Assessment for Learning Policy

Transcription

1 Bramcote Hills Primary School Assessment for Learning Policy Our Mission is to be A Learning School An Inclusive School An Open School A Happy and Healthy School A Sustainable School A Supportive School An Effective School Developing a community of learners who are Effective communicators: Literate & Numerate Confident with technology Learning about the world and its people Committed to sustainable development Creative Physically Active Reflective Emotionally Intelligent; personally and socially Learning about learning This policy sets out our approach to assessment of children s learning in order to further promote the mission of the school. Principles of assessment Assessment includes summative assessment - snapshot testing that establishes what a child knows, understands or can do at any one time formative assessment - day-to-day assessment closely linked to learning outcomes and success criteria, feedback and marking, peer and self assessment, effective questioning, pupil involvement in their own learning and using the outcomes of summative assessment to inform future learning and teaching. At Bramcote Hills Primary School we believe that: Assessment is an integral aspect of the school s Teaching and Learning Policy, 1

2 being essential to the teaching and learning that takes place and not a separate process All assessment processes must be useful and have a positive impact on learning and teaching Planning should be led by learning intentions and success criteria which should be shared with the children Assessment should involve pupils as frequently and as fully as possible Assessment should recognise and utilise unexpected outcomes Parents have a right to know how their child is progressing, what attainment levels they have reached, how this compares with national expectations and what they can do to encourage further progress Assessment systems and formats should be manageable, user friendly and easily accessible by all staff Assessment should include and celebrate achievement beyond the National Curriculum especially in the form of Records of Achievement Assessment for Learning is central to our policy and we are therefore committed to: 1. Planning using clear learning intentions, context and success criteria 2. Sharing the learning intentions, context and success criteria with pupils 3. Effective questioning 4. Providing effective feedback 5. The use of self and peer assessment, where appropriate 6. Target setting as a way of raising attainment 7. Using attainment data to inform teaching This policy sets out the school s approach to implementing each of these elements. In addition, the policy outlines our approach to: 8. Reporting to Parents 9. Records of Achievement Planning The approach to planning at Bramcote Hills Primary School is outlined in the document Planning for an Enjoyable and Excellent Curriculum. Fundamentally, we believe that clarity of learning intentions in long, medium and short term planning is critical to meeting the learning needs of children. Our approach to planning is summarized below: Long Term Planning Year Plan 2

3 Year Group Planning teams work together each June to determine the organisation of the subject matter into terms by identifying natural links between subjects and topic themes to study. This is then recorded on the Year Plan for each year group and shared with parents at Meet the Team each September. Each year, planning teams review the topics and learning activities provided for the children and may retain them (with minor modifications) for another year. Should planning teams consider it to be beneficial to make substantial changes, then the Medium term Planning may be modified accordingly, in consultation with the Curriculum Co-ordinator. Medium Term Planning Termly Topic Web A topic overview is created for each separate theme, which identifies subject specific content. Topic themes vary in duration. Some may be half termly, whilst others are completed in a shorter time. Termly Plan Before the beginning of each term, planning teams decide how the subject matter for the next term s topic, including literacy and numeracy, will be divided between the given weeks. Sometimes, within the topic, there might be a special theme for a particular week and sometimes discrete lessons or activities may be required. Consideration is given at this time for such activities as: class assemblies residential visits whole school events eg theatre company visits; off-timetable weeks key stage / year group drama and dance productions Topic Scheme of Work Each topic has a related scheme of work, identifying the key questions, learning outcomes, suggested activities and possible resources. Short Term Planning Weekly Planning Sheets Planning teams work together to plan the timetable for each week s learning activities and lessons and ensure coverage of the skills and subject content to be delivered in each topic. These lessons are organised, with consideration for (for example): o time allowances o registration, breaks and assemblies o the hall timetable 3

4 o staff preparation, planning and assessment time (PPA) o visits and visitors The Key Learning Skills and National Curriculum documents are used to decide upon appropriately differentiated learning outcomes for each session and these are described in the Weekly Planning. Teaching staff in the same year group also share in the preparation of the materials and resources they use. This ensures consistency between classes, whilst allowing for any different teaching approaches, which may be necessary in order to engage all of the children. Immediate Planning Individual teaching staff record planning notes and reminders for their own use in whatever form they find to be helpful and effective. This may be on a computer, in a notebook, on paper or in a diary. However teaching staff choose to create their immediate planning for day by day lesson planning, the following criteria should be considered: learning outcomes for each session success criteria resources used ( including ICT ) support staff particular needs of individual children assessment activity intended plenary Sharing Learning Intentions and Success Criteria At BHPS, we recognise that: The sharing of learning intentions is more complex than simply repeating what is in the teacher s planning. It is the first step in the process of formative assessment, leading to pupil self evaluation and teacher or peer feedback after the work is completed. The task has to match the learning intention for the children to have a chance of fulfilling it. The learning intention has the greatest impact on children s understanding of a task and their progress if it is linked to success criteria. It also needs to be the focus of feedback. Shirley Clarke (2001) 4

5 At Bramcote Hills Primary School we: Ensure that the learning outcome is planned in advance and clear so that children know what they are aiming to learn. Share the learning intention with the children visually (where practical!). This is often in the form of a by the end of the lesson, we are learning to. or We ll know we ve achieved this when statements which are often displayed at the front of the classroom. They are phrased in terms of children s learning rather than teacher expectation as result, we avoid using What I am looking for (WILF) type Children are more motivated and task-orientated if they know the learning intentions of the task, but they are also able to make better decisions about how to go about the task. Shirley Clarke (2001) statements. The learning intention is not always shared at the very start of the lesson, but may be shared after the lesson introduction and task instruction has taken place, as appropriate. Share, and often devise, the success criteria for the task with the children as this makes it very clear what is being looked for when either the pupils or teacher evaluates the work. Present the shared learning intentions and success criteria in child speak Separate the context from the learning intention and the success criteria so that the children are clear about what we want them to learn, how they will know they have succeeded and the context and task provided to help them achieve it. It is therefore essential that the activity and the context match the learning intention. This ensures the children have greater clarity about what we would like them to learn through completing the activity. It allows them to be focused on the expectations for learning rather than simply the context. (Note: the exception is knowledge learning outcomes and success criteria which are necessarily context related). Ask the children to self-assess their understanding of the learning intention and success criteria. This is often done through silent signals e.g. thumbs up, down, to the side for unsure, or other coding methods. Learning Intentions and Success Criteria Unpacked At BHPS, we are aware that Learning Intentions and Success criteria take a variety of forms, some more helpful than others. There are two main types of learning intentions which generate different types of success criteria: Bits learning intentions for specific knowledge, concepts and skills eg create a story opening; develop effective characterisation; etc Associated success criteria would be in the form of step by step points which would 5

6 lead to success eg Set the location; establish date and time; introduce characters; set mood Application learning intentions for applications of knowledge, concepts and skills within a whole context eg write a mystery story Associated success criteria would be the combined bits success criteria eg establish effective opening; develop characters; define problem/issue and resolution; create suitable ending The bits learning intentions thus become the application success criteria over time. Bits learning intentions tend to set out the ways forward there and then. Application learning intentions set out the ways forward applied over time. Alternating the two types of learning intention furthers the learning. Furthermore, bits success criteria are usually chronological and step by step following them will usually ensure success and quality. Application success criteria, which were once bits, tend to be a list of ingredients in no particular order. Using them may meet the learning intention but quality is less certain. Quality can only be assured through teacher modelling, questioning, level of discussion and quality of feedback. Generally, product focussed success criteria are less helpful than process success criteria. Less helpful product success criteria tend to focus on what the teacher wants rather than how the learning will be achieved; they tend to rely on the teacher knowing it when I see it leaving the child (and the teacher) in reactive rather than proactive mode. Thus a poor example: Learning outcome: Use paper mache to create an article Success criteria: Everyone makes a pot!!! The benefits of success criteria place the learner in a powerful position of knowing what they have to do to succeed: they can keep track of what needs to be done; be clear about the teacher s expectations; start to self-evaluate against the criteria; be in a position to mark their own work or cooperate with a response partner knowing they are using the same criteria. From the teacher s perspective: planning is focussed more around success criteria than the activity; an activity is only used if it genuinely allows children to demonstrate the success criteria; oral feedback focuses on the success criteria; marking is more focussed around the success criteria; and the need for individual targets decreases as both child and teacher become more focussed on meeting 6

7 success criteria. The process of sharing learning outcome/intention at BHPS can be summarised as follows: Say why this is an important thing to learn link the learning with the big picture sometimes using concept mapping and mind maps Clarify learning intention at the planning stage and make it an expectation Explain the learning intention/outcome in child-speak Describe the context and the task designed to meet the learning outcome Invite children to say how they will know that what they do meets the learning outcome thus creating and showing the success criterion or criteria Teacher or children read out the learning outcome and success criteria Children undertake task and self-evaluate Feedback is given based on the agreed success criteria Effective Questioning More effort has to be spent in framing questions that are worth asking: that is, questions that are critical to the development of children understanding. Inside the Black Box Black et al 2003 Research has found that most questions asked in classrooms are Recall Questions What does a sentence begin with? What functions do roots of a plant have? or Organisational Questions Who wants to go on the computer next? Which table has finished? Using a wide range of questions enables different abilities to be engaged in the lesson and encourages different types of thinking by children. At BHPS, teaching staff work to ensure an appropriate balance between: Teacher talk and Child Talk Closed questions and open questions Closed questions have a predetermined answer usually requiring recall Open questions allow a range of responses requiring thinking beyond the literal Simpler questions and higher order questions Starting point questions and questions to elicit understanding during or after activities We recognise that there are different types of question that invite increasingly complex thinking and responses from children. Recall - finding & recalling information Comprehension organising and selecting facts and ideas 7

8 Application use of facts, rules and principles Analysis separating whole into parts Synthesis combining ideas to form new whole Evaluation - opinions, judgements and decisions Bloom s Taxonomy We also recognize that children need time to hear a question, think about it, formulate a response and articulate it. As a result, at BHPS we: Use Wait Time at least 5 seconds to create uninterrupted thinking time usually with no eye contact, no movement and no sounds of triumph Use Extra Wait Time by often waiting again after the first response to encourage further responses/clarifications Give children processing cues In one minute I am going to ask every one about Use Response Partners so that children can discuss and share possible responses (having agreed clear ground rules) before answering in front of others Use random pairing (rather than ability, friendship, gender or other criteria), which research clearly shows to be the most effective, and change partners regularly We try to use strategies that are inclusive and engage as many children as possible in making responses. For example: Gathering responses - Does anyone agree? Does anyone want to add more? Stalling - Hold that thought Tell me later if you have any other good ideas Making a suggestion- It might be useful to Have you thought of what might happen if..? Allowing children to say pass if necessary Seeking elaboration Tell me more about that Can you give an example Providing a range of answers for children to discuss and agree Asking children to write an answer first eg on a personal whiteboard Reflecting back/echoing So, if I understand correctly, what you are saying is Repeat a child s response back to them in a neutral tone thus handing it back Child: 10% of 4200 is 42 Teacher: So it s 42 Child: O no it can t be. It s got to be bigger than that. I ll do it again. Child: All solids are hard Teacher: You are saying that all solids must be hard. Child: But feathers are solids too. That can t be right. We also use strategies to enable children to use higher order thinking and 8

9 questioning. For example: Snowballing children talk to a partner; pairs talk together; fours talk with fours Envoying Each group discusses a topic and then children join another group to pass on the previous group s views Hot Seating individuals or pairs formulate questions to ask someone in role Annotating text children formulate questions to ask the author about their text We also recognize that there are also some common questioning errors that it easy to make when teaching a class. We try to avoid: Answering our own questions before the children can Getting children to guess our answer Pouncing on children for an answer Coded or ambiguous questions that children will find hard to comprehend Now class, what do we not do when we go to the toilet? Who has not put their water in the jam jar? Pointless or unanswerable questions! Now class, does everyone understand? Do you all see what I mean? Effective Feedback and Marking The main purpose of feedback and marking is to give information to children about how well they did against the learning intention and success criteria and what they can do to improve. This is success and improvement feedback and marking. There are two aspects of feedback: oral; and written, which includes marking. Oral feedback At BHPS, we believe that oral feedback is an immediate and effective tool for giving feedback to children. We aim to: give feedback related to the learning intention and success criteria before giving feedback about other aspects e.g. presentation, surface features (e.g. punctuation, spelling unless a specific learning intention), quantity and effort so that the focus of the learning intention is not lost. offer closing the gap comments to help children see what they should do to move towards achieving the learning intention Use acknowledgement marking to indicate that a piece of work has been discussed with an adult (See Appendix for agreed codes) Develop children s Learning Orientation rather than their Performance Orientation Performance Orientation Learning Orientation I want the best mark/ a sticker/ to be first A belief that ability leads to success I want to work hard/ to learn /to improve A belief that effort leads to success 9

10 Wish to be judged as able & to perform Satisfaction from doing better than others or succeeding with little effort Emphasis on competition and public sees Evaluation. Evaluates self negatively new when task is difficult Belief in own ability to improve and learn Satisfaction from personal success at difficult tasks Applies problem solving when working and difficulties as a chance to learn something At BHPS we aim to avoid teacher behaviours and teacher talk that may inhibit children s Learning Orientation by: Careful use of praise to avoid creating praise junkies who are too dependent on adult approval we try to replace meaningless praise with encouragement. Praise should be focused on learning rather than effort/finishing/presentation etc. Praise is best used for a child who is able to comment on the best aspect of their own work; identified where an improvement can be made; or achieved a specific success criteria. The natural impulse of a teacher is to praise children for their efforts. However, the language of praise can have varying effects on children s self- esteem and ability to be self-evaluative and independent. (Clarke S. 2001) Face-to-face, learning focussed praise is best public praise is best used to show work that meets the learning outcomes well. Changing children s perception of difficulty as failure showing that challenge and difficulty are indications of new learning Moderating adult body language, tone of voice and phrasing used with individuals and classes as these are powerful give-aways to children Careful and limited use of external rewards to avoid children striving for the reward rather than the achievement and to encourage intrinsic motivation. Stickers/stamps can act like grades thus promoting a performance orientation focussed on whether work was rewarded rather than what learning was achieved and what can be done to improve further. Adult Marking The most effective feedback to children is face-to-face, immediate and focussed on the learning outcome and success criteria. However, marking away from the child can also promote children s learning and occasional detailed marking can aid overall assessment of a child s understanding and progress. At Bramcote Hills Primary School, our marking aims to: focus on improvement rather than correction give quality written feedback that is directly linked to the learning intention and 10

11 success criteria be purposeful, focussed and useful for the child, so that progress can be made from it use Success and Improvement comments - the improvement comments should help children Close the Gap between their work and the learning outcomes give children time in lessons to make improvements to their work following written feedback from teachers use agreed marking codes as outlined in the appendix provide improvement suggestions in a variety of ways: Elaborating and extending Tell us more about.. Adding a word or sentence Add a sentence describing the man Changing the text Find a more powerful verb Justifying Say why you think this? use written prompts to say explicitly what the child can do to make an improvement For example: Reminder prompts make a suggestion or ask a question that remind children of a key teaching point which has not been demonstrated in the work Scaffolded prompts can be:- - a sentence written by the teacher with a word missing eg A ball goes up, it always comes - a sentence start for completion eg We could say she has yellow hair and wears - a specific question to answer eg How did you get away? What did she say when she got the present? - an open-ended question eg How could they solve the problem? Example prompts give some alternatives eg Did you feel sad or angry? What is he like? Tall? Short? Slim? Dumpy? Children s marking At BHPS, we aim to involve children increasingly in evaluating and marking their own work. Children marking their own work while the adult goes through both the answers and the processes can be very powerful. Getting children to take ownership of their marking is a slow process which begins with teacher modelling, shared marking and the teacher s own quality marking against the learning intention. The first step is to ask children to decide on the parts of their work they like the most, leading to identifying success against the learning intention, then on to deciding where they could make an improvement against the learning intention. 11

12 Clarke S Paired marking is problematic especially if the partner is not trusted and if the focus is on correction. Nevertheless, response partners can be helped, step-by-step, to identify positive aspects, success against the learning intention then where improvement could be made. Pupil Self and Peer Evaluation At BHPS, we believe that When learning intentions and success criteria are clear, children are more able to check for themselves how successful they, or their peers, have been. Self and peer assessment is an important strategy within Assessment for Learning. Current thinking about learning acknowledges that learners must ultimately be responsible for their learning since no one else can do it for them. Thus assessment for learning must involve pupils so as to provide them with information about how well they are doing and what they can do to improve. Much of this will come as feedback from the teacher but some will be through their direct involvement in assessing their own and their peers work. Assessment for Learning : Beyond the Black Box Assessment Reform Group 1999 At BHPS, different parts of the lesson are used to encourage children s reflective comments about their learning followed by a teacher s summary unravelling misconceptions and providing links with future learning. At BHPS through the use of response partners and random pairs, children are gradually taught and encouraged to assess their own work and that of their peers against the known success criteria. Older children should be trained to use success and improvement feedback or marking which highlights places where the success criteria have been met and where an improvement might be made. Target setting Target setting is a vital tool in the raising and maintaining pupils attainment and assisting learners to achieve their maximum potential. It uses a set of process steps in order to identify weaknesses, target aims for future improvement then set out to meet the aims. Shirley Clarke At Bramcote Hills Primary School we: Set targets based on available data, whether they are quantitative or qualitative Track summative data at regular intervals and review targets set Set realistic, manageable but challenging targets Phrase targets in language that is accessible to those who will be using them 12

13 Report to parents on progress as appropriate The setting of targets ensures close scrutiny of past performance, expected progress and the strategies required to meet the targets. Thus the important aspect of target setting is not so much what the targets are, but the processes that will be undertaken in order for them to be decided and achieved. At BHPS, target setting takes place at different levels: Statutory End of Key Stage 2 targets End of Key Stage 2 Targets are set for attainment at Level 4 and above in English, maths and science SATs. Internal targets are also set for Level 5 and above. They are set 18 months in advance in December when the children are in Year 5, reviewed 12 months later and reported in July following the SAT tests. Using all the available data and knowledge of the children, relevant staff propose targets to the governors Strategic Development Committee who set the targets in December each year. See: Statutory Target Setting Report (3.8) Year group targets. An end of year target is set for every child in Year 1-6 in reading, writing and science. These are set by class teachers with reference to NFER data, teacher assessments, optional SATs data and contextual value added data. Teachers also note the predictions made automatically by the school s IT Assessment System. The individual targets are aggregated to create Year Group Targets for expected and higher than expected attainment and then compared with the performance of previous Year Groups and the performance of the same Year Group the previous year to ensure high expectations and a suitable level of challenge. The agreed targets form the Pupil Progress Target for the purposes of teachers Performance Management. Expected levels of attainment at BHPS are recorded annually in the Targets and Outcomes Summary document. Class Based Group Targets At Bramcote Hills Primary School class based group targets are used to; Check pupil learning Inform planning Check attainment, achievement and progress over time Feedback to parents on progress. Collect information for end of year reports. At BHPS, target setting is closely linked to effective planning, evaluation and feedback: 13

14 Using assessment data to establish and maintain small group targets, booster/ springboard groups and ability groupings as appropriate Using records kept informally in class record books Using ipsative referencing, where the child s attainment is measured against his or her previous attainment At BHPS, a range of class and group targets are used. They describe what needs to be learned to improve further. These are communicated clearly to the children either orally or in writing and phrased in an age appropriate way to make them accessible. This helps pupils self assess, makes clear any areas for further development and assists teachers in focussed feedback and marking. They consist of: Targets linked to NC level descriptors and QCA end of year objectives in reading, writing and maths with no reference to actual Levels and Grades Targets written with direct correlation to the learning intentions and success criteria for a lesson, series of lessons or schemes of work Individual Improvement targets Individual targets are set for some pupils to personalise their learning. These may be closely linked to the class based group targets drawing on the same data and information. In order to meet a particular child s needs, specific targets will sometimes be identified for individual pupils, depending on the learning intentions of the lesson. Specific individual targets are also written for children on the gifted and talented register or those who have special educational needs. We encourage all children to be self-evaluative and believe pupil participation is important in the development and evaluation of individual, personalised targets. Summative assessment at BHPS In addition to the formative assessment strategies used on a daily basis in classrooms at BHPS (Assessment for Learning), children also undergo regular summative assessments to establish what they know, understand and can do at a particular time (Assessment of Learning). At BHPS, the following summative assessments are used. See the appendix for the annual timeline. Baseline Assessment on Entry Children starting in our Reception Class are assessed using the Foundation Stage Profile within three weeks. The outcomes are used diagnostically to highlight strengths and weaknesses, so that child s needs can be met. The assessment also produces a baseline 14

15 score for each of the strands of the profile and an average points score for individual children, each strand and overall. These are compared with local and national data, in order to create a bench-mark, and reported to Strategic Development Committee in the autumn term. Foundation Stage Profile Children at the end of the Foundation Stage are assessed using the Foundation Stage Profile. The individual pupil and strand averages are used to assess progress during the child s time in the Reception Class and as an indicator of what is needed in the Reception/Year 1 transition programme. The outcomes are reported to the Local Authority who present the scores in the LA Performance Handbook as a comparison with local and national achievement. The outcomes are reported to Strategic Development Committee during the autumn term. English and Literacy Tests Children in Key Stage 1 undertake regular Phonics Assessments to assess progress. Early in the autumn term, children in Y1-6 are assessed in word recognition, comprehension and spelling. Children complete a piece of assessed writing each term to monitor progress against national curriculum criteria. Maths and Numeracy Tests Children in Year 1-6 take an NFER test in Maths in February to compare children s performance against national norms centred round a score of 100. The test outcomes provide a profile of which maths topics are well understood and which less so. The results are therefore used to aid maths planning for groups and individuals for the rest of the year. An NFER summary report is made to School Leadership Team and staff. Non-Verbal Reasoning Tests Children in Years 3 and 5 also take NFER tests in Non-Verbal Reasoning in February to gain an understanding of children s cognitive skills compared with national norms centred round 100. Particular attention is focussed on children where there is a mis-match between their non-verbal abilities and their class work as this can be an indicator of underlying special needs or giftedness. Optional SAT Tests Children in Years 3-5 take optional SAT tests in reading, writing and maths in May. These are criterion referenced and produce a National Curriculum Level and sub-level. The results are recorded in June and checked against targets set the previous autumn on an individual and Year Group level. They also form the basis of the attainment reported to parents in July. The assignment of points to each Level and Sub-Level allows a 15

16 judgement to be made about the progress made and value-added in any school year. The data is used as the basis for evaluation of progress and target setting for the following year. Statutory SAT Tests Children in Year 2 and Year 6 take statutory SAT tests in May. In year 2, the tests are in reading, writing, spelling & Grammar and maths and are used to inform the Teacher Assessment which takes a rounded view of the attainment that the child has demonstrated in class work. Individual results are reported to parents, the Local Authority and the DfES and summary results for the Year Group are published. In Year 6, the tests are in Reading, Spelling & Grammar and maths. Papers are externally marked and the individual results are reported to parents, the LEA and the DfES. Summary results are published. A summary report of children s attainment in the Statutory Assessments goes to the governors Strategic Development Committee. The assignment of points to each Level and Sub-Level allows a judgement to be made about the overall year group performance, the performance at different levels and of different groups of pupils, and the progress made and value-added by the school during Key Stage 2. In addition, the application of various national formulae to take into account the background of pupils in the school leads to a Contextualised Value Added score centred around Teacher Assessments (TAs) All children in Years 1-6 are assessed by their teacher in July by making a rounded judgement each child s abilities. Teachers make a judgement as to the best fit against the National Curriculum Level and Sub-Level descriptors. TAs are recorded for: English speaking and listening; reading; writing Maths - using and applying maths; number & algebra; shape, space & measure; (data handling at KS2) Science scientific enquiry; life processes and living things; material and their properties; physical processes Teacher Assessments at Year 2 and Year 6 are reported to parents, the LA and the DfES. Individual needs assessments Children with special educational needs who are working at Level W or Level 1 are assessed on the P-Levels using PIVATS as the assessment instrument. P-Levels show 16

17 progression in small steps and allow a judgement to be made about value-added. P- Level assessments usually take place in May each year. Bilingual Assessments Children who have English as an additional language and are beginner bilinguals are assessed on the EAL Assessment Scale ranging from Step 1 (S1) to Independent (S7). Beginner bilinguals are assessed on a termly basis to monitor progress. Reporting to Parents At Bramcote Hills Primary School we report to parents/carers in a variety of ways: By issuing written reports each July in accordance with statutory guidance. At Year 2 and 6, reports include the outcomes of statutory testing in terms of National Curriculum Levels. The principles of Report Writing are outlined in the Staff Handbook. At Parents Evenings in the November and March when outcomes of assessments and progress made against targets is shared. The BHPS approach to Parents Evenings is in the Staff Handbook. At SEN Review meetings In informal meetings at the request of either the school or parent/carer When children transfer schools, through a brief General Progress Report 10. Glossary of terms Formative - day-to-day ongoing assessment closely linked to learning outcomes, success criteria, providing feedback, pupil involvement in their own learning and using assessment data to plan future learning. Ipsative - where the child s attainment is measured against his or her previous attainment Quantitative targets - tracking of targets expressed as numbers or grades Qualitative targets targets expressed in words Summative tests a snapshot test that establishes what a child knows or can do at any one time Normative tests where results expressed in terms of below, at or above national averages where 100 is deemed to be a national average 17

18 Appendix 1 Marking conventions at BHPS All adult marking should be Written in black ink Written in neat, clear handwriting Consistent Completed so as not to detract from pupil s work means A correct response x means A wrong answer, an error in the process or a misunderstanding. means The calculation is incorrect have another go means Write your corrected answer in the box means Specific error is being highlighted means success this is a positive and encouraging comment means improvement this is a target for future improvement Stamp/initials Or eyes means This piece of work has been checked by the adult whose initials are alongside. ^ means A word has been omitted // means A new paragraph is required here IT means Improvement Task to be completed fater father atrocious atroshus sp priest preist hear here means means means means A spelling error with the correct spelling written in the margin or underneath the piece of work A spelling error corrected for information purposes only A spelling error corrected and requiring further response from the pupil. A wrong word or grammatical error with the correct version written above. 7/10 or 70/100 means 7 out of 10 answers correct etc This type of mark should not be used subjectively to grade work nor should A B C grades be used. 18