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The Framework for Assessment from 3 to 18 aims to create:
- a more effective assessment system which supports greater breadth and depth of learning and a greater focus on skills development through collaborative working,
- a better-connected assessment system with better links between pre-school, primary and secondary schools, colleges and other settings to promote smooth transitions in learning
- better understanding of effective assessment practice and sharing of standards and expectations as well as more consistent assessment, more autonomy and professional responsibility for teachers.
Purposes of assessment
Information from assessment serves several important purposes:
- to support learning,
- to give assurance to parents and others about learner’s progress,
- to provide a summary of what learners have achieved, including through qualifications and awards, and to inform future improvements.
Standards and expectations
A standard is something against which we measure performance. Curriculum for Excellence has the clear aim of building on current practice to raise achievement. Standards and expectations in this context are set out for the whole curriculum in the experiences and outcomes of Curriculum for Excellence and their equivalent within specifications for qualifications. Within a level for a curriculum area, or a part of an area such as reading, the experiences and outcomes describe the sorts of knowledge, understanding, attributes and skills expected.
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In Chapelhall Primary School, we follow the principles of Assessment within a Curriculum for Excellence and use many methods to deliver this. Formative and Summative assessments are carried out by all class teachers and children are presented for assessments when the teacher is certain they are ready. Formal reports and Parent Teacher Interviews are carried out at two points in the school year, where information is given to parents regarding their child’s progress. Many families like their child to be part of this discussion and often this helpful.
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