1311

Science
Progress Tests
ASSESSMENT
3
Year
Steve Bunce
Series Advisors: Cornwall Learning
Contents
Introduction 4
Pupil progress sheet 8
Plants 9
Test 1 (diagnostic) 9
Test 2 (mid-topic) 11
Test 3 (end of topic) 13
Test 4 (end of year) 15
Animals, including humans 17
Rocks 25
Light 33
Forces and magnets 41
Answers and mark schemes 49
Introduction
Why use Rising Stars Assessment Progress Tests?
The Rising Stars Assessment Science Progress Tests have been developed to support teachers
assess the progress their pupils are making against the 2014 National Curriculum Programme
of Study for science. The tests are designed to support effective classroom assessment across
Years 1 to 6 and are easy to use and mark.
The tests are organised around the topics in the Programme of Study and have been:
written by primary science assessment specialists
reviewed by primary science curriculum and assessment experts.
The results data from the tests can be used to track whether pupils are making the expected
progress for their year, above expected progress or less than expected progress. This data can
then be used alongside other evidence to enable effective planning of future teaching and
learning, for reporting to parents and as evidence for Ofsted inspections. If teachers are using
the CD-ROM version of the tests, the results data can be keyed into the Progress Tracker, which
automatically shows the progress of individual pupils and the results for all pupils by question
and test. Data can also be exported into the schools Management Information System (MIS).
About the Science Progress Tests
The tests are written to match the content requirements of the Programme of Study for the 2014
National Curriculum. The content areas are:
In line with the Programme of Study, the skills of working scientifically are assessed through all
the content areas rather than separately. For each content area there are four tests:
Test 1(diagnostic) note that for Years 1 and 2 this is a checklist rather than a test to make
it more accessible and informative for pupils whose written language skills are likely to be
less developed
Test 2(mid-topic)
Test 3(end of topic)
Test 4(end of year)
Content Year 1 Year 2 Year 3 Year 4 Year 5 Year 6
Living things (and their habitats)

Plants

Animals, including humans

Evolution and inheritance

Materials (uses, properties and changes)

Rocks

States of matter

Light

Sound

Seasonal changes/Earth and space

Forces (and magnets)

Electricity

4
The marks for each test are as follows:
Test demand
The first test for each topic is designed to help teachers assess the prior learning of individual
pupils and the class before teaching begins. These tests/checklists are more open-ended than
tests 24 to elicit as much information as possible to help teachers to refine their plans for
teaching the topic.
Test 2 is designed to be used during a topic, test 3 at the end of a topic and test 4 at the end
of the year. Test 4 could optionally be used as an alternative or additional test at the end of a
topic. Tests 24 follow the same approach. In each test:
5 marks are allocated to knowledge and understanding
5 marks are allocated to application
4 marks additionally assess working scientifically.
Tests 24 also contain a mix of objective questions, and questions requiring written answers.
Tracking progress
The marks pupils score in the tests can be used to track how they are progressing against the
expected outcomes for their year group in relation to the National Curriculum Programme of
Study. The marks for tests 24 for each topic have been split into three progress zones:
less than expected progress
expected progress
above expected progress.
The zones for each year group are as follows:
Test
Number of marks
Year 1 Year 2 Year 3 Year 4 Year 5 Year 6
Test/checklist 1 (diagnostic) N/A N/A 10 10 10 10
Test 2 (mid-topic) 10 10 10 10 10 10
Test 3 (end of topic) 10 10 10 10 10 10
Test 4 (end of year) 10 10 10 10 10 10
Year 3 Introduction
Zone mark range
Test Less than expected progress Expected progress Above expected progress
Year 1 2 4 05 68 910
Year 2 2 4 05 68 910
Year 3 2 4 05 68 910
Year 4 2 4 05 68 910
Year 5 2 4 05 68 910
Year 6 2 4 05 68 910
5
Determining prior learning
The first test for each topic is provided to help teachers find out about prior learning.
For Years 1 and 2 these tests are in the form of diagnostic checklists to enable an oral
investigation of prior learning as it is recognised that pupils have limited reading and writing
vocabularies, particularly in Year 1. Each checklist comprises a set of questions to ask pupils
and supporting visual prompts. There is also a Pupil responses form that can be used to record
whether some, most or all pupils are able to answer each question.
For Years 36 there is a diagnostic test for each topic. These tests can be administered as
described below and the marks analysed to identify the prior learning of individual pupils and
the class as a whole.
How to use the science progress tests
Preparation and timings
1 Make enough copies of the test(s) for each pupil to have their own copy.
2 Hand out the papers and ensure pupils are seated appropriately so that they cant see each
others papers.
3 Pupils will need pens or pencils, rulers and erasers. Encourage pupils to cross out answers
rather than rub 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 the DfE KS2 tests.
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 should try to answer all the questions but should not worry if
there are some they cant do.
Many pupils will be able to work independently in the tests, with minimal support from the
teacher or a teaching assistant. However, pupils should be encouraged to have a go at a
question, or to move on to a fresh question if they appear to be stuck, to ensure 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 using the version of the test on the CD-ROM
and projecting it onto a whiteboard to support a whole class or group to take the 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 then write their answers on their papers
individually.
Marking the tests
Use the detailed mark scheme and your professional judgement to award marks. Do not award
half marks.
It is useful to use peer marking of test questions from time to time. Pupils should exchange test
sheets and mark them as you read out the question and answer. You will need to check that
pupils are marking accurately. This approach also provides an opportunity to recap on any
questions that pupils found difficult to answer.
Year 3 Introduction
6
Using the Progress Tracker
The table on page 5 gives the mark ranges for the progress zones for each test which you can
use to see how well each pupil is doing in each test and across each topic. If pupils are
making the expected progress for their year they will be consistently scoring marks in the
middle zone of marks in the tests.
The CD-ROM version of Science Progress Tests includes an interactive Progress Tracker, which
allows you to enter the marks for each question for each test by pupil. This then automatically
shows you which zone the pupil is in and also the zone distribution for the class so that you
can track the progress of individual pupils and the whole class.
The Progress Tracker also enables you to review the marks for each question so that you can
identify areas where some or all pupils may need further support and areas where some or all
pupils are ready to be stretched further. It also provides a separate summary of marks for each
pupil for knowledge and understanding, application and working scientifically so that you can
identify if pupils have strengths or weaknesses in a particular area.
If required, data from the tests can be exported into the schools Management Information
System (MIS) so that it can be used alongside other data in whole school monitoring including
the monitoring of specific groups of pupils, such as Pupil Premium.
Full details about the Progress Tracker are provided on the CD-ROM.
Feeding back to pupils
Once the test has been marked, use a five-minute feedback session with the pupils to help
them review their answers. Wherever possible pupils should be encouraged to make their own
corrections as in this way they will become more aware of their own strengths and weaknesses.
Agree with each pupil what they did well in the test and what the targets are for them to
improve. A template pupil progress sheet is provided on page 8 for this purpose.
Year 3 Introduction
7
Name: Class: Date:
Topic name: Test number: My mark:
Pupil progress sheet
What I did well in the test:
What I need to do to improve:
1.
2.
3.
What I did well in the test:
What I need to do to improve:
1.
2.
3.
8 Rising Stars UK Ltd 2014. You may photocopy this page.
Name: Class: Date:

Topic name: Test number: My mark:
Pupil progress sheet
Name: Class: Date:
Year 3
Plants Test 1 (diagnostic)
1. Join the labels to the plant.
Total for
this page
2 marks
KU
2. Why does a plant need roots?
1 mark
KU
Rising Stars UK Ltd 2014. You may photocopy this page. 9
3. There is a plant inside the black bag. Why will this plant not grow well?
1 mark
A
roots
leaf
flower
stem
Year 3 Plants Test 1 (diagnostic)
5. How does water travel from the roots to the leaves?
Total for
this test
/10
1 mark
KU
6. How could you find out which seed can travel the furthest?
2 marks
A/WS
7. Why do plants need flowers? Tick one.
To attract insects
To catch water
1 mark
KU
4. How would you know if a plant is growing taller?
2 marks
A/WS
Name: Class: Date:
Year 3
Plants Test 2 (mid-topic)
1. Why do plants have leaves?
2. A tree has a trunk. What does the trunk do?
Total for
this page
1 mark
KU
1 mark
KU
5. Water goes up the stem to the flower.
Colour the water blue.
Now colour in what will happen to this flower when the water goes up the
stem.
1 mark
A
4. What does a plant need to grow well? Tick three things.
air water stones
light a label sound
2 marks
KU
3. Think about an apple tree.
Number these sentences to put them in the correct order.
1 mark
KU
Flower opens. Fruit grows. Insect brings pollen to flower.
Total for
this test
/10
Year 3 Plants Test 2 (mid-topic)
7. a) Ella has a healthy plant. She does not water it.
Draw and colour the leaves after 1 week.
Draw and colour the leaves after 10 weeks.
b) Ella repeats the experiment. Why does she do it again?
1 mark
A/WS
2 marks
A/WS
6. What is the length of each seed?
1 mark
A/WS
cm cm
Total for
this page
Name: Class: Date:
Year 3
Plants Test 3 (end of topic)
1. Draw a line from the box to the part of the plant.
2. Why does a plant need space to grow? Give two reasons.
2 marks
KU
2 marks
KU
3. Afam tests three groups of plants.
a) How many plants should he have in each group? Circle your answer.
1 mark
A/WS
1 mark
A/WS
1 mark
A/WS
b) Why?
1 mark
A/WS
c) Afam uses all the water shown in this jug on each plant
in Group 3 every day.
Each plant in Group 3 gets ml of water every day.
d) Write one thing Afam must keep the same to help make his test fair.
gets water and
nutrients from the
ground
uses sunlight to
make energy
attracts insects
moves water up
the plant
1 10 1000
1 l
200ml
400ml
600ml
800ml
Total for
this test
/10
Year 3 Plants Test 3 (end of topic)
4. Give one reason why a seed needs to land far away from the plant.
1 mark
KU
5. Draw a seed that could be carried by the wind.
1 mark
A
Total for
this page
Name: Class: Date:
Year 3
Plants Test 4 (end of year)
1. What is one function of the root?
1 mark
A
1 mark
A/WS
1 mark
KU
3. Class 3 is testing how bean seeds grow.
a) The children use groups of 16 seeds for each test. Why is having a lot
of seeds a good idea?
b) Sam recorded the growth of her plant on this graph.
i) How tall was the plant at week 3? cm
ii) How tall will the plant be at week 5? cm
iii) How old was the plant when it was 1cm tall?
1 mark
A/WS
1 mark
A/WS
1 mark
A/WS
2. Daniel covers a piece of grass with a blanket.
The grass turns yellow after three days. Why?
0
0
1
2
3
4
5
6
1 2 3 4 5
Weeks
H
e
i
g
h
t
,

i
n

c
m
Total for
this test
/10
Year 3 Plants Test 4 (end of year)
4. How does water get from the roots of a plant to its leaves?
1 mark
KU
3 marks
KU
5. Put the plant life cycle in order. Number the pictures below.
Answers and mark schemes
Year 3 Plants
Test 1 (diagnostic) Area Mark Extra information
1.

KU 2 2 marks for all four correct
1 mark for any two correct
2. To anchor it or to bring water and nutrients up from
the soil.
KU 1
3. Not enough light A 1
4. Simple explanation of recording growth, e.g. use a
ruler to measure height or make marks on a wall next
to the top of the plant, showing growth over time.
A/WS 2 1 mark for experiment
description
1 mark for suitable method
of recording or comparing
5. Description of water transportation from roots, up the
stem to the leaves.
KU 1
6. Description of an experiment to drop the seeds and
measure how far they travel.
A/WS 2 1 mark for experiment
description
1 mark for measurement
7. To attract insects KU 1
Test 2 (mid-topic) Area Mark Extra information
1. Leaves collect the sunlight to convert carbon dioxide
and water into energy for the plant (through
photosynthesis).
KU 1
2. Moves water from the roots to the leaves and flower. KU 1 Accept supports the tree
3. Flower opens.
Insect brings pollen to flower.
Fruit grows.
KU 1 Sequence must be correct
for 1 mark
4. Water, light, air KU 2 2 marks for all three correct
1 mark for two correct
5. The petals and stem of the flower should be coloured
blue.
A 1 Accept if either the stem or
petals are coloured blue, or
both
6. Horse chestnut 3cm
Acorn 2cm
A/WS 1 Both must be correct for
1 mark
7a. Leaves would curl up after 1 week and go yellow and
brown after 10 weeks.
A/WS 2 1 mark for each correct
drawing
7b. Repeat the experiment with other plants to confirm
the result.
A/WS 1 1 mark for any response
which indicates that further
results with a similar
outcome increase
confidence in the result.
roots
leaf
stem
flower
Year 3 Answers and mark schemes
Plants (continued)
Test 3 (end of topic) Area Mark Extra information
1.

KU 2 2 marks for all four correct
1 mark for any two correct
2. Any two from:
For roots to get water.
For leaves to get sunlight.
For flowers to be pollinated.
KU 2
3a. 10 A/WS 1
3b. 1 is not enough. 1000 is too many. A/WS 1 1 mark for one valid reason
Accept it might die; too
expensive; too time
consuming
3c. 500ml A/WS 1
3d. Any one from:
Same type of plants
Same condition of plants
Kept in the same place
At the same temperature
Same amount of soil
A/WS 1
4. To find space, so they can get light.
To find space, so they can get water.
To find space, so they can get nutrients from the soil.
KU 1 1 mark for one valid reason
5. A drawing of a seed with wings or hairs, e.g.
sycamore
A 1
Test 4 (end of year) Area Mark Extra information
1. Takes in water or nutrients.
Anchors the plant.
KU 1 Accept either answer
2. There is no light to help it keep growing.
The blanket blocks the light.
A 1 Accept either answer
3a. To see what happens to most of the seeds or some of
the seeds may not grow or some of the seeds may
die.
A/WS 1 Accept any indication that
more plants provide more
reliable results
3b. i) 3cm A/WS 1
3b. ii) 4cm A/WS 1
3b. iii) 1 week A/WS 1
4. From the roots, up the stem (through thin tubes). KU 1
5. 1. seed
2. seed with root
3. seed with root and shoot
4. small plant
5. large flowering plant
6. seed dispersal
KU 3 3 marks for all correct
2 marks for four or five in
correct order
1 mark for three in correct
order
gets water and
nutrients from the
ground
attracts insects
uses sunlight to
make energy
moves water up
the plant

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