“Assessment should always improve learning, not prove learning”
Assessment is at the heart of children’s learning and our teaching. This helps us build up a picture of a child’s progress and achievement and also to identify their next steps in learning.
Do take a look at the PowerPoint summary of our latest Assessment Parent’s evening held in October 2017 to explain our assessment process here at St Edmund’s
You may also like to read our Assessment Policy (Located on our Policies & Procedures Page)
Our Principles of Assessment
• learning is the main activity, assessment supports future learning
• learners need to be actively involved in the assessment of their work
• learners should be confident at self and peer assessment
• learners should understand, and be confident about, what to do to improve via the Next Steps given by the teacher
• learners must be clear about their learning, what success in their learning will look like and what is expected of them
• assessment will take a range of forms including self and peer assessment as well as assessment by staff
• teachers’ professional judgement, based on knowledge of a learner, will be an important part of assessment
• “how often” as well as “how well” based on breadth, challenge and application will be fundamental to assessment
• progression in learning requires moderation through dialogue with teachers and other professionals to develop a shared understanding of standards
• high quality feedback has been proven to be the most influential factor in taking children’s learning forward. It is essential for learners to have time to reflect on their learning and to know what to do to improve
• positive, constructive feedback will inspire greater effort and a belief that, through hard work and practice, more can be achieved
• assessment draws on a range of evidence that will provide a complete picture of a child’s achievement but will also be manageable and proportionate
• our assessment system will provide information to parents about how their child is performing and what their child’s next steps in learning are
• our assessment system also includes summative assessments where we assign a mark to children’s learning at a particular point in time e.g. reading ages, end of year assessments
• assessment judgements are moderated by colleagues in school and in other local schools to make sure our assessments are fair, reliable, valid and consistent.
Targets for learning
We want our children to be the best they can be…
At St Edmund’s Primary School we set targets for all children from Year 1 to Year 6 in Reading, Writing and Mathematics.
Target sheets are sent home regularly and can be found in your child’s book bag which comes home and in to school every day. The target sheets/bookmarks are to keep you informed of your child’s learning.
T will be clearly marked on the sheet to show the current target for your child’s learning.
My Number Targets – Year 3
|1. I can count in multiples of 4, 8, 50 and 100|
|T||2. I can find 10 more or less than a given number|
So in this instance, the child is in Year 3 and their target is finding 10 more or less than a given number.
Please take the time to look at your child’s targets with them. They are in child friendly language, as ‘I can…’ statements. Knowing what your child is focusing on will enable you to support and encourage them.
Children are assessed continuously during lessons to help them move on with their learning and this is dated on the target sheets on an ongoing basis.
It is worth noting that doing something once or twice correctly does not always mean that a target has been securely reached. Many aspects of each target have to be repeated several times before children retain the information, knowledge or skill.
At the end of the academic year we will prepare a report on your child’s progress using all of the assessment information we have gathered over the year. We will be taking the new end of year expectations for a year group and we will assess how your child has progressed towards them. For this report assessment of progress will be split into the categories:
Emerging — Yet to be secure in end of year expectations.
Expected — Secure in the majority of end of year expectations.
Exceeding —Secure in all the end of year expectations and able to use and apply their knowledge and skills confidently.
Just a few children will be assessed as being beyond ‘exceeding’, and will be given the opportunity to add more depth and breadth to their knowledge and have more opportunities to develop their using and applying skills. This will be termed as ‘Mastery’.