Assessment Policy February 2017

Transcription

1 Assessment Policy February

2 Assessment Policy (incorporating Assessing, Recording and Reporting of Achievement) 1) Introduction & Aims At the Queens Federation, we believe that assessment should: advance the learning process enable effective, challenging and personalised planning and teaching encourage partnership with parents and carers in their children s progress involve pupils themselves in evaluating their progress and identifying their next steps provide reliable data to inform school self-evaluation recognise the wider curriculum, including pupils personal and social development Assessment is not a bolt-on to the curriculum. If it is to support pupil progress, it must form an integral part of the ongoing cycle of planning, teaching and reviewing learning. We seek to achieve this by: Employing a range of formal and informal assessment and feedback methods as appropriate, e.g. observation, discussion, asking questions, listening, self and teacher assessed pieces of work, and administering tests. Ensuring that pupils know what they are supposed to be learning, what they have achieved and how they can improve by making target-setting and self assessment an integral part of lessons Using assessments to make decisions about what to do next with individuals, groups or the whole class Organising the classroom and curriculum in a way which enables us to carry out planned assessments and to respond flexibly to more spontaneous outcomes Involving other adults working in the classroom in the ongoing processes of assessment This policy supports these aims by outlining the key assessment practices and processes which we use in school. It outlines our approach to both summative and formative assessment (assessment of and for learning) and explains how the two interrelate. 2) Assessment for Learning In 2002, the national Assessment Reform Group defined Assessment for Learning (AfL) 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 and how best to get there. They also identified 10 key principles of effective AfL, stating that assessment should: be part of effective planning focus on how pupils learn be central to classroom practice be a key professional skill be sensitive and constructive foster motivation promote understanding of goals and criteria help learners know how to improve develop the capacity for peer and self-assessment recognise all educational achievement - 2 -

3 This philosophy is the foundation of our approach to AfL at Queen Edith. In order to make assessment an integral and effective part of day-to-day teaching and learning, teachers employ a wide range of AfL strategies and techniques. These can be grouped into the following categories: Target setting sharing learning objectives & success criteria (targets) with children, and reviewing them afterwards to evaluate the learning Questioning strategies allowing thinking time and using talk partners, targeting questions or using no hands up approaches Observation of both teacher-directed and child-initiated activities, seeing how well the children apply their knowledge and skills in unfamiliar contexts Use of the plenary reviewing targets and encouraging self- & peer-assessment, using mini-plenaries during a lesson to refocus and extend the learning Marking & Feedback marking for success and improvement, using highlighters and individual target sheets, balancing written and oral feedback Self-Assessment focusing on what has been learnt and success against targets, involving children in identifying their next steps Peer Assessment including response partners and peer marking, identifying areas of strength and areas for improvement These strategies all help to provide insights into pupils current understanding and their misconceptions, and allow the teacher to tailor their teaching more effectively to the needs of the class and of specific groups and individuals within it. They make the steps of the learning journey explicit to the children and involve them directly in the assessment process. We consider pupils developing their ability to assess their own work and plan for improvement to be a vital aspect of becoming a successful and lifelong learner. 3) Assessment Without Levels From September 2014, a new National Curriculum was introduced which is no longer to be assessed by nationally-agreed level descriptors. Instead, schools are expected to develop their own assessment systems to ensure children are making good progress and support them to reach the new age-related standards of achievement. The information below details the steps we have taken to introduce assessment without levels in the Federation so far. We envisage reviewing these systems regularly over time to ensure that meet the following key criteria: Assessment makes a direct impact on improving teaching and learning Assessments allow us to measure pupils progress and achievement against new national standards Assessments are manageable and time-efficient Assessments are reliable and can be moderated with other schools To make these assessments manageable for teachers over the course of the year, we produce an annual Assessment Milestones calendar, detailing all the different assessments to take place during the year (see Appendix A) English a) Writing From Reception upwards, children complete a termly piece of independent writing. This is assessed using an adapted version of the Big Writing assessment criteria, developed by literacy consultant Ros Wilson and now updated to align with the expectations of the new national curriculum. These criteria break down children s progress in writing into age-related - 3 -

4 stages and also define smaller sub-steps of progress within those stages. The results of these assessments are recorded in Target Tracker for analysis. This writing is stored in named wallets in a class folder alongside all that child s previous assessed pieces. The folders then move up through the school with each class, allowing class teachers and senior leaders to monitor and review a particular child s development as a writer over time. Since this system has been in place since 2004, we now have a term-by-term record of the progress of every child up to Year 6 from the time they first joined our school. In Years 2 & 6, termly writing assessments continue alongside the use of end-of-key-stage assessment criteria to ensure our judgments match national expectations. b) Reading Throughout the year in guided reading and other reading activities, class teachers in Years 1 to 6 assess pupils attainment and progress against the national curriculum reading objectives. Alongside this ongoing assessment, we use age-standardised reading comprehension tests produced by NFER twice during a year to benchmark our children s reading progress against national standards. Teachers assessments informed by these tests are then recorded termly in Target Tracker for analysis. We also make use of individual PM Benchmarking assessments to measure the progress of certain groups of children, especially those with SEND or who qualify for the Pupil Premium whose progress we need to track especially closely. These will also be used to inform our teacher assessments. In Years 2 & 6, we use of end-of-key-stage assessment criteria to ensure our judgments match national expectations. c) Phonics and Spelling In KS1, pupils progress in phonics is tracked against the phases defined in the Letters & Sounds document. A class tracking sheet is kept to show children s progress through these phases during the year. At the end of Year 1, pupils take the national phonics screening check to ensure that they have reached the expected level of competence in their phonetic decoding skills. In Key Stage 2, we have broken down the national curriculum expectations for spelling into 16 spelling bands. Teachers use these bands to ensure that pupils are progressively learning and consolidating key spelling rules and conventions. They will also informally use spelling tests based on the bands to assess children s progress and identify any graps. Each term, children will also take an age-standardised spelling test produced by NFER to benchmark their spelling against national standards. In Year 6, pupils achievement in spelling is also assessed against national expectations through the Grammar, Punctuation and Spelling tests. d) Grammar and Punctuation Twice during the year in KS2, children take a short grammar test in class. This assesses the key grammatical understanding and vocabulary expected for that year group (and revisits some from previous years), allowing teachers to identify gaps in pupils learning and address them. In Year 6, pupils achievement is also assessed against national expectations through the Grammar, Punctuation and Spelling tests. Maths Each term, children complete one or more maths tests to support teachers in assessing their progress against age-related standards. These tests are as follows: - 4 -

5 Term Assessment Notes Autumn Assertive Mentoring test Test assessing key objectives in the maths curriculum to help identify gaps Spring Summer Assertive Mentoring test NFER Arithmetic test NFER standardised tests (Arithmetic & Problem-solving) Two tests, one assessing key objectives in the maths curriculum to help identify gaps, one aligned to national expectations for arithmetic Tests providing an age-standardised score, aligned to nationwide standards Teachers use the results of these assessments, alongside their ongoing judgement on each child s class work, to record their current step of attainment in Target Tracker for analysis. In Years 2 & 6, we also use of end-of-key-stage assessment criteria to ensure our judgments match national expectations. Science Each half-term, teachers assess their pupils against the objectives laid out in the National Curriculum for the particular unit they have taught. For each unit, they record whether a child is working towards, at or at greater depth within that expected standard in their knowledge and understanding (and record it in an assessment spreadsheet using the numerical score 1-3). They also select a different aspect of Working Scientifically and assess their children in a similar way in that area (using criteria broken down into yearly expectations). These assessments are used to inform a summary end-of-year Science judgement which is recorded in Target Tracker. In Years 2 & 6, we also use of end-of-key-stage assessment criteria to ensure our judgments match national expectations. Other Subjects Assessment in other subjects is carried out informally, with teachers making judgements based on three aspects of the children s learning in each subject each year. These judgements indicate whether the child is working towards, at or at greater depth within age-related expectations and are incorporated into the child s end-of-year report (see section 8). Subject leaders monitor the skills that are assessed in each year group to ensure that there is good progression, to make judgements on standards being achieved in their subject, and to inform action planning. 4) Assessment in the Early Years Foundation Stage Pupils in the Early Years are assessed through ongoing teacher observation against the Development Matters criteria for the different areas of learning. These assessments indicate which age-related band a child s development currently fits best within, as well as whether they are emerging, developing or secure within that band. These judgements are then recorded each term in Target Tracker for analysis. At the end of Reception, children are assessed in each area of learning against defined Early Learning Goals and class teachers judge whether a child is emerging, at the expected level of development, or exceeding it. This data is collected and shared at a Local Authority and national level, allowing us to benchmark our children s development against other schools. In addition to these national assessments, we also track children s progress in phonics each term and assess children s early language development using GL Assessment s Wellcomm toolkit. This allows us to identify gaps in children s language development and close them using tailored interventions.

6 5) Data Analysis & Tracking of Pupil Progress The Assessment Leader is responsible for the collection and analysis of pupil assessment data, as well as its use to track pupil progress and make necessary changes to teaching and learning. In September 2015, we began using the Essex Target Tracker software to support this data analysis. Twice each year (in February and July), senior leaders and class teachers meet for Pupil Progress Meetings (PPMs) based on recent assessment data. The aims of these meetings are: to provide a forum for discussing the questions that recent assessment data poses and move tracking off the page and into actions for learning to celebrate the successes of pupils who have made good progress and identify which strategies supported them most to consider the barriers that are preventing some children from making greater progress and possible strategies that may support them In these meetings, the relative attainment and progress of individual pupils is discussed, as well as that of different target groups (including boys and girls, Pupil Premium children and those with SEND or EAL). The July PPM is used as a transition meeting, with the data discussed by both the old and new class teachers for that class. In this way, assessment data feeds into and informs the school s ongoing cycle of school self-evaluation and improvement. Every year, the Senior Leadership Team and core subject leaders analyse the results from statutory assessments at the end of the Foundation Stage, KS1 and KS2 and write a detailed data report. This report analyses the achievement and progress of different groups within the cohort, compares that year s results with the trends of previous years, and outlines school developments for the coming year which are intended to raise attainment and overcome barriers to pupils achievement. It is then presented to the Governing Body, alongside other nationally produced data analysis, including RAISEOnline and the Ofsted Data Dashboard to help governors understand how well pupils are achieving in our schools. In July, we also share with governors a data highlights document which includes summary data of our internal teacher assessments in each year group. 6) Moderation Assessment data can only be used for school self-evaluation and to improve and adapt teaching and learning if it is reliable. Thus, class teachers must be supported in making assessment judgements, not only by reliable assessment tools and processes, but also through regular opportunities to discuss, standardise and moderate their judgements with other colleagues. To support this, we hold regular staff meeting to give opportunities to moderate work, clarify the interpretation of particular assessment criteria, share good practice in gathering evidence, and identify needs for further professional development. We are also exploring opportunities to meet regularly with staff from other local schools to moderate our judgements and ensure we are assessing consistently. Staff also sometimes have opportunities for moderation with colleagues in other schools through attending courses, subject leader network meetings, or LA moderation meetings. 7) Record Keeping & Transfer Pupil assessment data is stored in Target Tracker to allow for whole-school tracking and to provide a developing picture year on year. Data for each class is also stored in their blue class - 6 -

7 data file. Each year, teachers hold transfer meetings to learn about their new class from their previous teacher and to discuss assessment data, pupil progress and any groups or individuals causing concern/needing particular focus in the coming year. A list of records and information that should be passed up to the next teacher (either in paper form or electronically) is reviewed and updated annually. Where pupils transfer from Queen Edith to another school, we follow agreed guidelines for passing on assessment records and other important information. 8) Reporting to Parents & Carers In our communication with and reporting to parents and carers, we aim not only to fulfil our statutory duties, but also to create a genuine partnership in the children s learning. We seek to provide parents/carers with clear, easily comprehensible information about their child s progress, including their strengths and areas where they need to develop. We suggest ways in which parents/carers can be involved in supporting their child s learning and welcome their own insights into their children as learners. Twice a year (in Autumn and Spring) we hold Parent Consultations meetings to discuss the children s progress and wellbeing. Teachers use current assessment data to inform these meetings, and may review recent assessments or share writing target sheets during them. However, we prefer to describe each child s profile of strengths and weaknesses to the parent, rather than sharing numerical levels of achievement, as these may be confusing, label the children unnecessarily, or lead to unhelpful comparisons. These consultations are a high priority and monitoring takes place to ensure the vast majority of parents are seen each time. In the summer term, we send home detailed reports outlining the children s achievement across the curriculum. These include written comments for core subjects and a tick-box system for foundation subjects, where the child s attainment in key areas of learning is graded as working towards, at or above the expected standard. In Years 2 and 6, these reports include the child s results in National Curriculum tests/tasks alongside our own teacher assessments. Although no formal face-to-face consultations are provided with these reports, parents are warmly invited to provide written responses, or to make an appointment to see their child s teacher if they would like to discuss anything from them. In addition to these formal opportunities to discuss with parents, we also use a range of other strategies to keep them informed about and involved in their child s learning. These include: Termly parents afternoons where parents can look at their children s work and discuss it with them Year group information booklets and termly curriculum guides informing parents of the expectations of the year group, what areas of learning will be covered, and how the children s learning can be extended and enriched at home Information packs outlining end of Key Stage assessments Curriculum meetings occasional meetings focused on current areas of school priority, e.g. enriching reading, explaining maths methods or phonics Meetings for new parents 9) Roles & Responsibilities The Assessment Leader (currently a Deputy Headteacher) will: oversee the smooth running of all assessment systems in school manage the implementation and development of new assessments collect and analyse data for the tracking of pupil progress - 7 -

8 support class teachers in analysing pupil progress data and using it to inform teaching and learning facilitate the moderation of assessment judgements in school liaise with subject leaders to ensure assessment in their subject is manageable, fits with whole-school policy, and adapts to new requirements and guidance support phase leaders in carrying out, submitting and analysing statutory assessments keep the Governing Body informed of the results of school data analysis and of new developments in assessment practice ensure the smooth transfer of assessment records through school work with the senior leadership team to enable effective reporting and information sharing with parents Subject Leaders will: oversee assessment in their subject keep abreast of developments in assessment practice in their subject and implement these appropriately in school (in consultation with the Assessment Leader and in line with whole-school assessment policy) Phase Leaders will: monitor standards and analyse data for pupils in their phase and use it to inform phase development planning and school improvement oversee the completion and submission of statutory teacher assessments and end of Key Stage tests contribute to the annual Governing Body data report Class Teachers will: carry out and mark required assessments for their class analyse pupil progress data and use it to inform teaching and learning attend meetings to moderate their judgements and develop their assessment practice provide parents with accurate and constructive information on their children s progress through parent consultations and written reports follow agreed school systems for record keeping and transfer of assessment data The Governing Body will: oversee and agree the Assessment policy consider the annual data report and use it to support their strategic leadership of the school be appraised of new developments in assessment practice in school 10) Monitoring & Review Since best practice in assessment is continually evolving in a new national landscape of assessment without levels, our in-school assessment systems will need careful and regular monitoring and review. This will be carried out by the Assessment Leader and the policy will be updated in line with this review annually. February

9 Appendix A Queens Federation Assessment Milestones September January May F 9 W 21 M 30 Bookbanding/Reading tracker completed (Y1-2) RWM targets entered on Target Tracker (Y1-6) EYFSP initial assessments completed on Target Tracker (YR) w/b 16 Grammar assessment (Y3-5) w/b 23 Writing assessment* (Y1-Y6) Teacher assessment in Reading & Maths* (Y1) 2016 KS tests* (Y2, Y6) Maths tests AM & NFER Arithmetic* (Y3-5) * completed over 2 weeks w/b 1 w/b 8 Y2 KS tests (over 4 weeks) SATs Week (Y6) Writing assessment* (Y1,3-5) Teacher assessment in Reading & Maths* (Y1) NFER Reading & Maths tests* (Y3-5) * completed over 2 weeks W 24 Assessment data entered on Target Tracker (Y1, 3-5) (Y1-6) w/b 29 Half Term October February June F 7 EYFS data submitted to LA (YR) W 8 Assessment data entered on Target Tracker (Y1-6) w/b 12 Phonics Screening Check (Y1-2) w/b 3 W 19 Writing assessment* (Y1-Y6) Teacher assessment in Reading & Maths* (Y1-2) NFER Reading test* (Y3-5) Maths test - Assertive Mentoring (AM)* (Y3-5) KS tests (Y6) * completed over 2 weeks Assessment data entered on Target Tracker (Y1-6) (Y1-6) EYFS assessments updated on Target Tracker (YR) (Y1-6) w/b 13 Half Term M 20 Pupil Progress Meetings w/b 19 Grammar assessment (Y3-5) M 26 F 30 YR EYFS and Y2 & Y6 Statutory Teacher Assessments finalised on Target Tracker Y2 & Y6 Statutory Teacher Assessments submitted EYFSP assessments finalised for LA (YR) w/b 24 Half Term November March July w/b 21 Parent Consultations w/b 28 Phonics & reading tracking completed (YR-2) NFER Spelling test A (Y3-5) w/b 6 Parent Consultations w/b 20 Phonics & reading tracking completed (YR-2) NFER Spelling test B (Y3-5) W 29 (Y1-6) w/b 10 Phonics & reading tracking completed (YR-2) NFER Spelling test C (Y3-5) M 10 W 12 Pupil Progress Transition Meetings (Y1-5) Science data entered on Target Tracker (Y1-5) Summer Holidays - 9 -