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.
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.
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

YEAR 6

End-of-Unit Autumn Calculator

Test: A1
Name:

Class:

60

8.1

29 92
270

720 1200 1800 2700

1.8

Ca

chews

comics

15p each

3p each

2 marks

Susie buys 5 comics and 3 chews.

How much change does she get from 1?
p

7 Circle the numbers that round to 15

15.6

15.49

14.09

14.7

CN
7

14.15
1 mark

Place

Temperature

kitchen

18C

fridge

4C

freezer

19C

CN
8a
1 mark
CN

a) How much colder is the freezer than the fridge?

8b

b) I left the door of the freezer open.

The temperature rose by 5C.

1 mark

What was the new temperature?

Total for
this page

11

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

Answers and mark schemes for written tests

YEAR 6 End-of-Unit Autumn
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.



Date:

Level

Strand
and
objective
number

Mark

16
1 mark for reaching 84p OR a complete
correct method, e.g.
5 15p = 45p (error)
3 3p = 12p (error)
45 + 12 = 57p
1 57p = 43p

Ca4

15.49 and 14.7 only

CN2

8a
b

23C
14C

4
4

CN1
CN1

1
1

6.185
6.2(0)

4
4

CN2
CN2

1
1

10

circles 13.3, with an appropriate explanation,

e.g.
they both have the same number of tens
and units, but 13.3 has more tenths
there are more tenths in 13.3

UA5

11

3
1 mark for reaching 2.98... OR a complete
correct method without errors in conversion
but may contain arithmetic errors, e.g.
3.2 cm 185 = 592 cm
5.8 cm 47 = 272.6 cm
592 cm + 272.6 cm = 864.6 cm
= 8.646 m
8.646 m 2.9 = 2.98...

Ca4

YEAR 6 End-of-Unit Autumn

Non-calculator Test: B1

Level

Strand
and
objective
number

Mark

6a
b

29
80

3
3

NF4
NF4

1
1

5
129

4
4

UA4
UA4

1
1

43.4

NF1

both lines 4.2 cm to 4.4 cm inclusive

all three corners 89 to 91 inclusive

4
4

Sh2
Sh2

1
1

Extra information

if any others are circled

award no mark

accept .3 is larger than .1

Extra information

accept 43.40

57

Step 3 Generate a level

The marks and level thresholds for Year 6

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

3a

4c

4b

4a

5c

5b

5a

34

56

89

1011

12

13

1415

Mark ranges for sub-levels for Tests A1, B1, C1, D1 and E1

2a

3c

3b

3a

4c

4b

4a

5c

5b

5a

510

1117

1824

2531

3239

4047

4856

5761

6266

6775

Spring term end-of-unit tests

The balance of marks in each end-of-unit test is:
Unit A2
15 marks

Unit B2
15 marks

Unit C2
15 marks

Unit D2
15 marks

Unit E2
15 marks

10

NC level

Mark ranges and level thresholds

Mark ranges for sub-levels for Test A2

2a

3c

3b

2a

3c

3b

3a

5b

5a

11

12

1315

3a

4c

4b

4a

56

4c

78

4b

910

4a

5c

5c

5b

5a

45

78

910

11

12

1315

Mark ranges for sub-levels for Tests B2, C2, D2 and E2

Step 4 Feed back to the pupils

Mark ranges for sub-levels for combined Tests A2 to E2

2a

3c

3b

3a

4c

4b

4a

5c

5b

5a

27

814

1522

2329

3035

3644

4550

5157

5865

6675

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.
72

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 6/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 6/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
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.

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 6/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 7273) 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.
Level

Strand

Answer

3
4

Ca1
NF1

60
420

4
4
5

Ca1
NF4
Ca1

6.3
2700
0.9, accept .9

3
4
4

NF1
NF2
NF4

7
32
400

4
5

NF2
UA4

8100
21

4
4
4

Me2
Me1
Me1

1.8
21 cm
2.2, accept 2200 g
or 2.200 kg

4
5

HD4
HD3

35
20, accept
18 to 22 inclusive

3
3

Me1
Ca1

1.05
60

Me3

32

Me3

18

Ca1

37.8

3
3
4

NF1
Ca3
CN5

7
4
4.8

4
4

CN3
NF1

24
4.9

A1 Mental Mathematics Script

1 What is twelve multiplied by five?

2 There are sixty minutes in an hour.
How many minutes are there in seven hours?

3 What is eight point one minus one point eight?

4 Circle the best approximation to twenty-nine multiplied by ninety-two.
5 What is seven point two divided by eight?
B1 Mental Mathematics Script

1 What is twenty-eight divided by four?

2 What is six squared minus two squared?
3 Circle the best approximation for three point nine two multiplied by
ninety-nine point four.

4 What is ninety squared?

5 What is the value of five x plus six, when x equals three?
C1 Mental Mathematics Script

1 The scale shows the mass of some flour. How heavy is the flour?
2 Circle the greatest length.
3 Ellie has two boxes of CDs. One weighs seven hundred grams and the
4
5

other weighs one point five kilograms.

What is the total mass of her boxes of CDs?
Here are the masses of five children. What is the median?
The pie chart shows the favourite colours chosen by pupils in a school.
Eighty pupils chose red. How many chose green?

D1 Mental Mathematics Script

1 Write one hundred and five centimetres in metres.

2 There are fifteen biscuits in one packet.
How many biscuits are there in four packets?

3 A rectangle is eight centimetres long and four centimetres wide.

4
5

What is the area of the rectangle?

The length of one side of a regular hexagon is three centimetres.
What is the perimeter of the hexagon?
What is six point three multiplied by six?

E1 Mental Mathematics Script

1 What is thirty-five divided by five?

2 What is one third of twelve?
3 I need one point two metres of paper to wrap two presents.
How much paper will I need to wrap eight presents?

4 Write eleven quarters as a mixed number.

5 What is zero point seven multiplied by seven?

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

YEAR

End-of-Unit Autumn Calculator

Test: A1
Name:

Class:

60

8.1

Date:

29 92

270

720

1200

1800


2700

5
1.8

comics

Ca

chews

15p each

3p each

2 marks

Susie buys 5 comics and 3 chews.

How much change does she get from 1?
p

7 Circle the numbers that round to 15

15.6

15.49

14.09

14.7

CN
7

14.15
1 mark

Place

Temperature

kitchen

18C

fridge

4C

freezer

19C

CN
8a

a) How much colder is the freezer than the fridge?

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

1 mark
CN
8b

b) I left the door of the freezer open.

The temperature rose by 5C.
What was the new temperature?

1 mark

C
Total for
this page

YEAR 6 End-of-Unit Autumn Calculator Test: A1

9 Complete the missing numbers.

CN
9
2 marks

6.18

6.19

10 Circle the bigger number.

UA
10

13.3 13.13

1 mark

Explain how you know.

11 I want to put up some shelves for my books.

Ca
11

Width of book

Number of books

3.2 cm

185

5.8 cm

47

2 marks

Shelves are 2.9 m long.

How many shelves do I need to store all the books?

shelves

/15
Rising Stars UK Ltd 2008. You may photocopy this page.

Total for
this test

YEAR

End-of-Unit Autumn Non-calculator

Test: B1
Name:

Class:

1
62

22



Date:

90

5x + 6

3.92 99.4

30 270

300

400

3000
NF

6 Write in the missing numbers.

6a

a) 63 +

1 mark

= 92

NF
6b

4 = 20

b)

1 mark

7 The rule for the sequence below is:

UA

double the last number and subtract 1.

Complete the missing numbers in the sequence.

17

33

7
2 marks

65

8 Susie goes for a 6.2 km run every day for 7 days.

NF
8

How far does she run in the 7 days?

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

km

1 mark

Total for
this page

YEAR 6 End-of-Unit Autumn Non-calculator Test: B1

9 Use a ruler and a protractor or a set square to complete this square.

Sh
9
2 marks

4.3 cm

10 a) On the grid below, draw a quadrilateral with only one pair of

Sh

parallel sides.

10a
1 mark

b) On the grid below, draw a pentagon with two pairs of

parallel sides.

Sh
10b
1 mark

NF
11

11 List all the prime numbers between 20 and 30

1 mark

/15
Rising Stars UK Ltd 2008. You may photocopy this page.

Total for
this test

YEAR

End-of-Unit Autumn Calculator

Test: C1
Name:

1
2
3

Class:

1kg

123 mm

kg

2kg

0.2 m

21 cm

0.13 m

kg

700 g 1.5 kg



Date:

4
5

35 kg 30 kg 40 kg
The median is

30 kg

yellow
green

red

45 kg
kg

Favourite
colours

blue

Me
6

1 litre

500 ml
2 marks

How much more water is in jug A than jug B?

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

Total for
this page

YEAR 6 End-of-Unit Autumn Calculator Test: C1

7 Lucy asked her friends what size shoes they wear. Here are her results:
4

2 12

3 12

3 12

2 12

a) Complete the frequency table to show this information.

HD
7a

Shoe sizes

Number of children

2 12

1 mark

3
3 12
4
HD

b) Complete the bar chart to show this information.

7b

Number of children

Number of children with different size shoes

2 marks

2 12

3 12
Shoe sizes

4
HD

c) Which shoe size is the mode?

7c
1 mark
HD

d) What is the range?

7d
1 mark
HD

e) Calculate the mean shoe size.

7e
1 mark

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

Total for
this page

YEAR 6 End-of-Unit Autumn Calculator Test: C1

8 The graph shows how much money Year 6 pupils raise for each minute
of their sponsored silence.
Money raised
60
50

Pounds

40
30
20
10
0
5

10

15

20

25
30
Minutes

35

40

45

50

a) How much money will they raise if they are silent for 25 minutes?

HD
8a
1 mark

HD

b) How many minutes must they be silent to raise 50?

8b

minutes

1 mark

/15
Rising Stars UK Ltd 2008. You may photocopy this page.

Total for
this test

Answers and mark schemes for written tests

YEAR 6 End-of-Unit Autumn
Calculator Test: A1

Level

Strand
and
objective
number

Mark

16
1 mark for reaching 84p OR a complete
correct method, e.g.
5 15p = 45p (error)
3 3p = 12p (error)
45 + 12 = 57p
1 57p = 43p

Ca4

15.49 and 14.7 only

CN2

8a
b

23C
14C

4
4

CN1
CN1

1
1

6.185
6.2(0)

4
4

CN2
CN2

1
1

10

circles 13.3, with an appropriate explanation,

e.g.
they both have the same number of tens
and units, but 13.3 has more tenths
there are more tenths in 13.3

UA5

11

3
1 mark for reaching 2.98... OR a complete
correct method without errors in conversion
but may contain arithmetic errors, e.g.
3.2 cm 185 = 592 cm
5.8 cm 47 = 272.6 cm
592 cm + 272.6 cm = 864.6 cm
= 8.646 m
8.646 m 2.9 = 2.98...

Ca4

Level

Strand
and
objective
number

Mark

YEAR 6 End-of-Unit Autumn

Non-calculator Test: B1
6a
b

29
80

3
3

NF4
NF4

1
1

5
129

4
4

UA4
UA4

1
1

43.4

NF1

both lines 4.2 cm to 4.4 cm inclusive

all three corners 89 to 91 inclusive

4
4

Sh2
Sh2

1
1

Extra information

if any others are circled

award no mark

accept .3 is larger than .1

Extra information

accept 43.40

Level

Strand
and
objective
number

Mark

draws a trapezium, e.g.

Sh1

draws a pentagon with two pairs of parallel

sides, e.g.

Sh1

23 and 29 only

NF3

Level

Strand
and
objective
number

Mark

YEAR 6 End-of-Unit Autumn

Non-calculator Test: B1 (cont)
10a

11

YEAR 6 End-of-Unit Autumn

Calculator Test: C1
6

450 ml
OR 1 mark for both correct readings:
750 ml and 300 ml

Me2

7a

table completed correctly

HD3

2, 4 and 6 labelled correctly on vertical axis

HD2

three bars inserted correctly

HD2

HD4

HD4

Shoe sizes

32

Number of children with different size shoes

Number of children

do not accept a
parallelogram (including a
rectangle)

Extra information

unit required

Number of children

1
2

Extra information

6
4

accept them provided

intention is clear, e.g. 5
should be closer to 5 than
to 4 or 6

2
0

22

32

Shoe sizes

12

32

HD4

30
41 or 42

4
5

HD3
HD3

1
1

8a
b

1
1

unit required

The marks and level thresholds for Year 6

Autumn term end-of-unit tests
The balance of marks in each end-of-unit test is:
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

3a

4c

4b

4a

5c

5b

5a

34

56

89

1011

12

13

1415

Mark ranges for sub-levels for Tests A1, B1, C1, D1 and E1

2a

3c

3b

3a

4c

4b

4a

5c

5b

5a

510

1117

1824

2531

3239

4047

4856

5761

6266

6775

Spring term end-of-unit tests

The balance of marks in each end-of-unit test is:
NC level

Unit A2
15 marks

Unit B2
15 marks

Unit C2
15 marks

Unit D2
15 marks

Unit E2
15 marks

10

Mark ranges and level thresholds

Mark ranges for sub-levels for Test A2

2a

3c

3b

3a

4c

4b

4a

5c

5b

5a

56

78

910

11

12

1315

Mark ranges for sub-levels for Tests B2, C2, D2 and E2

2a

3c

3b

3a

4c

4b

4a

5c

5b

5a

45

78

910

11

12

1315

Mark ranges for sub-levels for combined Tests A2 to E2

2a

3c

3b

3a

4c

4b

4a

5c

5b

5a

27

814

1522

2329

3035

3644

4550

5157

5865

6675

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
7273.

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 one third 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 6/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 end-of-units tests compare, in terms of level of demand, to the KS2 or optional tests for the
year. The KS2 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 KS2 level now than some years ago. The algorithm is shown below.
Questions at their working level pupils get correct 40% 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 pupils are able to get correct 10% 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 tests.
(A similar algorithm 0.4; 0.8; 1.0; 0.0; 0.0 linked 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 the Rising Stars tests are more challenging than the QCA KS2
and optional mathematics tests for 2008. However, the equating process makes sure that the sublevels 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
115 are well above average, while those less than 85 are well below average. These may be applied to

YEAR 6/RELIABILITY AND PREDICTIONS

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)

13

20

30

35

46

60

65

66

71

End-of-unit tests
(score out of 75)

13

21

23

28

39

49

54

59

63

The end-of-year test

For the end-of-year test there is a very strong correlation of pupils' KS2 levels with their test score
giving Pearson's r= 0.82. There is also a good correlation between pupils' ages and their test score,
giving Pearson's r= 0.36
Overall, this is a well balanced and strongly discriminating test containing a fair number of
straightforward questions to enable weaker pupils to gain a sense of success.
The spring end-of-unit tests
For the combined spring term end-of-unit tests there is a very strong correlation of pupils' KS2 levels
with their overall test score giving Pearson's r= 0.88. Correlation between pupils' ages and their test
score is weak, however, giving Pearson's r=0.17
Overall, the end-of-unit tests contain some of straightforward questions allowing weak pupils to gain
a sense of achievement. In addition, there are demanding questions to challenge able pupils and
discriminate between them.
QCA level equated with RS test mark
QCA
level
7.00

Level equated with Year 6 test

Level

6.00

6.00

5.00

5.00

4.00

4.00

3.00

3.00

2.00
0.00

2.00
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 6 test

End-of-year test equating relationship