Tong Primary School
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Assessment Policy 1 Introduction 1.1 In Tong School we have adopted the following general aims:- 1 To evaluate teaching and learning so that tasks will match pupils needs; 2 To encourage progress and achievement through a constructive approach; 3 To provide a description of progress and attainment; 4 To initiate meaningful liaison between home and school. 1.2 The purpose of this policy is to contribute towards the achievement of those aims by providing guidelines for assessment, which will improve the teaching and learning of pupils. In preparing this policy we have taken account of the National Guidelines Assessment 5-14, SOED Working Paper No 11, Reporting, and the Western Isles Principles of Assessment. 1.3 It is our belief that assessment procedures should be planned as part of the teaching and learning processes and should contribute towards them. They should not determine what is taught and learned but they might well offer information to allow the curriculum to be revised and methodologies to be rethought. To this end we acknowledge that there are five aspects to assessment : Planning; teaching; pupil assessment and recording; reporting and evaluating. These are related in the following way:- Planning Teaching Evaluating Reporting Recording 2 Planning and Assessment 2.2 Each block of teaching and activities is planned so that it is clear what the major learning aims are. This means stating clearly what it is intended the pupils will learn in terms of:- knowledge and understanding; skills; personal and social skills. Planning therefore takes account of:- attainment targets and outcomes; the experience and needs of the individual pupils; the resources available. 2.3 At the planning stage we take account of all the relevant attainment targets. We believe it is not necessary to assess pupils according to all strands and targets which are covered in a unit or topic but at the planning stage account is taken of those which are to be formally assessed. 2.4 Parents are informed of main areas of work covered. 2.5 Itinerant specialists in Primary work closely with class teachers to ensure class teachers understand the contribution the specialist is making to the general aims of the group and towards attainment targets and the specialist can orient his/her work to the class topic/theme. 3 Teaching and Assessment 3.1 During teaching we help the pupils face new challenges with confidence by praising success whenever possible. 3.2 A variety of methodologies are employed in teaching, eg whole class or group teaching, constructive group-work and individualised learning. 3.3 The emphasis in pupil assessment is on achievement rather than attainment - pupils are motivated when their achievements are highlighted rather than by being given just a catalogue of grades or levels. 3.4 Assessment is an on-going process and does not take place just at the end of a unit/topic. It is acknowledged that all activities can contribute to assessment. A variety of assessment procedures are employed; it is essential to select those which positively contribute to the pupil’s learning. 3.5 The bulk of the evidence comes from day to day activities in the classroom - observation of individuals and groups; questioning and discussion about what the pupils have said, done and written; regular work produced by pupils. Periodically we use particular tasks to find out specific information, such as set tests; these can be on individual, group or class basis. 3.6 There will also be times when we wish to review the evidence of a pupil’s progress and we use techniques which can diagnose the cause of difficulties in learning. There are occasions when it is appropriate to use standardised diagnostic tests. 3.5 We consult with itinerant staff as appropriate when making pupil assessment.3.7 The place of self - and peer group - assessment is considered. Sometimes there are occasions when it is appropriate to involve pupils in thinking about their own and others’ success in tasks undertaken. 4 Recording 4.1 The overriding principle is to obtain valid and reliable data. Written records are the evidence on which reporting is based. The process of recording is structured to ensure that individual records of pupil achievement are maintained on a regular basis. 4.2 It is essential to reduce recording to just what is needed and what is manageable but at the same time gather evidence in a structured way which is helpful to the teacher, pupil and parent. The amount of evidence collected is sufficient: to show the achievement of each pupil; to show the rate of progress of individual pupils; to provide information upon which decisions about future action can be reached. 4.3 An individual folio of selected work is maintained for each pupil. While not being extensive, it will be illustrative of pupil rate of progress and achievement. 4.4 Assessment evidence is used to help improve pupils’ learning by: highlighting success and progress, providing practical advice to indicate the next steps in learning. 5 Reporting 5.1 The purpose of reporting, or providing feed back, is to support each pupil’s learning by praising success and offering practical suggestions for the future. 5.2 It is accepted that pupils respond well to positive comments about their work. We provide feedback to pupils with the intention of encouraging progress and achievement. This takes the form of: regular one-to-one discussions in the course of teaching or after special tasks to help the pupil identify what has been learned, what still has to be learnt and the next steps in learning; written comments on class-work, which identify success or partial success as a basis for progress. 5.3 We are in a position to make up to date reports on all aspects of a child’s progress for which we are responsible; to parents and others at short notice when a special request is made; verbally at parents meetings 2 times per session; written twice a session; to colleagues in this school and in other schools, and to other professionals (eg psychologist, social worker). 5.4 Written reports are in a form that is readily understandable by the people for whom they are intended. School reports to parents emphasise pupil achievement, include comments on social development, identify next steps in learning and indicate any necessary remedial action to be taken. 6 Evaluating 6.1 It is recognised that evaluating teaching and learning is an on-going process. 6.2 Assessment evidence helps us match tasks and strategies to pupils’ needs. This matching occurs throughout the day to day activities in the classroom. 6.3 Factors considered include: the relevance and appropriateness of the learning aims; the suitability and the challenge of the tasks and activities undertaken; the success of teaching strategies; the process of the class, groups and individuals. 6.4 At the end of a topic or unit of teaching account is taken of the success or difficulties met and the extent to which effective learning has taken place. This evidence is used in future planning. Review Date : 2004/2005 |