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Assessment, Recording and Reporting Policy
Definitions:
Assessment
is the making of accurate and valid judgements of a pupil’s
performance and achievement on the basis of clearly defined
criteria.
Recording
is the process of keeping accurate and relevant information, both
qualitative and quantitative, relating to a pupil’s performance and
achievement.
Reporting
is the process of providing accurate, meaningful information on a
pupil’s performance and achievements to anyone with the right to
receive it.
Issues:
1. What
does assessment involve?
Assessment is
something which is constantly being done – it is a continuous and
on-going process. It should be an integral part of any subject and
not an add on activity. It should be undertaken in a variety of
ways, based on clear and precise, pre-determined criteria. It should
focus not only knowledge but on skills and attitudes, be purposeful,
relevant and manageable.
2. What
should be recorded?
All
information relating to the character, nature and progress of a
pupil and his/her work should be recorded. This can be done in the
form of formal or informal, mental or written accounts, notes and
annotated records. It should produce a clear, broad picture of what
the pupil can, and has achieved and point the way forward. That
which is recorded should have some purpose and usefulness. It should
benefit the pupil and the teacher, and be understood by the
parents.
3. What
should be reported, to whom and how?
All relevant
information needs to be made available and accessible to the pupils,
teachers and parents. It should consist of data which is required
under Statutory Reporting Requirements, is current factual and
justifiable, based upon a range of tasks and activities over a
period of time. It should be made available to the pupil, parents,
current and future teachers, and to the LEA (where appropriate). It
can be presented in a variety of ways –
·
written School Reports
·
orally at Parents Meetings
·
on official LEA documents
and computer programmes.
Aims
and Objectives:
a)
Assessment
to ensure that
·
All pupils’ work is
evaluated using criteria, commonly agreed, understood and
consistently applied throughout the school.
·
Assessment is based upon
clear principles as defined in the overall School policy, individual
SOW and NC requirements.
·
Pupils work is marked
regularly, positively and effectively, to ensure supportive feedback
(see Marking Policy)
·
Outcomes of assessment are
used constructively by teachers to evaluate teaching strategies and
learning outcomes, to determine future
direction.
·
Assessment involves both
formative and Summative tasks
·
Assessment is relevant and
manageable.
·
Regular monitoring of
standards takes place.
·
Effective assessment tasks
help to raise standards.
b)
Recording
to ensure that
·
accurate records of pupils’
achievements and progress are kept
·
assessment can be
effectively monitored
·
The quality of both Learning and Teaching
can be regularly reviewed
and amended as required
c) Reporting
to ensure that
·
Accurate reports are
produced outlining the progress and achievements of pupils.
·
Reports are produced at
regular intervals.
·
Reports are clear,
meaningful, and positive and understood by all who have access to
them.
·
Reports give guidance on how
specific learning difficulties should be addressed.
·
The format of reports is
consistent throughout the school and is age appropriate.
·
The LEA are provided with
any information they may require.
Guidelines
Assessment
a) Assessment
and Planning
If assessment
is to be both reliable and meaningful, it needs to be seen as an
integral part of Learning and Teaching, not as an end in itself.
Consequently, effective planning is paramount to the Assessment
Cycle.
The school has
as its central focus a framework encompassing the whole curriculum,
within which each subject is organised and developed. The school
policy must meet the statutory requirements of the NC. Each
individual curriculum policy needs to clarify and produce rationale
from which detailed SOW are produces. To enable teachers to plan
effectively, these SOW are expected to explain explicitly
·
key L/Os
·
the knowledge, understanding
and skills pupils are expected to develop
·
learning activities which
pupils may undertake
·
assessment opportunities
·
key skills opportunities
It might
include guidelines relating to teaching methods and approaches
together with classroom organisation.
Planning in
our school is divided into long , medium and short term.
Long Term
planning (a yearly overview) provides structure and progression, and
has been fully discussed and agreed by the whole staff with each
subject co-ordinator.
Medium Term
planning relates to the half termly or termly projections. These are
produced by the subject co-ordinators and detail
L/Os
Teaching Activities
Assessment opportunities
Differentiation
Key Skills
Cross curricular links
Resources (including SMART board)
These medium
term plans constitute the SOW.
Short Term
planning is taken directly from the Medium Term planning and is
prepared by teachers.
Updated Autumn 2009 |
