RICHARD WAKEFIELD C.E. (VC) ENDOWED PRIMARY SCHOOL ASSESSMENT POLICY
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1 RICHARD WAKEFIELD C.E. (VC) ENDOWED PRIMARY SCHOOL ASSESSMENT POLICY Version Control Date Version Review Date 13/03/ May /05/ June 2017
2 RICHARD WAKEFIELD C.E. (VC) ENDOWED PRIMARY SCHOOL ASSESSMENT POLICY Member of staff responsible: S Webster Date policy written: Autumn 2014/15 Date approved by the full Governing body: Spring 2015 Date to be reviewed: June 2017 Introduction This policy document is a statement of the aims, principles and strategies for Assessment developed at Richard Wakefield Primary School. It was re-evaluated in the Autumn Term 2014, following the introduction of the new National Curriculum in September 2014 through a process of consultation with teaching staff. This policy will take note of the school s approach to inclusion and will recognise both the content and the purpose of the policies on Dyslexia and Special Educational Needs in all practice. All children will have their individual learning needs recognised in the implementation of this policy. Our assessment procedures are free from any bias according to a child s gender, race or social background. It was approved by the governing body: Spring 2015 This policy will be reviewed on a yearly basis to ensure relevance, effectiveness and practicality. A schedule for the review of this and all other policy documents is set out in the cycle of school development planning. Aims As a school we believe that assessment is at the heart of teaching and learning. Assessment provides information to improve both learning experiences and achievements for all our children. Effective assessment ensures that all our children are aware of their achievements and know their targets to support their progress. Assessment is fully incorporated into all aspects of the teaching and learning in our school to inform us of what the children have learnt and where they need to go next. Our children are given regular feedback on their learning so that they understand that they have achieved and what it is that they need to target and work towards to ensure future success. In line with our Burton Co-operative Learning Trust partners we have developed the following principles for assessment. 2
3 Principles for Assessment 1. Assessment is at the heart of teaching and learning. a. Assessment provides evidence to guide teaching and learning. b. Assessment provides the opportunity for students to demonstrate and review their progress. 2. Assessment is fair. a. Assessment is inclusive of all abilities. b. Assessment is free from bias towards factors that are not relevant to what the assessment intends to address. 3. Assessment is honest. a. Assessment outcomes are used in ways that minimise undesirable effects. b. Assessment outcomes are conveyed in an open, honest and transparent way to assist pupils with their learning. c. Assessment judgements are moderated by experienced professionals to ensure their accuracy. 4. Assessment is ambitious. a. Assessment places achievement in context against nationally standardised criteria and expected standards. b. Assessment embodies, through objective criteria, a pathway of progress and development for every child. c. Assessment objectives set high expectations for learners. 5. Assessment is appropriate. a. The purpose of any assessment process should be clearly stated. b. Conclusions regarding pupil achievement are valid when the assessment method is appropriate (to age, to the task and to the desired feedback information). c. Assessment should draw on a wide range of evidence to provide a complete picture of student achievement. d. Assessment should demand no more procedures or records than are practically required to allow pupils, their parents and teachers to plan future learning. 6. Assessment is consistent. a. Judgements are formed according to common principles. b. The results are readily understandable by third parties. c. A school s results are capable of comparison with other schools, both locally and nationally. 7. Assessment outcomes provide meaningful and understandable information for: a. Pupils in developing their learning; b. Parents in supporting children with their learning; c. Teachers in planning teaching and learning. 8. Assessment must provide information that justifies the time spent by: a. School leaders and governors in planning and allocating resources; and b. Government and agents of government. 3
4 9. Assessment feedback should inspire greater effort and a belief that, through hard work and practice, more can be achieved. From September 2014 the school have redesigned their own curriculum across Years 1 to 6 based on the new National Curriculum. This is an evolving process as staff ensure that all aspects are covered in the most innovative and engaging way for all our children, irrespective of their ability. How we approach assessment Assessment is key and integral to high quality teaching and learning. It helps us to ensure that our teaching is appropriate and that learners are making expected progress. All staff are regularly trained in our approach to assessment. We have a senior leader (Deputy Headteacher) who is responsible for assessment. How we assess and why Assessment is the process of forming judgments based on information from teaching and learning and it serves several purposes. Assessment of Learning; summative assessments are used to give a child an attainment measure at a particular point during a school year through the use of standardised tests. These include end of Key Stage 1 and 2 tests, reading and spelling score tests etc. Assessment of Learning; this is defined as 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 there. Formative assessment is an on-going process carried out in all lessons. This is key to classroom practice and effective teaching and learning as it influences where the children s learning will be developed in future planning. For assessment to be successful, learners need to be aware of where they are and where they are moving to. Diagnostic Assessment; this provides more detailed information about individual children s strengths and weaknesses. All assessments can provide diagnostic information and the Headteacher and the assessment leader (Deputy Headteacher) analyse the achievements across school, sharing the evaluations with the Senior Leadership Team and Middle leaders. Key areas can be targeted through whole school curricular targets. 4
5 Our methods of assessment Assessment serves many purposes but the main purpose of assessment in our school is to help teachers, parents and pupils plan their next steps in learning. We use the outcomes of assessment to check and support our teaching standards and to help us improve. Through working with other schools and using external tests and assessments, we will compare our performance with that of other schools. We assess pupils against assessment criteria, which are short, discrete, qualitative and concrete descriptions of what a pupil is expected to know and be able to do. Assessment criteria are derived from the school curriculum, which is composed of the National Curriculum and our own local design. Assessment criteria for periodic assessment are arranged into a hierarchy of steps setting out what children are normally expected to have mastered by the end of each year. The achievement of each pupil is assessed against all the relevant criteria at appropriate times of the school year, informally on a regular basis and more formally at least once a term. Each pupil is assessed against their relevant criterion contained in the expectations for that year. In Early Years these are defined as emerging, expected or exceeding. In all other years these are defined as beginning, within and secure. Secure is mastery of the curriculum for that year group. Where a child is exceeding or secure in a subject for that year group, they will also be assessed against the criteria in that subject for the next year. For these children, we will provide more challenging work. Assessment judgements are recorded and backed by a body of evidence created using observations, records of work and testing. Assessment judgements are moderated in school and by colleagues in other schools in our Trust and in our area, to make sure our assessments are fair, reliable and valid. How we use assessment Teachers use the outcome of our assessments to summarise and analyse attainment and progress for their pupils and classes. Teachers use this data to plan the learning. For every pupil to ensure that they meet or exceed expectations. Teachers and leaders analyse the data across the school to ensure that pupils identified as vulnerable or at particular risk in our school are making appropriate progress and that all pupils are suitably stretched. The information from assessment is communicated to parents through structured conversation. Parents and pupils receive clear annual reports that profile what has been achieved and indications of what they need to do next. We celebrate all achievements across a broad and balanced curriculum, including sport, art and performance, behaviour, and social and emotional development. 5
6 How we use assessment to set targets Assessment is used to help us target set. This is the means by which we identify specific goals that help to improve the standards achieved by all our children. There are many ways that we set targets and these targets are used for a range of purposes. See Target Setting Policy Conclusion This policy should be considered in line with other school polices and therefore should be read in conjunction with the following school policies: Teaching and Learning Policy under review Tracking and Target Setting Policy under review Assessment and Record Keeping Marking Policy Special Educational Needs Policy ICT Policy Equal Opportunities Policy Health and Safety Policy Approved by Governors 3 rd May
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