Our goal at Wellington Primary School is to produce independent learners. We encourage our pupils to be creative and imaginative and develop a love of learning.
At Wellington Primary School we effectively use a combination of ‘Assessment for Learning’ and ‘Assessment of Learning’ to raise achievement.
Asssessment for Learning
Research has shown that Assessment for Learning can improve both pupils’ motivation and capacity to learn.
Assessment for learning involves using assessment in the classroom to raise pupils’ achievement. It is based on the idea that pupils will improve most if they understand the aim of their learning, where they are in relation to this aim and how they can achieve the aim (or close the gap in their knowledge).
Assessment is closely linked to teachers’ curriculum planning, since it is only by continually assessing what children have learnt and understood, that we can know what “next steps” should be planned.
Effective assessment for learning happens all the time in the classroom. It involves:
- sharing learning goals with pupils
- helping pupils know and recognise the standards to aim for
- providing feedback that helps pupils to identify how to improve
- believing that every pupil can improve in comparison with previous achievements
- both the teacher and pupils reviewing and reflecting on pupils’ performance and progress
- pupils learning self-assessment techniques to discover areas they need to improve
- recognising that both motivation and self-esteem, crucial for effective learning and progress, can be increased by effective assessment techniques.
Assessment of Learning
At Wellington Primary School assessment of learning is summative and carried out periodically e.g. at the end of a unit of work or term or year. We undertake this kind of assessment to judge how well a pupil is performing and to enable us to report conclusions.
It is also recognised that assessment of learning can make a positive contribution to assessment for learning. For example, pupils can be given the opportunity to:
- mark, moderate and review test papers.
- review their performance and set personal targets
Changes to Assessment in the New Curriculum
What is Statutory?
There will continue to be statutory assessments at the end of KS1 (Y2) and KS2 (Y6) Results will be reported as a scaled score. Teacher assessments will be reported against a set of national performance descriptors. From Sept 2016, baseline assessments will be taken by all children in YR.
The Main Differences
Old National Curriculum
- “stage, not age” – children progressed through a series of levels and sub-levels. The work of a child working at 3b in Y2 and a child working at 3b in Y5 would be expected to demonstrate the same characteristics.
National Curriculum 2014
- “age, not stage” – children work towards mastering a set of objectives for their year group. The vast majority of the children will be working on these objectives. Children will be expected to show a deep level of understanding and application before moving on.
What does this mean for Wellington?
Schools need to have a system of assessment that sets out what pupils are expected to know, understand and do, and by when. Schools will need to evaluate how well pupils are doing against relevant age-related expectations as set out by the national curriculum.
We are in the process of developing a new system of assessment at Wellington Primary School. This system will meet all statutory requirements and be used to effectively assess pupil progress and attainment throughout this academic year.
Reporting to Parents
Reports will be descriptive. They will identify what children know, understand and can do. They will also identify areas for development. They will explain where children are in relation to age-related expectations.
To ensure a consistency of judgement, teachers will regularly moderate work within school. It is intended that moderation will also take place between local schools. Teachers will have opportunities to get together with each other and check that judgements are similar.