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Teachers' level judgements
Table 4 records the resulting level distributions for the subjects for which teachers were invited to provide 5-14 level judgements for their pupils.
Table 4
Teachers' judgements of pupils' 5-14 levels *
(% distributions within subjects)
Stage | Subject | Pupils | <A | A | B | C | D | E | F |
|---|
P5 | Reading - English | 183 | 0 | 2 | 22 | 70 | 6 | 0 | 0 |
|---|
Reading - Gaelic | 180 | 0 | 2 | 28 | 58 | 12 | 0 | 0 |
|---|
Writing - English | 183 | 2 | 4 | 44 | 46 | 4 | 0 | 0 |
|---|
Writing - Gaelic | 180 | 0 | 5 | 46 | 44 | 4 | 0 | 0 |
|---|
Maths | 183 | 0 | 2 | 40 | 51 | 6 | 1 | 0 |
|---|
Science | 183 | 0 | 2 | 33 | 61 | 4 | 0 | 0 |
|---|
P7 | Reading - English | 157 | 0 | 0 | 3 | 6 | 43 | 44 | 4 |
|---|
Reading - Gaelic | 152 | 0 | 2 | 4 | 13 | 63 | 18 | 1 |
|---|
Writing - English | 156 | 0 | 0 | 3 | 24 | 56 | 15 | 1 |
|---|
Writing - Gaelic | 154 | 1 | 2 | 7 | 28 | 53 | 10 | 0 |
|---|
Maths | 153 | 0 | 0 | 3 | 16 | 57 | 25 | 0 |
|---|
Science | 151 | 0 | 0 | 1 | 32 | 67 | 0 | 0 |
|---|
* In this and other tables where distributions are presented, percentages occasionally add to more than 100 because of rounding.
Perhaps the most striking features in the P5 data are
- the clustering around Levels B and C across all subjects, paralleling the situation nationally
- the very close similarity in the level profiles for writing in the two languages
(82% of pupils were in fact given the same level for both languages) - the fact that writing was the least positively rated area by the teachers, again in line with the national picture.
At P7 we see:
- a strong clustering around Levels D and E for English reading, with a greater level spread evident for Gaelic reading, centring on Level D
- as for P5, a strong similarity in the level profiles for writing in English and in Gaelic (indeed, 76% of the pupils were judged to be at the same level for writing in both languages), with a fairly wide level spread centring on Level D
- a similar centring on Level D for science and mathematics, but with almost all other pupils put at Level C in science whereas in mathematics they were put at B or E.
Figure 1 illustrates the pattern of teacher judgements at the two stages for science, however the teachers defined 'science' as they gathered the evidence their summative judgements were based on (no prescribed definition was supplied to them when they were invited to offer their level judgements for this subject).
Figure 1
Teachers' judgements of pupils' 5-14 levels in science
(% distributions)
According to the pupils' teachers around two-thirds of the P5 pupils were working at Level C or higher in science (4% already at Level D), with a similar proportion of P7 pupils working at Level D.
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