Principles for assessment
“The teacher’s job is not to transmit knowledge, nor to facilitate learning. It is to engineer effective learning environments for the students. The key features of effective learning environments are that they create student engagement and allow teachers, learners, and their peers to ensure that the learning is proceeding in the intended direction. The only way we can do this is through assessment. That is why assessment is, indeed, the bridge between teaching and learning.”
― Dylan Wiliam, Embedded Formative Assessment
We believe that effective assessment provides information to improve teaching and learning, through effective assessment we can work to ensure that all children fulfil their full potential.
Formative Assessment (See also Marking & Feedback Policy – Formative Assessment)
We use formative assessment to:
Value children’s work
Understand how far children have come in their learning
Share what the next steps in learning are
Inform lesson planning
Provide formative assessment to support summative assessment and track progress
Formative assessment is the information gained during the learning process, types of formative assessment may be verbal feedback to individuals or groups, whole class interventions, marking of work after a lesson or peer and self-assessment.
On-going Formative Assessment is regularly inputted into Class Track on OTrack by teachers in Years 1 – 6, this forms their record-keeping for formative assessment.
Colour Coding within Class Track
Grey – Not being assessed.
Red – Not Understanding the objective.
Amber – Showing Signs of Understanding the Objective.
Green – Understanding on a Regular Basis.
Purple – Embedded Skill.
We collect data obtained through teacher assessment for reading, writing and maths on a termly basis through our tracking system (outlined below). Teacher assessment is a judgement on an individual’s and class’ strengths from a collection of evidence of children’s work against an end of year expectation. This evidence includes information gained from PIRA & PUMA tests, these are delivered 3 times a year, in the second half of each term. Results are given as standardised score and tests are analysed to inform next steps.
End of Year Expectations
We will use the following evidence base for our judgements in English:
- RWI screening
- Reading records
- Rising Stars PIRA tests and SATs sample/ past papers
- Word awareness charts
- English books
for:comprehensions, vocabulary in contexts charts etc
- English books & other subject books for writing
We will use the following evidence base for our judgements in Maths:
- Maths books
- Rising Stars PUMA and SATs sample/ past papers
Assessment judgements are inputted into the OTrack tracking system each half term by teachers in Year 1 – 6. These outcomes are shared with SLT at the end of a term at Pupil Progress Meetings to monitor
The Language used for summative assessment
OoYG = Out of Year Group = Children with SEN being assessed on BSquared
WTS = Working towards Expected Standard
WTS+ = Working towards Expected Standard confidently, getting closer to EXS
EXS = Working at Expected Standard
EXS+ = Working at Expected Standard confidently, getting closer to GDS
GDS = Great depth within expected standard
Moderation of assessment judgements
Termly moderation meetings are held in school to support staff in standardisation of assessments. During 2016-17 we focused on building staff confidence in making at end of year expectations. During 2017-18 we will develop staff skill in assessing greater depth. Staff also attend moderation meetings with other local primary schools within the Brigshaw Learning Partnerships and family of schools. Staff in years which engage in statutory assessment also attend Local Authority moderation events.
SEN – Bsquared Assessment
For children on the SEN register or with additional needs where assessing against the NC objectives as above is not appropriate we will use Bsquared assessment tools. These can be put in place in agreement with the SENDCo. Alongside the BSquared grid (kept by the class teacher or in the child’s book) a monitoring grid should be kept to monitor progress.
In Reception On
Children are assessed against the objectives in Development Matters and the learning outcomes, observations of these assessments are recorded using 2Simple on a daily/weekly basis. Data is entered into Otrack regularly and monitored by the EYFS team. In
Updated: September 2017
Review: September 2018