Andreas School

The learning community that develops the thinking skills of all its members.

ASSESSMENT POLICY

Intended Outcomes

  • To gather information on all children which enables teachers to plan their next steps in learning
  • To use ongoing, classroom based AfL to ensure learning is challenging and engaging, connected, personalised and meaningful
  • For teachers to use AfL to adapt practise immediately, where necessary, to ensure children's needs are catered for
  • To gather information which supports the development of specific curricular skills, learning habits and thinking skills
  • To use information from questioning, observations, use of Steps to Success (S2S), use of success criteria, marking children’s work, pupil interviews and informal ongoing dialogue with pupils
  • To work with the children when determining next steps in learning ensuring children have an active role in their own assessment
  • To enable children to use metacognitive skills to support the assessment of their learning

Procedures for Assessment in Maths

All staff will:

  • Use The Teaching Maths For Understanding (TMU) guidance and the maths Steps to Success (S2S) to help assess conceptual understanding, reasoning, fluency and problem solving in the appropriate year group
  • Ensure children are aware of their next steps in learning by using the TMU guidance, the S2S and learning zones (comfort, stretch and stress)
  • Use the TMU guidance to provide a summative review, including next steps, for the child’s next teacher
  • Monitor children’s progress and provide evidence (e.g.verbal, annotated S2S, work and plans, samples of work etc) for judgements when appropriate
  • Meet with HT formally, twice yearly, to discuss children’s attainment and achievement and informally as necessary
  • Annotate the TMU with AfL comments
  • Encourage children to participate in their assessments by adding their own annotations
  • Work with all staff to moderate judgements
  • Provide a summative review, including next steps, for the child’s next teacher
  • Provide a judgement re: developing/ expected/ greater depth in conceptual understanding, reasoning, problem solving and fluency

Procedures for Assessment in Writing

All staff will:

  • Use Steps to Success (S2S) and IOM level descriptors to help assess current achievement and attainment
  • Ensure children are aware of their next steps in learning by using the S2S and learning zones (comfort, stretch and stress)
  • Use S2S and relevant success criteria to plan for and reflect on children’s writing in individual, group and whole class sessions
  • Ensure children have their own S2S to allow them to plan for and reflect on their own and peers’ writing
  • Ensure children have time to write both as directed and independently on a genre of their own choice
  • Use S2S to provide a summative review, including next steps, for the child’s next teacher
  • Use the ‘think pink’ and ‘green to go’ highlighting strategy to provide honest, informative feedback on specific writing skills and allow dedicated time to act on this feedback
  • Meet with HT formally twice yearly to discuss children’s attainment and achievement and informally as necessary
  • Give each child a level based on several samples of independent writing across a variety of genre including writing which the child has done during their own independent learning time - there is no need for formal written assessments
  • Provide a summative review, including next steps, for the child’s next teacher
  • Work with all staff to moderate judgements

Procedures for Assessment in Reading

All staff will:

  • Use the S2S, PM benchmarks, IOM level descriptors to help assess current achievement and attainment
  • Ensure all children have opportunities to develop all reading assessment foci using a range of genre in both fiction and non fiction texts
  • Annotate S2S with AfL comments for all assessment foci
  • Provide a summative review, including next steps, for the child’s next teacher
  • Meet with HT formally twice yearly to discuss children’s attainment and achievement and informally as necessary
  • Work with all staff to moderate judgements

Procedures for Assessment in Speaking and Listening

  • Use the S2S, IOM level descriptors to help assess current achievement and attainment
  • Ensure all children have opportunities to develop skills from the S&L descriptors through a range of activities

Procedures for Assessment in Science

  • Use the S2S, IOM level descriptors to help assess current achievement and attainment
  • Provide a summative review, including next steps, for the child’s next teacher

All areas of learning

  • Feedback to children honestly, against success criteria, ensuring they have clear guidance on how to improve
  • Use success criteria where appropriate to provide guidance on what ‘good’ and ‘bad’ looks like e.g. WAGOLL, WABOLL
  • Ensure children have explicit time dedicated for improvement
  • Develop good AFL practices e.g. scaffolding, modelling, questioning, self/peer assessment/observations
  • Teach children how to peer and self assess using S2S, success criteria and pink/green highlighters
  • Feedback on the process of learning as well as the product, highlighting the importance of thinking moves and the attitudes to learning from the posters
  • Use the learning zones with the children to help assess their learning and use this information to support future learning
  • Set high expectations for all children through the use of assessment procedures that carefully monitor achievement and attainment, involving all children in planning and assessment and ensuring suitable challenge
  • Guide children in the use of the learning zones (comfort, stretch and stress) to enable them to have an active role in assessing both their learning habits and curricula/thinking skills in order to both set next steps in learning and reflect on prior learning

EYFS

  • Reception children are assessed using the same approaches as above but against the Early learning Goals as they work towards a Good Level of Development

To be read in conjunction with the Teaching for Learning policy

Reviewed September 2019, June 2021

Next review June 2023

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