St Bernadette\u2019s PS
\nAssessment Policy and Framework<\/p>\n
Vision
\nEvery child will be supported, nurtured and challenged on their learning journey in our pursuit of excellence and equity.<\/p>\n
Rationale
\nAssessment is an integral part of learning and teaching. It helps to provide a picture of a child’s or young person’s progress and achievements and to identify next steps in learning.
\n\u2018A robust tracking system together with effective interventions ensures continuous progress for learners across the curriculum and at all phases in their education, including points of transition.\u2019
\nGTCS 2.1.3, Have a depth of knowledge and understanding of Curriculum Design
\nAs a registered teacher you are required to demonstrate a depth of knowledge and understanding of:
\n\u2022\tprinciples of curriculum design and how these can be applied to learning in different sectors and contexts;
\n\u2022\ttheory and practical skills required in curricular areas as set out in current national and local guidelines;
\n\u2022\t the value of learning beyond curricular areas\/subject boundaries and of cross curricular subjects, e.g. literacy, numeracy and health and wellbeing, Learning for Sustainability and digital literacy;
\n\u2022\tprocesses used to change and develop the curriculum;
\n\u2022\tcurriculum content and its relevance to the education of every learner;
\n\u2022\tinterdisciplinary learning between curricular areas, stages and\/or sectors; n the skills and competencies that comprise teacher digital literacy and know how to embed digital technologies to enhance teaching and learning;
\n\u2022\tand the need to take account of learners with additional support needs. <\/p>\n
2.1.4 Have a depth of knowledge and understanding of Planning for Assessment, Teaching and Learning. As a registered teacher you are required to demonstrate a depth of knowledge and understanding of:
\n\u2022\thow to plan for effective assessment, teaching and learning, individually and collaboratively, across different contexts, and in order to support the needs of every learner;
\n\u2022\thow to adapt planning approaches to ensure that the needs of every learner are effectively addressed;
\n\u2022\tindividual and collaborative approaches to a wide range of assessment, recording and reporting as an integral part of learning and teaching;
\n\u2022\tnational assessment requirements and requirements of other relevant awarding and accrediting bodies;
\n\u2022\t and the positive impact of engaging learners in dialogue about their progress and how to provide meaningful feedback to support and agree next steps.
\nRights Respecting School CRC Article 23 – Every child has the right to access education
\nPrinciples
\nAssessment supports learning by focusing on the process of children moving from where they are in their learning towards their desired goals. Assessment can also be used to identify and plan any support they will need to achieve these goals. At all stages, learners should understand that assessment will support them in their learning and help them develop ambition to learn in increasing breadth and depth. Assessment has to be fair and inclusive and must allow every learner to show what they have achieved and how well they are progressing. Staff can ensure that assessment meets all learners’ needs by providing each child and young person with the most appropriate support. In doing so, they will ensure that every learner has the best chance of success.
\nAims
\n\u2022\tTo ensure an effective assessment system which supports progression, breadth and depth of learning and a greater focus on skills development
\n\u2022\tTo provide a well-planned assessment system with appropriate links to pre-school and secondary schools to promote smooth transitions in learning
\n\u2022\tTo ensure a clear understanding of effective assessment practice and sharing of standards and expectations, as well as a consistent approach to assessment at all stages
\nAssessing Progress and Achievement<\/p>\n
Both formative and summative assessment will be used on an ongoing basis to assess progress and achievement of pupils in St Bernadette\u2019s Primary School. Assessment will be planned alongside learning and teaching and will involve assessing what the children can write, make, say and do. The assessment evidence will be used to inform future planning. Children will be involved in target setting and self and peer assessment on a regular basis. Assessment data will be collated regularly by class teachers and recorded on the Seemis Progress and Achievement system. The system will be used as the overall tool for recording progress and achievement across the Curriculum in St Bernadette\u2019s, including wider achievement. Information from the system will be used to inform parents of progress through bi annual reports and provides overall ACEL data for the school.<\/p>\n
Sharing Standards and Expectations<\/p>\n
In St Bernadette\u2019s school we will ensure consistency of standards and expectations through collegiate and collaborative planning, moderation activities at a local, cluster and regional level and through using standardised criteria and assessments. These may include \u2013<\/p>\n
\u2022\tHealth and Wellbeing Indicators
\n\u2022\tHWB Strengths and Difficulties assessments
\n\u2022\tPolar assessment for P1
\n\u2022\tPM Benchmarking for reading
\n\u2022\tBug Club reading assessments
\n\u2022\tRead, write inc assessments
\n\u2022\tNLC Active Literacy Phonic Assessments
\n\u2022\tSingle Word Spelling Test
\n\u2022\tYARC \u2013 reading comprehension assessment
\n\u2022\tPHAB \u2013 Phonological assessment
\n\u2022\tScottish Criterion for writing assessment tool
\n\u2022\tMALT (Maths assessments)
\n\u2022\tTJ Maths CFE assessments
\n\u2022\tLeckie maths assessments
\n\u2022\tHeinemann Maths Check-ups
\n\u2022\tMathletics Assessments
\n\u2022\tNational Assessment Resources for other curricular areas
\n\u2022\tScottish national standardised assessments <\/p>\n
Formative Assessments in the classroom<\/p>\n
Formative assessment in the classroom means that the teacher is monitoring pupils\u2019 learning by providing regular and timely feedback on what they\u2019ve done well and what they need to improve.
\nThe role of the formative assessment in the classroom is to monitor pupil’s learning to help provide children with clear and concise feedback to help them to continue to improve. They help teachers pinpoint strengths and weaknesses and help children understand where they need a little more help in detail.
\nFormative assessments give children the ability to actively manage and adjust their own learning, as well as tracking their own learning goals. Not only does it provide teachers with a good amount of time to give feedback to children regularly, but it allows children to have their own input in their learning.<\/p>\n
Examples of formative assessments in St Bernadette\u2019s<\/p>\n
Quizzes and games
\nClass and group discussions
\nLollipop sticks\/no hands up
\nThumbs up\/thumbs down
\nHappy face, neutral
\nSelf\/peer assessment
\nWhat a good one looks like
\nSteps to success <\/p>\n
Recognising Achievement, Reporting and Profiling<\/p>\n
Individual achievement will be recognised and recorded through the use of individual progression folders.
\nPupil work is displayed around the school.
\nAdditional Support Plans are prepared and updated as appropriate (GIRFME),
\nWeekly assemblies are held to celebrate achievement where H Factor Awards and Rights Respecting School awards are presented.
\nThe school X account and school app are used to celebrate success.<\/p>\n
Reporting to parents
\nReporting pupil progress to parents and involving them in their child\u2019s learning is an integral part of the Curriculum for Excellence. In St Bernadette\u2019s reporting to parents will be organised as follows.<\/p>\n
\tSeptember \t \tGIRFME plan targets agreed
\n\tOctober \t\tIndividual parent meeting
\n\tDecember \t \tInterim Reports issued
\n\tJanuary \t\tGIRFME reviewed with parents
\n\tMarch\t\t \tIndividual parent appointments
\n\tMay \t \t\tGIRFME plans reviewed with parents
\n\tJune \t\t \tEnd of term report issued
\nP7 Pupil profiles completed and shared with parents.<\/p>\n
This will be in addition to regular homework tasks, ongoing dialogue with parents, parent participation in class events and celebrations of success.<\/p>\n
Reviewed and updated November 2023<\/p>\n","protected":false},"excerpt":{"rendered":"
St Bernadette\u2019s PS Assessment Policy and Framework Vision Every child will be supported, nurtured and challenged on their learning journey in our pursuit of excellence and equity. Rationale Assessment is an integral part of learning and teaching. It helps to … Continue reading