Assessment
The accurate assessment of children’s knowledge is critical to ensure all children have the required background knowledge needed to access the next component identified in our curriculum. We use assessment tools to accurately identify gaps in pupil knowledge to ensure that precise support is provided to enable all children to gain mastery over each concept.
We have broken down assessment into 3 areas: assessment for learning, assessment as learning and assessment of learning. Assessment for learning sets out how teachers assess the children’s understanding as they introduce the children to new concepts. Assessment as learning sets out how teachers can use assessment strategies to consolidate and deepen knowledge in the children’s long-term memory. Assessment of learning sets out how teachers assess the children’s knowledge and understanding of previously taught concepts and knowledge.
Assessment for learning
A knowledge-based learning objective is shared for every lesson
Learning objectives are pitched at the year group programme of study
Through precise modelling and narrating the thought process, children are clear about what ‘success’ looks like.
Children are clear about what they need to do to achieve the learning objective (what the steps to success are)
Teachers deliver new materials in coherently sequenced, small steps and provide all children with the opportunity to articulate what they have learnt to enable assessment of knowledge and understanding to take place
Adults in class strive to provide live feedback. Through teaching in small steps with opportunities for children to articulate their learning teachers continually assess progress in lessons
Teachers use a range of individual, small group and whole class feedback following each small step
Teachers focus on misconceptions rather than mistakes in their feedback
Children regularly self and peer assess their learning against the learning objective and steps to success
Assessment as learning
Each lesson begins with a review and revisit of prior learning to make connections between what has previously been learnt and new knowledge
Regular opportunities for retrieval practice are put in place to enable children to remember something aiding that specific memory to get stronger.
Use of low stakes quizzes, ‘can you still’ activities etc are used to assess the children’s knowledge and understanding but also help the children to deepen their learning
Regular use of generative learning activities to consolidate and help children deepen their knowledge through the use of selecting, organising and interpreting information
Assessment of learning
We carry out a pre-assessment of children’s background knowledge to accurately plan a series of lessons taking into account the children’s starting points
During weeks 3 or 4 of each unit, low stakes quizzes take place to assess the children’s knowledge of key facts taught during the unit
Teachers carry out end of unit assessments to identify any gaps in the children’s understanding.
Low stakes quizzes take place at the end of each unit for each area of the wider curriculum for teachers to assess what knowledge has been integrated into the long-term memory.
For children in years 1-6, Teachers’ carry out summative, point in time assessments at the end of each term in English and Maths to identify any gaps in the children’s long-term memory. These assessments provide support in the precise identification of gaps in learning for which additional support is provided.
Assessments of the wider curriculum are made regularly throughout the year using the approaches previously stated. A summative assessment is carried out for each curriculum area at the end of each year.
In the EYFS children will carry out a baseline assessment to identify if children are ready to access the F1 or F2 curriculum. Following this, teachers’ carry out summative, point in time assessments at the end of each term for each area of the EYFS curriculum. These assessments provide support in the precise identification of gaps in learning for which additional support is provided.
Checking For Understanding
The cornerstone of our assessment procedure is the consistent checking for understanding that takes place throughout lessons and the feedback children provide to the adults in addition to the feedback adults provide to the children.
These documents outline our approach to checking for understanding.
Checking For Understanding Policy
Summative Assessment
At least once a term, we use a snap shot in time judgement to decide if the child is working below, working at or working above age-related expectation in reading, maths, writing and GPS. Within these subjects (excluding writing), we use NTS tests to help to ensure consistency across school by validating teacher assessments using the standardised scores. As a detailed analysis of the papers is carried out on MARK, this helps us identify whether pupils are where they should be for that point of the year and if any additional support is required such as additional intervention. As a result, we are able to identify children quickly to ensure that no child falls behind.
Children who are new to school are assessed immediately.
This assessment calendar details when different assessments will take place across school.