Teacher Assessment is the most valuable approach to understanding children’s attainment. Testing is kept to a minimum and informs teacher assessment.
Assessment feedback inspires greater effort and a belief that, through hard work and practice, more can be achieved.
Effective assessment provides information to improve teaching and learning. To do this two different but complementary types of assessment: assessment for learning and assessment of learning are employed.
Assessment for learning (formative assessment) involves the use of assessment in the classroom to raise pupil 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 this aim (i.e. to close the gap in their knowledge).
Assessment of learning (summative assessment) involves judging pupils’ performance against national standards. Teachers may make these judgements at the end of a unit of work, of a year, or of a key stage using evidence, to describe pupil performance.
Children are given regular feedback on their learning so that they understand what they need to do to improve. Research has shown that their involvement in the review process raises standards, and that it empowers pupils to take action towards improving their performance.
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