Addison Primary School
Addison Assessment Principles
At our school, assessments means continually evaluating children’s knowledge, skills and understanding. It also entails establishing what children can do and what their next learning steps ought to be. Assessment is at the very heart of the learning process; it provides valuable evidence to guide and improve the teaching and learning. Furthermore, it also offers an opportunity for children to demonstrate and review their progress over the course of a period of time. All in all, it is an integral part of our relentlessly ambitious, high expectations culture.
We are committed to:
How do we assess?
Formative Assessment
Formative assessments take place on a day-to-day basis during teaching and learning, allowing teachers and pupils to assess attainment and progress more frequently. It begins with diagnostic assessments: indicating what is already known and what gaps may exist in skills or knowledge. If a teacher and pupil understand what has been achieved to date, it is easier to plan the next steps. As the learning continues, further formative assessments indicate whether teaching plans need to be amended to reinforce or extend learning.
Formative assessments may be questions, tasks, quizzes or more formal assessments. Often, formative assessments may not be recorded at all, except perhaps in the lesson plans drawn up to address the next steps indicated. When assessing children formatively, a teacher (and teaching) needs to consider:
Where are pupils now? |
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Strategy 1: |
Offer regular descriptive (and specific) feedback. |
Strategy 2: |
Teach pupils to self-assess and set goals. |
Where are they going? |
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Strategy 3: |
Provide pupils with a clear and understandable vision of the learning target. |
Strategy 4: |
Use examples and models of strong and weak learning. |
How can I close the cap? |
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Strategy 5: |
Teach pupils focused revision. |
Strategy 6: |
Engage pupils in self-reflection and let them keep track of and share their learning. |
Summative assessment
Summative assessments sum up what a pupil has achieved at the end of a period of time, relative to the learning aims and the relevant national standards. The period of time may vary depending on what the teacher wants to find out. There may be an assessment at the end of a topic, half-term, year or key stage.
A summative assessment may be a written test, an observation, a conversation or a task. It may be recorded through writing, through photographs or other visual media, or through an audio recording. Whichever medium is used, the assessment will show what has been achieved. It will summarise attainment at a particular point in time and may provide individual and cohort data that will be useful for tracking progress and for informing stakeholders (e.g. parents, governors, etc.).
Assessment Schedule 2020/2021
Aut 1
Pupil progress meetings |
Baseline Assessment
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Wb 28th September - Assessments to be completed within the week Recorded in Teacher Mark Books
Wks 12th and 19th October
No testing during the first 3 weeks |
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Aut 2
Pupil progress meetings |
Summative Assessment Week
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Wb 30th November
Data input Sims Monday 7th December 5pm
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Spr 1 |
Formative Teacher Assessment
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Wb 25th January - Assessments to be completed within the week. Recorded in Teacher Mark Books Wb 1st and 8th February |
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Spr 2
Pupil Progress Meetings |
Summative Assessment Week
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Wb 1st March Data input into Sims 5th March
Wb 22nd & 29th March |
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Sum 1 |
KS1 Tests |
Wb 3rd May |
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KS2 Tests |
Wb 10th – 13th May |
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Formative Teacher Assessment
Progress review Meetings |
Wb 17th May Assessments to be completed within the week. Recorded in Teacher Mark Books
Wb 4th May |
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Sum 2 |
Summative Assessment Week Year 1, 3, 4, & 5 Writing- moderating books
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Wb 28th June Data input Sims 5th July |
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Reception GLD data input |
TBC |
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Year 1 & 2 Phonics Check |
TBC |
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Progress report and class analysis for next academic year. |
Due 7th July |