Assessment Policy Marking Feedback Guidelines by WQ64Ogg


									                         Northfield St. Nicholas Primary School

                                 Assessment Policy

Effective assessment is essential to quality teaching and learning. Regular feedback given
to children on their learning helps them to understand what it is they need to do better.
Good assessment practice ensures lesson planning which is based on a sound knowledge
of the pupil’s progress and further development. Reporting to parents at termly parent’s
evenings and with a full written report at the end of the year ensures that teachers and
parents are working together to raise the standards of our children.

The purpose of assessment in our school is to provide information: -

   For children to demonstrate what they know, understand and can do in their work.
   To help children understand what they need to do next to improve their work.
   To allow teachers to plan work that accurately reflects the needs of each child.
   To provide regular information for parents to enable them to support their child’s
   To provide the pupils’ next teacher with information which will ensure smooth transition
    and promote continuity and progression across the school.
   To provide receiving schools with information to ensure the child’s swift transfer and
    continuous progress.
   To provide the headteacher with information which allows her to monitor and make
    judgements about the effectiveness of the school and identify strengths and
    weaknesses in the curriculum.
   To provide governors with information to aid their monitoring procedures.


 To maintain an overview of assessment in the school.
 To monitor and develop consistency across the school.
 To collate and use assessment data to support school improvement.
 To ensure that statutory requirements are met.

Assessment Co-ordinator
 To review and update the policy.
 To monitor and evaluate the policy in practice.
 To manage the whole school recording of data.
 To keep up to date and inform staff on latest information and requirements.

Subject Leaders
 To ensure plans include clearly defined learning objectives and identify and record
 To advise colleagues on assessment and recording in their subject.

Class Teachers
 Identify learning objectives to be assessed on medium term plans.
 To set individual targets.
 To carry out day to day assessment in accordance with this policy.
 To prepare and write reports for parents, colleagues and other agencies.
                         Northfield St. Nicholas Primary School

   To provide evidence of learning for agreement trialling when requested by subject
   To ensure manageable records are kept.
   To ensure that School Action and School Action + forms are kept, Individual Education
    Programmes are maintained and regularly reviewed in accordance with the school’s
    S.E.N. Policy.
   Year 2 teachers are required to summarise their teacher assessments at the end of the

The principles of assessment at this school are: -

   To feedback to children honestly, giving praise and encouragement but always
    indicating clearly where improvement is needed and what they need to do next.
   To involve children in their own assessment.
   To keep manageable records.
   To keep parents informed about their child’s progress and enable them to help their
    children make further progress.


Day to Day Teacher Assessment
A range of assessment strategies are used including: -
 Questioning
 Observations – often by Teaching Assistants either focussed or interactive.
 Involvement of children in self-assessment.
 Progress towards targets.
 Planned assessment against learning objectives in medium/short term planning.
 Use of peer evaluation (mainly Y3 and Y4).
 Displays which celebrate achievement.
 Shared direction and purpose in lessons with learning intention displayed on classroom
 Feedback and marking.
 Diagnostic and formative tests.

Statutory Assessment
 Nursery and Reception – All children will be assessed using the Foundation Stage
 Key Stage 1 – All children in their final year of Key Stage 1 must be assessed. Year 2
   teachers are required to summarise their teacher assessment, all results will be
   returned to the L.A. and the results reported to parents.
 Key Stage 2 – The standardised tests for Years 3 and 4 are not statutory but the
   school carries out these tests as part of its summative end of year assessment.
 NFER 6+, 8+ Reading Test.

Marking and Feedback
Marking and feedback is used to raise achievement, set targets and help pupils to
improve. Please refer to Marking and Feedback guidelines included in the addendum to
this policy.
                         Northfield St. Nicholas Primary School

A variety of recording systems are used which are manageable and purposeful. These
include: -

   Nursery – Assessments against ‘Stepping Stones’ which inform the statement of
    achievement at the end of time in Nursery.
   Numeracy – The learning objective is assessed and recorded on the back of short-term
    plans. Those children achieving at extension or foundation level are recorded. Any
    child not named is understood to have achieved at standard level. A class record of
    progress against objectives is kept electronically.
   Literacy – Reading records on progress are kept for each child and books read are
    recorded. Phonic and high frequency word check lists are kept. Class tracking sheets
    for progress against literacy and numeracy are updated at least twice annually.
   Science – Assessment against the learning objective is recorded on the medium term
    plans as in Numeracy.
   Foundation Subjects – The medium term plans for these subject areas have space to
    record assessments against learning objectives.
   All plans have space for comments and notes for the next week i.e. assessment of
    teaching such as areas for development and areas the children found difficult.
   Summative assessment records: -
                a) Foundation Stage Profiles
      Optional b) SATs results – End of Year 2, 3 and 4
                c) Salford and Vernon in March and October
                d) NFER 6+, 8+, Reading tests

Evidence and Consistency
 The Subject Leaders monitor plans focussing on learning objectives and assessment
 The Subject Leaders arrange agreement trialling of work in their subject.
 The Subject Leaders collect portfolios of assessed work.

Reporting to Parents
Reports to parents are given verbally at parents’ evenings twice a year and by
comprehensive written reports at the end of the summer term. These reports are written in
a clear, straightforward way and are personal to the child. They inform parents of: -

   How their child is performing in relation to their past achievements, to the rest of the
    class and to national standards.
   Their child’s strengths and any particular achievements.
   Areas of development and improvement.
   How they can help.
   Whether the child is happy, settled and behaving well.

Early identification of children with special educational needs is essential. After initial
assessments teachers refer to the schools criteria for identification prior to entering a
child’s name on the Special Needs Register. The school’s S.E.N. Policy gives details of
the procedures for identification and assessment.

There are four major requirements for transfer. These are: -
1. Children transferring to another school mid year - The school uses the DfES transfer
   sheet (kept in the office) and responds within seven days.
                          Northfield St. Nicholas Primary School

2. Children transferring to middle school - A number of visits are made by the middle
   school teachers. The children visit their middle school. Transfer sheets are completed
   in the summer term.
3. The school has an internal transfer sheet which is completed by all teachers and
   includes children’s current targets. Each teacher has a transfer dialogue with the
   colleague who will be taking his/her class in September. The children spend some
   planned time with their new teacher in the last week of the summer term. This should
   ensure that all children begin working at their correct level immediately in September.
4. Children on Records of Support have their progress reviewed and a new Individual
   Education Programme written for the receiving teacher in September

Management and Monitoring
 Each subject monitoring policy enables the subject leaders to monitor assessment in
  their subject area.
 The Headteacher, Senior Management Team and Link Advisor use the assessment
  data across the school to establish targets and raise standards.

Equal Opportunities
Equality of opportunity is a fundamental right for all children regardless of race, culture,
gender or special educational needs. This policy is written for all and recognises that
every child has equal opportunities.
We have :
 high expectations of all pupils
   data analysis of pupil performance identifying areas of development for all
    pupils and a commitment to take action where underachievement is identified
   we recognise and value all forms of achievement

This policy was evaluated, reviewed and re-written in May 2001. It should be reviewed in
accordance with the review schedule.

Reviewed and amended:          Summer 2004
                               Spring 2007

          These policies will be reviewed as necessary but at least within a 4 year cycle
                         Northfield St. Nicholas Primary School

                       Marking and Feedback Guidelines

Effective teaching and learning is enhanced on the quality of teachers’ marking and
feedback. Children need to feel positive about their achievements, know that their work is
valued, understand what they are aiming for, what progress they have made and how they
can improve.

Teachers spend a large proportion of time assessing and marking pupils’ work. When
marking we try to apply these principles: -

   Opportunities for prompt and regular written or spoken dialogue with the children.
   Children are clear about the learning objectives of a task and the criteria for success.
   Teachers provide constructive suggestions about ways in which the children can
    improve their work.
   Targets are set for the children and these are followed up to see how far they have
    been achieved.
   Teachers are selective in the aspects they choose to comment on.
   Teachers comment on specific, positive aspects of work.
   Teachers recognise effort as well as quality and comment in specific terms.
   Teachers use the information gained together with other information to adjust future
   Children are given the opportunity to respond to the feedback they are given.

 To maintain an overview of the marking strategies across the school.
 To monitor and develop consistency and effectiveness across the school
Assessment Co-ordinator
 To review and update the marking agreements and guidelines.
 To monitor effectiveness of feedback.
Subject Leaders
 To check that feedback in this subject is given time for follow up.

Effective Marking will
 Provide feedback to pupils about their work promptly and regularly.
 Include both oral and written feedback as appropriate.
 Focus the response on the learning objective and criteria for success.
 Provide pupils with opportunities to assess their own and others’ work and give
    feedback to one another.
 Ensure that pupils understand their achievements and know what they need to do next
    to make progress.
 Use the information gained together with other information to adjust future teaching
 Seek reinforcement.

Effective Feedback will
 Be linked to the learning objective.
 Only give information about what children were asked to pay attention to.
 Give children time to respond to the feedback.
 Involve dialogue and self-assessment if at all possible.
 Encourage children to be motivated to improve and develop a positive attitude to
    responding to feedback.
                          Northfield St. Nicholas Primary School

                                 MARKING STRATEGIES

 In order to reduce levels of unnecessary marking, we have made the following

      Marking will focus on the learning for the lesson

      The learning objective will be displayed for the lesson and recorded by the children
       as they are able (learning time should not be wasted by copying)

      Immediate feedback is given to children during guided work, the work is then
       stamped and dated if necessary by the teacher.

      Opportunities to read written marking undertaken without the child should be
       planned for

      Children should read, or have read to them, any written comments added to their

      Children should be encouraged to reply to the comments where appropriate, and to
       write their name or initials to acknowledge marking has been noted

      Ongoing or specific targets for individual children should be written on post-its eg.
       “Remember spaces between words” and moved to the next page until the target is

      A simple code can be used to indicate to children when the learning has been
       achieved, eg.

                      =    learning achieved
                      =    more work needed

      It is important to remember to focus on the learning and not handwriting, general
       neatness, spelling, etc unless this is the focus of the learning

      At the end of a topic detailed feedback should be written to indicate progress and
       attainment in the whole topic, these comments can then be part of the report to
       parents at the end of the year, again it is important for children to read and respond
       to this feedback

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