Assessment

  • Principles of Assessment

    Assessment is at the heart of teaching and learning
    • Assessment provides evidence to guide and inform teaching and learning
    • Assessment provides the opportunity for pupils to demonstrate and review their progress. Peer and self-assessment are essential skills
    Assessment outcomes provide meaningful and understandable information for:
    • Pupils in developing their learning
    • Parents in supporting children with their learning
    • Teachers in planning teaching and learning
    • school leaders and governors in planning and allocating resources
    • Government and agents of government
    Assessment is fair and honest
    • Assessment is inclusive of all abilities
    • Assessment is free from bias towards factors that are not relevant to what the assessment intends to address
    • Assessment outcomes are conveyed in an open, honest and transparent way to assist pupils with their learning
    • Judgments are made against national assessment guidelines
    • There are regular standardisation opportunities for all teachers
    • Assessment judgments are moderated by experienced professionals to ensure their accuracy
    • There are regular opportunities for layered moderation within schools and across key stages
    • There are regular opportunities for locality group moderation for robust teacher assessment
    • There are regular opportunities for external moderation of teacher assessments
    • There are regular opportunities for teachers to engage in professional discussions about the whole child, in pupil progress meetings
    Assessment is ambitious
    • Assessment places achievement in context against nationally standardised criteria and expected standards
    • Assessment embodies, through objective criteria, a pathway of progress and development for every child
    • Assessment objectives set high expectations for learners
    Assessment is appropriate
    • The purpose of any assessment process should be clearly stated
    • Conclusions regarding pupil achievement are valid when the assessment method is appropriate (to age, to the task and to the desired feedback information)
    • Assessment should draw on a wide range of evidence to provide a complete picture of student achievement
    • Pupil conferencing and dialogue with children should be a valued source of assessment information
    • Observation should be a valued source of assessment information
    • Assessment should demand no more procedures or records than are practically required to allow pupils, their parents and teachers to plan future learning
    • A balance of assessment evidence should be used to make formative and summative judgments
    • Teachers’ in depth knowledge of pupils should allow them to make professional ‘best fit’ judgments
    Assessment is consistent
    • The results are readily understandable by all stakeholders.
    • A school’s results are capable of comparison with other schools, both locally and nationally
    • There are manageable and diagnostic IT recording and tracking programs which allow the analysis of assessment outcomes
    Assessment feedback should inspire greater effort and a belief that, through hard work and practice, more can be achieved

    Agreed at the Weald Locality Heads meeting December 2014.