Assessments

Assessment without Levels 2015-2016

In April 2014 the Department for Education (DfE) ‘Assessment Principals’, a document outlining the core values all effective assessment systems should implement as part of the changes introduced with the 2014 National Curriculum. As the ‘Government will not impose a single system for ongoing assessment’, it is up to schools to implement a system that can: ‘Give reliable information to parents about how their child, and their child’s school, is performing, help drive improvement for pupils and teachers and make sure the school is keeping up with external best practice and innovation’.

Our Philosophy of Assessment

Assessment should have a purpose at every level for everyone involved:

– Pupils should be given appropriate feedback on their learning from the formative assessments carried out by class teachers.

– Class teachers should be able to use formative assessment to support planning and implementation of a curriculum designed to meet the needs of learners.

– Teachers and school leaders should be able to use assessment to help ensure that the pupils who need specific intervention are quickly identified.

– Parents should be able to get a clear and accurate sense of their child’s achievement.

– Governors should be able to use data to ensure the school is supporting pupils learning effectively.

Target Tracker

We are┬ánow using ‘steps’ on Target Tracker. We already use Target Tracker to monitor all our children’s levels.

Year Groups Six Steps

Each year band has been broken down into six steps:

1) beginning (b)

2) beginning + (b+)

3) working within (w)

4) working within + (w+)

5) secure (s)

6) secure + (s+)

The three broader sections may be thought of in these terms:

Beginning – Pupil learning is chiefly focussed on the criteria for the band. There may be minimal elements of the previous band still to gain complete confidence in.

Working Within – Pupil learning is full focussed on the criteria for the band. This is a teacher best fit decision but could be informed by statement assessments between around 40% and 70% achieved.

Secure – Confidence in all of the criteria for the band. There may be pupil learning still focussed on gaining thorough confidence in some minimal elements but the broad expectations for the band have been met. Lower and higher achieving pupils may be working at a band outside of their year group.

For children to be working at age related expectation, they would need to reach the secure (s) step at the end of the appropriate year.

Secure + demonstrates the foundation from which a pupil may proceed onto the criteria in the following band. They have attained a broader and deeper understanding.

The New Curriculum allows schools to have the flexibility to introduce content earlier or later than set out in the programme of study. It is important for children to demonstrate their mastery of a particular skill at a deep and thorough level before moving on.

Assessment Descriptor Files

Below are the Maths, Reading, Spoken Language and Writing assessment files, to download and view, for all Year groups.

Maths Assessment Descriptor Files

Year 1 Maths Assessment

Year 2 Maths Assessment

Year 3 Maths Assessment

Year 4 Maths Assessment

Year 5 Maths Assessment

Year 6 Maths Assessment

Reading Assessment Descriptor Files

Year 1 Reading Assessment

Year 2 Reading Assessment

Year 3 Reading Assessment

Year 4 Reading Assessment

Year 5 Reading Assessment

Year 6 Reading Assessment

Spoken Language Assessment Descriptor Files

Year 1 Spoken Language Assessment

Year 2 Spoken Language Assessment

Year 3 Spoken Language Assessment

Year 4 Spoken Language Assessment

Year 5 Spoken Language Assessment

Year 6 Spoken Language Assessment

Writing Assessment Descriptor Files

Year 1 Writing Assessment

Year 2 Writing Assessment

Year 3 Writing Assessment

Year 4 Writing Assessment

Year 5 Writing Assessment

Year 6 Writing Assessment