Purpose of Assessment
The main purpose of assessment is to support teaching and learning by identifying what pupils already know and can do and what their next step should be. Bedale High School uses assessment is an integral part of teaching and learning which is evident in every lesson.
Effective teachers retain a great deal of information which more often than not cannot be committed to record. However, when teachers identify and record in advance what they intend to assess during a lesson and then record the outcomes of assessment in a systematic way, it is more likely that the information will contribute to a developing picture of each pupil’s attainments and learning needs and influence teachers’ future plans.
By assessing pupils accurately and consistently and recording key information we:
build a clear picture of each pupil’s skills, knowledge, understanding and approaches to learning;
identify each pupil’s strengths and the priority areas for their future learning;
identify an appropriate curriculum for each pupil
identify “next steps” for each pupil and express these as clear learning objectives;
identify the progress made in individual lessons or series of lessons;
evaluate the progress that each pupil is making over time;
evaluate and improve the teaching strategies used with each pupil;
support pupils, where appropriate, to monitor their own learning;
identify, celebrate and share achievement.
To achieve this at Bedale High School, assessment will:
be recorded in the SIMS markbook and provide evidence through progress monitoring for reporting to parents and other institutions as required; as such be used to track pupil progress and regularly referenced to the pupil’s target grade [both interim and end keystage as appropriate]as well as appropriate national criteria
feature explicitly in departmental schemes of work
feature regularly on departmental agendas
be referenced to department portfolios of exemplar-moderated work to facilitate a consistent approach
provide an opportunity to identify and subsequently reward endeavour and identify underachievement at every level so that there can be appropriate intervention. This will be particularly with regard to vulnerable cohorts
be clear to pupils in terms of what, when, and how work is to be assessed
be clear to pupils in terms of assessment criteria in order to help pupils to know and recognise the standards they are aiming for and the steps they must take in order to achieve them
be accompanied by teacher written diagnostic comments (with an emphasis on progression) through good formative feedback and via progress monitoring
provide opportunities for pupil self-evaluation and allow pupil self-assessment to encourage pupils to take responsibility for their own learning
feature a range of assessment techniques in order to meet the needs of all pupils.