Assessment including Assessment for Learning Policy

September 07 Rewritten by ZM Feb 11 Page 1 of 27

Assessment including

Assessment for Learning

Policy


Introduction

We believe that effective assessment provides information to improve

teaching and learning. To do this in our school we undertake two different but

complementary types of assessment: assessment for learning and assessment

of learning.

Assessment for learning (formative assessment) involves the use of

assessment in the classroom to raise pupil achievement. It is based on the idea

that pupils will improve most if they understand the aim of their learning,

where they are in relation to this aim, and how they can achieve this aim. We

give our children regular feedback on their learning so that they understand

what it is that they need to do better.

Assessment of learning (summative assessment) involves judging pupils’

performance against national standards. Teachers may make these judgements

at the end of a unit of work, at specific times of a year, or of a key stage.

Test results, too, describe pupil performance, in terms of levels.

Objectives To enable our children to demonstrate what they know, understand and

can do in their work

Teachers to know where pupils are in their learning

To help our children recognise the standards to aim for, and to

understand what they need to do next to improve their work;

To show learners how to get there and provide them with the necessary

knowledge skills and understanding to be successful and to make good

progress.

For all teachers to use formative assessment to accurately identify

each learner’s achievement and to ensure that each is making good

progress

To ensure that teaching is effective and that learning is meaningful and

reflects the needs of each child

To raise standards

To support teachers in using assessment to improve and plan provision

To support Personalised Learning

To provide regular information for parents that enables them to

support their child’s learning;

To provide the headteacher and governors with information that allows

them to make judgements about the effectiveness of the school.


Methodology 1. Day-to-day

Learners to be involved as partners in setting objectives for learning

Peer and self-assessment to be used and encouraged

Teachers to carry out continuous formative assessment based on their

accurate observations of the children they teach.

Pupils treated as partners in learning and given immediate feedback:

So that every child

Knows how they are doing

Understands what they need to do to improve

Knows how to get there

Is well supported

Is motivated to succeed

Individual targets for improvement agreed with learners

Praise and rewards are used to celebrate learners’ success and to build

their self confidence and self esteem.

2. Periodic

Teachers build a clear profile of learners’ achievement across the

curriculum.

The process of Assessing Pupils Progress will be supported by the

structured approach developed by APP criteria to enable accurate

judgements to be made about Levels and Sub-Levels.*

Use of national standards in the classroom at key points to check

progress.

Using assessment to shape future planning and target setting

3.Transitional

Formal recognition of learners’ achievements

Reporting to parents and next stage of education

Use of external tests or tasks

Assessments will be:

Accurate

Fair

Reliable

Useful

Focused

Continuous


Outcomes

Every child

Knows how they are doing

Understands what they need to do to improve

Knows how to get there

Is well supported

Is motivated to succeed

Has targets for improvement

Is given praise and reward to celebrate success and to build self

confidence and self esteem.

Every Teacher

Will be equipped to make accurate judgements of pupils’ attainment

Understands the concepts and principles of progression

Uses assessment judgements to forward plan

Our School

Will have structured and systematic assessment systems

Makes regular and accurate assessments of pupils’ achievement and

progress

Tracks learners progress regularly and accurately

Every Parent and Carer

Knows how their child is doing

Knows what their child needs to do to improve

Knows how they can support their child

Knows how to support teachers


Planning for Assessment

We use our long term curriculum plans to guide our teaching. From these we

plan medium term plans where we set out the aims, objectives and values, and

give details of what is to be taught to each year group. We also identify

opportunities for assessment within each broad unit of work.

To support our teaching we use the Framework for Literacy and Numeracy and

the National Curriculum. We use the assessment guidance in these documents

to help us identify each child’s level of attainment.

Short term plan show how the class teacher’s assessment has informed the

planning of differentiation, success criteria and lesson progression across the

curriculum. We make a note of those individual children who do not achieve at

the expected level for the lesson, and we use this information when planning

for the next lesson. We also keep this information as a record of the progress

made by the class.


Formative Assessment – Assessment for Learning (AFL)

Assessment for learning is the process of seeking and interpreting evidence

for use by learners and their teachers to decide where the learners are in

their learning, where they need to go next, and how best to get them there.

Assessment Reform Group

Formative Assessment

- occurs during the learning

- to improve learning

- grows learning

- done with learners

- narrows the ability range

- personally referenced

- process focused

Why use AFL?

AfL helps pupils to:

-understand the reason and focus for learning;

-recognise success in learning;

-identify and work towards a goal; and

-understand how to make improvements and achieve their goals.

AFL’s Main Elements

Learning Intentions WALT

Success Criteria WILF

Working Walls

Effective Questioning

Chatting Chums – talking partners

Formative Feedback

Peer- and Self-Assessment and Self-Evaluation

These elements will be carried out by following the statements below:


Learning Objectives – WALT (We are learning to)

Good AfL practice hinges upon a consistent approach to objective led planning

and teaching. Effective learning takes place when learners understand what

they are trying to achieve. This is done by sharing learning objectives with the

pupils to ensure they know what they are learning and why.

The Learning Objective (WALT – We are learning to) is what teachers hope

children will know, understand or be able to do by the end of the lesson or set

of lessons.

Teachers will:

Display the Learning Objective (WALT) at the start of every lesson,

clarifying into child friendly language where appropriate to create a

matched task that will fulfil the learning objective.

Share the learning objective to enable the child to know the purpose of

the activity, thus transferring much of the responsibility for the

learning from the teacher to the child.

Make sure WALTs are displayed in the children’s books for all subjects.

Success Criteria – WILF (What I am looking for)

To encourage children to take responsibility for their learning.

Success criteria (WILF) may be set by the class teacher and/or agreed by the

pupils. They provide a list, either written or pictorial, of steps to success in

the specific task.

Teachers will:

Explain and generate the success criteria (key learning points or WILF –

What I’m Looking For) for the task in hand.

Ensure the children have interpreted the expectations so they can apply

them as they are working, thus making their own judgements against the

criteria before any teacher/peer assessment takes place.

Describe what they are looking for in the lesson so that pupils know the

standards they are aiming for and have key areas of focus when

carrying out the task thus enabling them to begin the process of self-

evaluation.

Ensure WILFs are recorded in books as appropriate


Working Walls

Interactive and up to date working walls are on display daily throughout

Literacy and Numeracy lessons to allow children to make regular use and have

access to support their learning. Working walls display up to date WALTs,

success criteria, good examples of work, children’s and teacher’s examples.

Effective Questioning

Whole class, group or individual dialogue should be an integral feature of

lessons.

Teachers will develop rich questioning skills within the children by:

Providing a high proportion of open questions

Providing time for pupils to think about and discuss their responses to

questions

Providing supplementary questions to extend understanding

Providing questions that encourage pupils to reflect on their thinking

Providing opportunities for pupils to generate questions and participate

in paired and group discussion.

Children will be given the opportunity to explain, clarify and discuss their ideas

and to question and support their peers in all areas of the curriculum.

Chatting Chums – talking partners

Children will be given opportunities to explain, clarify and discuss their ideas

and to question and support their peers in all areas of the curriculum.

Pupils are given a question or task to discuss in a fixed time. Teachers then

choose a number of partners to share their ideas, supporting the next step in

whole class or group learning. This strategy effectively supports assessment

for learning and personalised learning because:

Pupils convey their understanding in their own language, making ideas

and concepts accessible and extending understanding through the

sharing process.

All pupils are engaged in this process, so all are actively engaged in

learning.

The shared responsibility for the outcomes, encourages co-operation.


Teachers are able to observe and listen, giving encouragement where

discussion is faltering and assessing initial understanding to guide the

next steps in teaching and learning.

Teachers select partners every two weeks using ‘The Hat’ with

exceptions as necessary.

Formative Feedback

Feedback is:

Any information that is provided to the performer of any action, about

that performance.

Is more effective if it focuses on the task, is given regularly and while

still relevant.

Is most effective when it confirms the pupils are on the right track,

gives details of why answers are correct or a mistake and stimulates

correction of errors or improvement of a piece of work.

Is effective when suggestions for improvement act as “scaffolding” i.e.

pupils should be given as much help as they need to use their knowledge.

They should not be given the complete solutions as soon as they get

stuck so that they must think things through for themselves.

Quality dialogue – research indicates that oral feedback is more

effective than written feedback.

Marking has the potential to be the most powerful, manageable and useful

ongoing diagnostic record of achievement. It should be for children to guide

their future learning. However we acknowledge that distance marking is

ineffective unless time is given for sharing this with the child. Marking can:

Track National Curriculum learning objectives on a day-to-day basis with

notes made on the short-term plan to feed into further planning;

Be an effective way of providing feedback to children about their

progress.

Therefore written marking has essentially two functions:

To provide an assessment record.

To provide feedback to the child.

Feedback, including marking feedback will be done for groups of children

rather than the whole class for every lesson.

It will be focussed on the learning objective of the lesson.

Teachers are to provide more detailed written comments on selected

pieces of work whose success criteria have been clearly identified


beforehand by the teacher and/or by the pupils (using the marking

ladder).

It will give evaluative comments/targets/reminders/questions which

indicate how to make improvements.

Oral feedback will be provided during lessons and in plenary sessions,

individually or collectively.

Children will be given opportunities to act on the feedback in written

marking to improve their work.

After assessment of learning teachers will review short term planning for the

next lesson in light of what the children, know, understand and can do after

the initial lesson.

More detailed information regarding feedback and marking is given in the

separate Marking Policy.

Peer- and Self-Assessment and Self-Evaluation

Self assessment promotes independent learning and helps pupils take more

responsibility for their progress. Self and peer assessment should be a natural

component of day to day activities, based on the objectives and outcomes as

outlined above in Learning Objectives and Success Criteria sections. Pupils will

only be able to use self assessment techniques effectively if they are

encouraged to think and talk about their learning more frequently and are

actively involved in their learning.

All teachers should therefore provide opportunities where possible for self

and peer assessment

Peer and self assessment opportunities in lessons should be planned.

Pupils should be provided with agreed success criteria using the marking

ladders

Understand the criteria or standards that will be used to assess their

work (through teachers sharing learning objectives and criteria for

success)

They must be encouraged to give positive and constructive feedback –

this will need to be modelled by the teacher.

Once pupils can confidently and accurately assess their own work they

can then use this knowledge to assess their peer's work.


Pupils will be able to use their assessment information to set targets

for themselves to enable them to move forward in their learning –

'What Worked Well' and 'Even Better If'.

Pupils must be given time to consider/discuss the comments


Classroom Guidance

The assessment for learning policy will be put into practice by following the

guidance below.

Structuring the lessons

Focus, then

Learning Objective (WALT and WILF), then

Task, then

Success criteria (WILF) then

Feedback

Plenary

Marking if required

Focus

The focus of today’s lesson is ………

It follows on from/ is linked to/ connects to our previous work on ……

It is important to learn this because ……

The reason we are doing this is because ….. (possible link to the school world or wider world)

Learning objective (WALT) and (WILF)

By the end of today’s lesson you will all

know that…..

understand that/ how ….

Know how to work out ….

Know what strategies to use for ….

Be able to……

We are aiming to be able to….

We are aiming to get better at ……

Task

What you will be doing for your activity/ies today is…… (describe task) By doing that task you will come to know how to/ you will know more facts

about…(use words like know, understand, know how to work out, know what strategies to use). Success Criteria (WILF)

The key learning points are….

What I’m looking for is ….. (refer to learning objective) What I will see is….

You will need to know that/learn/think/use……. Skill in order to achieve the

learning objective.


Summative Assessment

- occurs after the learning

- to prove learning

- measures learning

- done to learners

- widens the ability range…

- externally referenced

- outcome focused

Summative assessment is carried out at the end of a unit of work or year or

key stage in order to make judgements about pupils’ performance in relation to

national standards. The data collected from such assessments is valuable to

teachers and for management purposes. These results are added to our

computerised pupil tracking system to monitor progress. See appendix 1 –

assessment timetable.

Early Years Foundation Stage The Early Year Foundation Stage Profile (EYFSP) is an assessment tool used to

assess the six areas of learning in the EYFS. The EYFS Profile is both a way

of collecting and then summing up information about each child’s progress and

learning needs by the end of the foundation stage. It is based on the 13

assessment scale spread over six areas and derived from the early learning

goals of the Curriculum Guidance for the Foundation Stage. The curriculum

guidance for the EYFS sets out six areas of learning. All six areas of learning

are included in the profile. Judgements against these scales should be made

from observation of consistent and independent behaviour, predominantly

from children’s self initiated activities. A record of children’s development

across all of these areas provides a picture of the whole child at the end of

the foundation stage. Assessments happen frequently throughout the year.

When assessing the children to inform the EYFSP all contributions are valued,

therefore all adults working with EYFS children will be asked to contribute at

an EYFS pupil progress meeting.


Target-setting – see target setting policy also We use RAISE online, Assessing Pupil Progress (APP) and school data to

set targets

We use the school’s assessment data to identify children who are

under-achieving; consult with staff and SENCO to set IEPs and inform

provision mapping.

We identify groups to ensure pupils have access to whole curriculum and

set targets.

We feedback to staff on areas of strength and weaknesses and suggest

strategies for improvement

Use data to track pupil progress and set targets.

After each assessment window the staff will meet to discuss children’s

progress. From this information the staff will identify either a similar

area for development resulting in layered targets for each class or each

class/key stage will identify an area for development and set class

layered targets accordingly.

Layered targets and the children’s progress will be recorded using

termly tracking sheets – see appendix 2

Children will also be set individual targets

SMART targets to be set for all children in English to include reading,

writing and speaking and listening, Maths to include mental maths.

Targets are discussed fully with pupil and their parents.

Pupils and teachers will monitor the meeting of targets through

observation and discussion, when one has been met, a new one will

replace it.

Teachers ensure that targets set reflect current school policy and APP

and are challenging to raise attainment

Recording Teachers keep formal and informal records of the children’s learning for

example speed maths results, phonic recognition, observation notes, incidental

notes, or pupils’ explanations. We recognise various methods of formally

assessing a child’s learning. See appendix 3 – Contents of assessment file.

Assessment for all subjects is entered into the school’s pupil tracking system

– Classroom Monitor. Teachers keep their teacher assessment updated

regularly and enter test results after each assessment window in Autumn,

Spring and Summer.

After each assessment window teachers are requested to fill in a tracking

grid and reading, writing and numeracy analysis see appendices 4 and 5.


Teachers will complete a school performance analysis at the end of each

academic year.

Appendix 6 – School performance analysis.

Pupil Progress Meetings

Pupil Progress Meetings are planned for after each assessment window or at

any point where it is necessary e.g. at the end of a period of intervention or to

discuss the progression of SEN pupils. This enables the teachers and support

staff to review pupil progress, set targets and refocus the school's resources

to ensure accelerated pupil progress. We see these meetings as an effective

vehicle for monitoring pupil progress, evaluating quality first teaching and the

impact of interventions put in place for targeted pupils. We also aim to involve

children in a similar dialogue to further strengthen these meetings.

Moderation of Standards and Standardisation Subject leaders review samples of children's work within their subject area.

Teachers meet to moderate standards in key development areas e.g. writing.

Teachers also meet with other local school to engage in standardisation and

moderation activities.

Reporting to Parents

We have a range of strategies that keep parents fully informed of their

child’s progress in school. We encourage parents to contact the school if they

have concerns about any aspect of their child’s work.

Twice a year we offer parents the opportunity to meet their child’s teacher.

At the first meeting of the school year we review the targets that we have

identified for their child. At the second meeting of the year (which we hold in

term 4) we evaluate their child’s progress.

During the summer term we give all parents a written report of their child’s

progress and achievements during the year. In this report we also identify

target areas for the next school year. We write individual comments on all

subjects of the National Curriculum, and on religious education. In this written

report we reserve a space for children to give their own evaluation of their

performance during the year. We also encourage parental feedback through a

return and acknowledgement slip.


In reports for pupils in Year 2 and Year 6 we also provide details of the levels

achieved in the National Curriculum tests

At the start of a term each of our teachers gives parents an update that

identifies the main areas of study for that particular class. In this update the

teacher identifies how parents can support any elements of the work during

the rest of the term.

Each year every child completes 3 samples of work for his or her Assessment

Book. These will include a drawing of the school, a piece of Literacy and

Numeracy work. This book, which is kept in the classroom, makes it easy for

staff, pupils and parents to see what progress is being made.

Inclusion and assessment for learning

Our school aims to be an inclusive school. We actively seek to remove the

barriers to learning and participation that can hinder or exclude individual

pupils, or groups of pupils.

We achieve educational inclusion by continually reviewing what we do, by

monitoring data, and through asking ourselves questions about the

performance of these individuals and groups of pupils. In this way we make

judgements about how successful we are being at promoting racial and gender

equality, and including pupils with disabilities or special educational needs.

Consistency

All subject leaders study examples of children’s work within their subject

area. Subject leaders use the national exemplification materials to make

judgements about the levels of the children’s work. All our teachers discuss

these levels, so that they have a common understanding of the expectations in

each subject. By doing this we ensure that we make consistent judgements

about standards in the school.

It is each subject leader’s responsibility to ensure that the samples that they

keep of children’s work reflect the full range of ability within each subject.


It is the responsibility of the Subject Leader: To ensure that the Assessment for Learning agenda features in the

planning, learning and teaching of the subject.

To monitor, as part of the cycle of subject leadership, the evidence

available of AfL within the subject

To provide opportunities for regular standardisation of levels/grades.

It is the responsibility of all classroom teachers: To plan assessment opportunities.

To ensure that pupils' work is marked according to the Marking and

Feedback Policy.

To explain assessment and marking systems to the pupils.

To ensure that assessment information informs future planning.

To be aware of the motivational effect that AFL can have on pupils.

Monitoring and review

Our assessment leader is responsible for monitoring the implementation of

this policy. The Leader uses this time to inspect samples of the children’s

work, and to observe the policy being implemented in the classroom.

This policy will be reviewed in two years, or as necessary

Signed:

Date:


Appendix 1 – Assessment timetable

Autumn

Subject Subject focus Year

Group

Assessment

CLL

PSRN

PSED

KUW

PD

CD

YR EYFSP

Transition records from pre-school establishments

Baseline – Oct

Assessed again before Christmas

Recorded e-profile and Classroom Monitor

Literacy Letters and Sounds

Support for Spelling

YR-Y6 End of term assessment and tracking

Reading Y1-Y6 Salford or Schonell

Beginning of term Sept

KS1 previous test paper

Optional SATs

KS2 SATs

Record results using school record

and Classroom Monitor

Spelling Y1-Y6 Schonell beginning of term Sept

Writing Yr R-Y6 APP grids/Classroom Monitor

A range of cross curricular

evidence

Numeracy

Using and applying

Number, Measures,

Shape and Space,

Handling Data

Yr 1-2

Yr 3-5

Yr 6


Optional SATs

2004 KS2 SATs

Record results using school record and Classroom Monitor

Numeracy APP and Gloucestershire toolkit materials e.g stick on the maths

Autumn


Group

Test

Science Scientific enquiry

Life processes and

living things,

materials, physical

processes

Yr 1-6

End of unit assessment


ICT End of unit

assessments

All Use of End of unit Assessment (provided by Glos ICT)

Classroom Monitor

Other

Foundation

Subjects

End of unit

assessments

All Use of End of unit Assessment

Classroom Monitor


Spring


Group

Assessment

CLL

PSRN

PSED

KUW

PD

CD

YR EYFSP

Assessed after Christmas and March






Beginning of term Jan

NFER Progress in English


Optional SATs

KS2 SATs


and Classroom Monitor Spelling Y1-Y6 Schonell beginning of term Jan



evidence

NFER Progress in English

Numeracy

Using and applying

Number, Measures,

Shape and Space,

Handling Data

Yr 1-2

Yr 3-5

Yr 6


Optional SATs

KS2 SATs



Spring


Group

Test


Life processes and

living things,

materials, physical

processes

Yr 1-6



ICT End of unit

assessments


Classroom Monitor

Other

Foundation

Subjects

End of unit

assessments


Classroom Monitor


Summer


Group

Assessment

CLL

PSRN

PSED

KUW

PD

CD

YR EYFSP

Assessed May and July

End of EYFS reporting of scale points

EYFS moderation






Beginning of term Jan


Optional SATs

KS2 SATs


and Classroom Monitor Spelling Y1-Y6 Schonell beginning of term Jan



evidence

Numeracy

Using and applying

Number, Measures,

Shape and Space,

Handling Data

Yr 1-2

Yr 3-5

Yr 6


Optional SATs

KS2 SATs



Summer


Group

Test


Life processes and

living things,

materials, physical

processes

Yr 1-6



ICT End of unit

assessments


Classroom Monitor

Other

Foundation

Subjects

End of unit

assessments


Classroom Monitor


Appendix 2 – Target tracking

CHRIST CHURCH SCHOOL, CHALFORD

Termly tracking information for: Literacy

Yr Gp: Term: Class: 2010- 2011

Whole school target: (if there is one) Differentiated Yr Gp targets:

MUST SHOULD Age related

COULD

Further extension

Total: Total: Total: Total:

Number in class

Number NOT reaching their own target

Number reaching their own target

Number exceeding their target

Comments/special notes:


CHRIST CHURCH SCHOOL, CHALFORD

Termly tracking information for: Maths

Yr Gp: Term: Class: 2010- 2011

Whole school target: (if there is one) Differentiated Yr Gp targets:

MUST SHOULD Age related

COULD

Further extension

Total: Total: Total: Total:

Number in class

Number NOT reaching their own target

Number reaching their own target

Number exceeding their target

Comments/special notes:


Appendix 3 Contents of Assessment Folders

Assessment File

Contents Cohort and Assessment dates (updated annually)

Assessment timetable – when and what type of assessment

Groups (End of Year)

School Performance analysis

EYFS Transition data

Baseline

Assessments throughout the year – E-Profile/Classroom Monitor

LITERACY Reading Ages

Spelling Ages

Literacy summary

Writing proforma

NUMERACY Numeracy Summary

Using and Applying

AT2-4

SCIENCE Scientific enquiry

AT2-4

ICT End of unit Assessments

Foundation Subjects End of unit Assessments

See individual files for blank proformas (electronic copies are stored on ‘s’ drive in Manager – Assessment

masters)


Appendix 4 – Tracking Grids

Christchurch C of E Primary School, Chalford KS1/KS2

Numeracy and literacy groups (determined by National curriculum levels AT THE END OF THE YEAR)

Year Group: Autumn/Spring/Summer Teacher:

End of year Under Attaining group TARGET GROUP

Potential under

achieving

ON TRACK

(age related

More able (including

gifted and talented)

R Below 4 points 4-5 Points 6-7 Points 8-9+ points

1 W 1C 1b/1a 2c+

2 W-1b 1a/2c 2b/2a 3c+

3 W-1a 2c/2b 2a/3c/3b 3a+

4 W-2b 2a/3c 3b/3a 4c+

5 W-2a 3c/3b 3a/4c 4b+

6 3c and below 3b/3a 4c/4b/4a 5+

Numeracy group

Literacy group

Reading

Writing


Christchurch C of E Primary School, Chalford EYFS

Numeracy and literacy groups (determined by National curriculum levels AT THE END OF THE YEAR)

Year Group: Autumn/Spring/Summer Teacher:

End of year Under Attaining group TARGET GROUP

Potential under

achieving

ON TRACK

(age related

More able (including

gifted and talented)

R Below 4 points 4-5 Points 6-7 Points 8-9+ points

1 W 1C 1b/1a 2c+

2 W-1b 1a/2c 2b/2a 3c+

3 W-1a 2c/2b 2a/3c/3b 3a+

4 W-2b 2a/3c 3b/3a 4c+

5 W-2a 3c/3b 3a/4c 4b+

6 3c and below 3b/3a 4c/4b/4a 5+

NLC

C

SSM

LCT

LSL

R


Appendix 5 assessment window analysis

Date: Term: Year group:

Writing analysis Successes

No movement

Concerns

Ways forward

Reading Analysis Successes

No movement

Concerns

Ways forward

Numeracy Analysis Successes

No movement

Concerns

Ways forward


Appendix 6 – School performance analysis

Christchurch C of E Primary School, Chalford

Year Group Class Teacher Sources of Information

On going assessment; Reading and Spelling ages; SATs analysis; NFER progress scores

Other (please list)

Overall performance of Year Group (was progress within, beyond, below expected predicted performance?)

Individual performance ( identify pupils who may need to be closely monitored as a result of poor performance or require

additional support – see appendix in assessment folder, school action and school action plus criteria

Overall performance with regard to achieving targets set and success criteria

Other comments/ evaluation of the year group’s performance or other relevant information

Targets for next term

Signed (class teacher) Head teacher

Documents

Assessment including Assessment for Learning Policy