Assessment is integral to high quality teaching and learning. It helps us to ensure that our teaching is appropriate and that learners are making expected progress.
Following new government assessment and accountability requirements for primary schools, at Aston and Cote Primary we have reviewed our assessment practice against the underpinning principles for assessment agreed by the National Association of Headteachers (NAHT). Staff have been involved in the evaluation of existing practice and the development of a new, rigorous assessment system and procedures to enable us to continue to promote high quality teaching and learning.
Underpinning Principles for Assessment
- Assessment is at the heart of teaching and learning
Assessment provides evidence to guide teaching and learning.
Assessment provides the opportunity for pupils to demonstrate and review their progress.
- Assessment is fair
Assessment is inclusive of all abilities.
Assessment is free from bias towards factors that are not relevant to what the assessment intends to address.
- Assessment is honest
Assessment outcomes are used in ways that minimise undesirable effects.
Assessment outcomes are conveyed in an open, honest and transparent way to assist pupils with their learning.
Assessment judgements are moderated by experienced professionals to ensure their accuracy.
- Assessment is ambitious
Assessment places achievement in context against nationally standardised criteria and expected standards.
Assessment embodies, through objective criteria, a pathway of progress and development for every child.
Assessment objectives set high expectations for learners.
- Assessment is appropriate
The purpose of any assessment process should be clearly stated in our policy.
Conclusions regarding pupil achievement are valid when the assessment method is appropriate (to age, to the task and to the desired feedback information).
Assessment should draw on a wide range of evidence to provide a complete picture of student achievement.
Assessment should demand no more procedures or records than are practically required to allow pupils, their parents and teachers to plan future learning.
- Assessment is consistent
Judgements are formed according to common principles and objectives.
The results are readily understandable by third parties. Such as parents governors and external assessors of the school.
A school’s results are capable of comparison with other schools, both locally and nationally.
- Assessment outcomes provide meaningful and understandable information for:
Pupils in developing their learning.
Parents in supporting children with their learning.
Teachers in planning teaching and learning; assessment must provide information that justifies the time spent.
School leaders and governors in planning and allocating resources.
Government and agents of government.
- Assessment feedback should inspire greater effort and a belief that, through hard work and practice, more can be achieved. At Aston and Cote we use the term ‘not YET’.