice is that pupils are better prepared when they
take externally-set tests, be they optional or end of Key Stage national tests.
A word of warning
Level threshold information is provided for the individual end-of-unit tests, but it is recommended
that all five end-of-unit tests be used to ensure there is sufficient coverage and balance for a valid
and reliable, summative level for the term. In the end-of-year test, levels for the separate calculator
and non-calculator papers (Years 4 to 6) are not reported. (Levels for the separate low, medium and
high tests in Years 1 to 3 are not reported either.) An overall reliable, equated level is available for the
end-of-year test.
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
YEAR 5/RELIABILITY AND PREDICTIONS

115 are well above average, while those less than 85 are well below average. These may be applied to
the autumn and summer units with confidence.
Standard score
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
The end-of-year test

The end-of-year test has a very strong correlation of pupils' levels from optional tests with their test
score giving Pearson's r= 0.88. Correlation between pupils' ages and their test score is very weak,
however, giving Pearson's r= 0.13.
This is a well balanced and discriminating test.
The spring end-of-unit tests
For the combined spring term end-of-unit tests there is a very strong correlation of pupils' levels from
optional tests with their test score giving Pearson's r= 0.90. Correlation between pupils' ages and their
test score is very weak, however, giving Pearson's r=0.15.
The end-of-unit tests contain a significant proportion of straightforward questions allowing weak and
modestly able pupils to gain a sense of achievement. There are also demanding questions to challenge
able pupils and discriminate between them.
Level equated with Year 5 test
QCA level equated with RS test mark

QCA
level
6.00
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
10.00 20.00 30.00 40.00 50.00 60.00 70.00 80.00

RS test mark
End-of-unit tests equating relationship
0.00
10.00 20.00 30.00 40.00 50.00 60.00 70.00 80.00

Year 5 test
End-of-year tests equating relationship

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MATHEMATICS

Quick start guide to Rising Stars Assessment

End-of-Unit Autumn Non-calculator

6 Complete these number sentences.

There is also an end-of-year test, including separate mental

7 Joe has 3.67

How much money does he have altogether?

Explain your answer.

Step 2 Mark the test

Answers and mark schemes for written tests

Rising Stars UK Ltd 2008. You may photocopy this page.

NO, and a suitable reason, e.g.

1 mark for any three

any two correct 1 mark

YEAR 5 End-of-Unit Autumn

any two correct 1 mark

all correct 2 marks

Step 3 Generate a level

The marks and level thresholds for Year 5

Mark ranges and level thresholds

* Award a level 2b for marks between 2 and 3

* Award a level 2b for marks between 10 and 19

Spring term end-of-unit tests

Mark ranges and level thresholds

Mark ranges for sub-levels for Test D2

Step 4 Feed back to the pupils

* Award a level 2b for marks between 2 and 3

* Award a level 2b for marks between 10 and 22

About the Mathematics Unit Tests

Maximum for pupil

Maximum for pupil

Number of mental mathematics questions

All questions 10 seconds

How to use Mathematics Unit Tests

End-of-Unit Autumn Tests: A1 to E1

Mental Mathematics Script

B1 Mental Mathematics Script

Mental Mathematics Script

Mental Mathematics Script

Rising Stars UK Ltd 2008. You may photocopy this page.

End-of-Unit Autumn Non-calculator

6 Complete these number sentences.

7 Joe has 3.67

Explain your answer.

Rising Stars UK Ltd 2008. You may photocopy this page.

YEAR 5 End-of-Unit Autumn Non-calculator Test: A1

9 Write all the numbers that are factors of both 24 and 30

10 Write in the missing numbers in this sequence.

End-of-Unit Autumn Non-calculator

6 Write labels for the Venn diagram.

336 + 1.7 + 26.51 =

Rising Stars UK Ltd 2008. You may photocopy this page.

YEAR 5 End-of-Unit Autumn Non-calculator Test: B1

9 Complete the table. One is done for you.

diagram. One is done for you.

11 Draw two more lines to complete the kite.

End-of-Unit Autumn Non-calculator

a) On which days did he spend less time than on Friday?

b) If Thursday was 100 minutes, estimate how long he spent on the

c) Label the axis and divisions on the vertical axis.

YEAR 5 End-of-Unit Autumn Non-calculator Test: C1

7 a) Write one number that fits all three of these statements: