Assessment

Curriculum: Reporting and Assessment

Assessment

Assessment is the means of obtaining information, which allows teachers, pupils and parents to make judgements about pupil progress.  The starting point for this is the curriculum and the processes of learning and teaching. Assessment is integral to the planning process and is a tool for reflection on programme construction and teaching. Assessment measures the success of learning, teaching and achievement, and guides the next steps to be achieved.

Assessment at St Francis is ongoing and in context. A range of ways are used to gather and record evidence of children’s achievements and to assess student learning to inform our teaching and planning and provide feedback to appropriate key stakeholders. 

Three key questions guide a teacher’s assessment processes for students:

1.    Where are they going?

2.    How are they going?

3.    Where to next?

Assessment can be:

●      Formative – to indicate the effectiveness of teaching and learning

●      Diagnostic – to indicate strengths and weaknesses

●      Summative – for recording and reporting purposes

●      Informal – on-going for teacher and pupil information

●      Self and peer assessment.

Teachers aim to use assessment:

●      To recognise achievement and progression

●      To support learning and assist pupils to reach learning goals

●      To provide feedback to pupils, parents and other teachers

●      To promote high and realistic expectations for pupils

●      To provide information as a basis for monitoring and evaluating attainment/achievement at school

●      To produce good evidence to inform decisions about next steps in learning.

Reporting

Reporting following assessment, contributes to communication and co-operation amongst teachers and parents.

Reporting and compilation of pupils’ reports serves a number of purposes.  They provide feedback to pupils; they inform parents of their child’s progress and provide an agenda for parent meetings; and they pass information from one teacher to another, and also from one school to another if a family moves.

Reporting and Feedback to Pupils

Feedback is high on the list for providing success with learning. This can take the form of discussions; written comments on work; identifying areas of strengths and setting targets for areas needing development; encouraging any improvement or for a task well done at the end of a topic/task; on the spot as part of day-to-day teaching or when a goal has been met.

Reporting to Parents

Reporting to parents has two main elements: talking with parents and written reports.

●      Written Reports – twice yearly via a formal end of semester report card

●      Parent Teacher Interviews:

●      at the end of Term 1

●      after the mid-year report card

Norm Thompson