Assessment

William Penn

Weald Locality Agreed Aims and Principles for Assessment

Assessment is at the Heart of Teaching and Learning

  • Assessment provides evidence to guide and inform teaching and learning
  • Assessment provides the opportunity for pupils to demonstrate and review their progress.
  • Peer and self-assessment are essential skills

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 
  • School leaders and governors in planning and allocating resources
  • Government and agents of government

Assessment is Fair and Honest

  • 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 outcomes are conveyed in an open, honest and transparent way to assist pupils with their learning
  • Judgments are made against national assessment guidelines
  • There are regular standardisation opportunities for all teachers
  • Assessment judgments are moderated by experienced professionals to ensure their accuracy
  • There are regular opportunities for layered moderation within schools and across key stages
  • There are regular opportunities for locality group moderation for robust teacher assessment
  • There are regular opportunities for external moderation of teacher assessments
  • There are regular opportunities for teachers to engage in professional discussions about the whole child, in pupil progress meetings

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
  • 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
  • Pupil conferencing and dialogue with children should be a valued source of assessment information
  • Observation should be a valued source of assessment information
  • Assessment should demand no more procedures or records than are practically required to allow pupils, their parents and teachers to plan future learning
  • A balance of assessment evidence should be used to make formative and summative judgments
  • Teachers’ in depth knowledge of pupils should allow them to make professional ‘best fit’ judgments

Assessment is Consistent

  • The results are readily understandable by all stakeholders.
  • A school’s results are capable of comparison with other schools, both locally and nationally
  • There are manageable and diagnostic IT recording and tracking programs which allow the analysis of assessment outcomes

Assessment feedback should inspire greater effort and a belief that, through hard work and practice, more can be achieved.