audit of assessment practice C2.pub

audit of assessment practice C2.pub

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ASSESSMENT POLICY Secure across the school Reasonably well established (further A priority for Development (give (give details) work needed - give details) details) Assessment policy up to date and reflects assessment for learning principles and practice Policy is for the whole school including Foundation Stage Assessment for learning principles are reflected in all subjects, policies and practice PLANNING Secure across the school Reasonably well established (further A priority for Development (give (give details) work needed - give details) details) Planning includes specific learning intentions and success criteria Learning Intentions are shared explicitly in child friendly language Learning Intentions displayed prominently in all classrooms Planning takes account of pupils’ prior learning Planning is based on an accurate assessment of pupils’ needs Children are involved in setting curricular targets and designing success criteria SF11/04audit QUESTIONING Secure across the school Reasonably well established (further A priority for Development (give (give details) work needed - give details) details) Key questions are planned to promote discussion and collaboration between children Questioning skills are used effectively as an assessment for learning strategy MARKING and Secure across the school Reasonably well established (further A priority for Development (give FEEDBACK (give details) ...

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ASSESSMENT POLICY
Planning includes specific learning intentions and success criteria
Planning takes account of pupils’ prior learning
Children are involved in setting curricular targets and designing success criteria
A priority for Development (give details)
Learning Intentions are shared explicitly in child friendly language
Policy is for the whole school including Foundation Stage
SF11/04audit
Planning is based on an accurate assessment of pupils’ needs
Secure across the school Reasonably well established (further (give details) work needed - give details)
A priority for Development (give details)
Assessment for learning principles are reflected in all subjects, policies and practice
PLANNING
Learning Intentions displayed prominently in all classrooms
Secure across the school Reasonably well established (further (give details) work needed - give details)
Assessment policy up to date and reflects assessment for learning principles and practice
QUESTIONING
Key questions are planned to promote discussion and collaboration between children
Questioning skills are used effectively as an assessment for learning strategy
MARKING and FEEDBACK
Information gathered from marking informs planning and teaching
Marking is linked directly to the Learning Intention
Children are given time to respond to feedback
Feedback indicates clearly what was done well, what needs to be improved and how this can be achieved
PUPIL SELF EVALUATION
Pupils make sensible judgements about their strengths and weaknesses and how they can improve. They can express this orally or in written form
SF11/04audit
Secure across the school Reasonably well established (further (give details) work needed - give details)
Secure across the school Reasonably well established (further (give details) work needed - give details)
Secure across the school Reasonably well established (further (give details) work needed - give details)
A priority for Development (give details)
A priority for Development (give details)
A priority for Development (give details)
TARGET SETTING
Information from teacher assessment and performance data is monitored and analysed
Secure across the school Reasonably well established (further (give details) work needed - give details)
School, class, group and individual targets are set over the long, medium and short term
Progress towards targets is regularly reviewed in order to move pupils’ learning forward
Targets set are limited in number, challenging but achievable
Children are able to articulate their success against curricular targets
ANALYSIS
Assessment data is analysed, interpreted and evaluated
Information is used effectively to set curricular, learning and quantitative targets for classes, groups and individuals
Effective / manageable use is made of appropriate pupil tracking approaches eg. P.A.T.
SF11/04audit
Secure across the school Reasonably well established (further (give details) work needed - give details)
A priority for Development (give details)
A priority for Development (give details)
RECORDS and TRANSFER
Secure across the school Reasonably well established (further (give details) work needed - give details)
Formative and summative records are simple to use and provide easily understood information about key strengths and weaknesses and progress made
Records enable tracking of each pupil’s progress year by year
Information is recorded in ways that enable the next teacher to maintain good progress without delay
Transfer of data includes opportunities for liaison between colleagues
Reports provide parents/ guardians with clear information about their child’s attainment, progress and areas for development
PROVISION
Allocation of time and budget for assessment
INSET opportunities are identified and available for all staff
SF11/04audit
Secure across the school Reasonably well established (further (give details) work needed - give details)
A priority for Development (give details)
A priority for Development (give details)
Involving Parents and Carers
Parents/carers are considered by the school to be equal partners in supporting their children’s learning
Parents/carers understand how their children learn and can support their learning at home and in the school setting
Teachers and parents/careres share and communicate their views through school visits, written, electronic and oral communication
Parents/carers and teachers identify, share and take action about concerns over pupils’ progress
School provides parents/carers with guidance on how to support children’s learning at home, how to maximise learning and how to give effective and positive feedback when talking with their children
Opportunities are provided for parents/carers to provide regular feedback to the school on their children’s learning
SF11/04audit
Secure across the school Reasonably well established (further (give details) work needed - give details)
A priority for Development (give details)
WHOLE SCHOOL STRATEGIES
HT / subject leaders scrutinise teachers’ planning and pupils’ books
Lesson observations by HT / subject leaders
Whole school moderation of pupils’ work in the core subjects
Effective recording systems in place
Electronic recording and transfer of assessment data
Whole staff have access to Autumn package
Use of an assessment timetable
Opportunities available for liaison between subject coordinators / assessment coordinator and SENCO
Behaviour policy / Code of Conduct / Home-School Agreement ?
G&T identified and policy in place
SF11/04audit
Secure across the school Reasonably well established (further (give details) work needed - give details)
A priority for Development (give details)
OTHER ISSUES
Secure across the school Reasonably well established (further (give details) work needed - give details)
There is a shared understanding by teaching, non teaching staff and children that learning is important and enjoyable and that everyone can improve
High quality training days including outside speakers
Support assistants trained in eg. NNS, NLS and intervention strategies
Teaching and non teaching staff are rigorous in exemplifying and demanding the highest standards possible for all pupils
Resources regularly assessed
Evaluation of intervention strategies
Subject leader expertise
Expectations of learning are high and there is an emphasis on shared learning, analysis and discussion
Pupils are motivated to be “the best that I can”
SF11/04audit
A priority for Development (give details)
SF11/04audit
Assessment audit November 2004