Assessment, Recording and Reporting

Assessment is a continuous process integral to teaching and learning. It is how teachers gain knowledge of their pupils’ needs, achievements and abilities, enabling planning and delivery to be more effective, thereby raising attainment for every child.

Assessment needs to:

  • provide information and feedback to support progression in learning through planning;
  • provide information for target setting for individuals, groups and cohorts;
  • share learning goals with children;
  • involve children with self-assessment;
  • help pupils to know and recognize the standards that they are aiming for;
  • raise the standards of learning for everyone;
  • identify children for intervention programmes;
  • inform parents and other interested parties of children’s progress;
  • contribute to a critical self-evaluation of the school.

To ensure high quality assessment we have a strong focus on both assessment for and assessment of learning.

Please click here to download the PDF version of the Assessment, Recording and Reporting policy

Formative assessment is fundamental because research has consistently shown that teacher/student feedback has a significant impact on student outcomes. Formative assessment engages students in the continuous loop of reflective improvement and enables teaching to be continually responsive to student need.  Formative assessment includes both ‘Assessment FOR’ and ‘Assessment AS’ learning. 

Assessment for Learning

Assessment opportunities, which are a natural part of teaching and learning, are constantly taking place in the classroom through discussion, listening and analysis of work. It is essential that teachers know how well a child has progressed and that pupils understand how well they are doing and what they must learn to help them improve.

To achieve this we will:

  • evaluate pupils’ learning to identify those pupils with particular needs, including those who are able, so that any issues can be addressed;
  • adjust plans to meet the needs of the pupils, differentiating objectives where appropriate;
  • ensure pupils are aware of the learning objective and encourage them to evaluate their progress so that they understand the next steps needed to achieve it.
  • set challenging targets in English and Maths on a regular basis and discuss these with the pupils so that they are involved in the process;
  • encourage pupils to evaluate their work against success criteria based upon specific, key learning objectives;
  • mark work so that it is constructive and informative in accordance with the BISS Marking Policy;
  • incorporate both formative and summative assessment opportunities in medium and short term planning;
  • assess all subjects termly according to the ARR schedule;
  • pass on relevant assessments to the next class teacher.

Summative assessment gives pupils, parents and teachers valuable information about a pupil’s  overall performance at a specific point in their learning. It provides information about a pupil’s progress in subject knowledge relating to English and Maths.

Summative assessment at BISS Puxi Primary can be used by teachers at different intervals such as weekly, on completion of a topic of work, at the end of each term, or at the end of the year. The information it gives indicates pupil progress and achievement in the knowledge and skills in a particular area of learning. Short summative assessments can be relevant and valid when they are part of a wider range of assessment methods used to form a holistic picture of each pupil’s achievements.

Formal summative assessments are carried out as part of the school’s monitoring cycle as listed below:

*This is subject to change and is correct at time of publication

Students who join the school partway through the year, or those who have not spoken English before joining the school, will be assessed by the class teacher and assistant head. A decision will then be made about the right testing/assessment schedule for them.

PM Benchmark is a specifically designed resource to accurately track and assess pupils’  instructional and independent reading levels using unseen, meaningful texts. It uses 46 accurately levelled fiction and non-fiction texts, ranging progressively from emergent levels up + to ensure consistent and accurate levelling in reading.

CAT 4 is a ‘Cognitive Abilities Test’ which assesses pupils’ reasoning ability. It provides a robust, standardised measure of cognitive reasoning ability, without reference to curriculum-based material and regardless of previous achievements or first language. CAT 4 provides invaluable insight into pupils’ ability to reason across four distinct batteries: verbal, non-verbal, mathematical and spatial, as compared to the national average. This allows teachers to address patterns and adapt their teaching methods to suit individual (or group, where a similar learning profile is shared) needs, ensuring feedback is appropriate and targets are achievable.

Salford Reading Tests are a simple and quick individual test of oral reading based on sentences of carefully graded difficulty. They provide:

  • three parallel forms to ensure closer progress monitoring;
  • detailed comprehension questions, allowing teachers to assess understanding as well as reading accuracy;
  • diagnostic analysis and record sheets to  monitor progress;
  • efficiency – the test can take as little as 4 minutes per pupil.

GL Assessment’s Progress Tests are designed to support teachers in identifying current levels of attainment against the national average, and tracking their pupils’ progress.

The data gained from the tests can also be used to measure progress in maths and English year on year using the Standard Age Score. The tests provide information about the pupil’s strengths and weaknesses, supporting teachers to set targets and personalise learning.

The tests reflect the UK curricula, making them up-to-date and highly relevant.

Tracking

Tracking data will be reviewed termly by the Assessment Coordinator and Headteacher.  It is in recognising the individual abilities of pupils, that our teachers and primary leadership team can make finely tuned adjustments for target setting for each cohort.

Reporting

Reporting to Parents/Carers provides the opportunity for communication about their child’s achievements, abilities and future targets. The annual end of year reports are written so that they have a positive effect on pupils’ attitudes, motivation and self esteem.  All reports include particulars of a child’s effort and attainment  in subjects studied as part of the School’s Curriculum.  Comments refer to strengths and weaknesses and will include targets for future development.  A separate report reporting on the Statutory Test results will be provided for certain year groups.  Parents/Carers also have the opportunity to receive verbal feedback from teachers at Parents’ Evenings in Term 1 and 2 or upon request with their class teacher.

The Assessment Co-ordinator will:

  • be responsible for updating the the School’s Assessment Policy in consultation with the Headteacher and staff;
  • review the policy regularly in the light of statutory requirements and the needs of the school;
  • provide support and guidance with assessment and keep up to date with current information;
  • resource the school with relevant tests and update the assessment cycle;
  • maintain the ‘tracking files’ and consult with all staff about the targets set;
  • highlight pupils who have made no progress or are working below expectations;
  • work with each assistant head to analyse results, identify attainment and progress made by pupils and identify children who may benefit from intervention programmes.

 

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