Providing feedback is proven to have a high impact on learning outcomes. It provides specific information on how to improve. - EEF
ASSESSMENT
Assessment is a vital tool for learning. Through continuous, timely feedback, we teach our children to be reflective learners, from which they begin to understand their strengths and more crucially, the next steps in their learning journey. Our assessment approach aims to ensure that content successfully transfers from children’s working memory to their long term memory.
Our teachers continually make use of a range of strategies to assess children's understanding and monitor their progress.
CHECKING FOR UNDERSTANDING DURING LESSONS
During lessons, we make use of the following research based strategies to check understanding in children’s learning:
- Think / Pair / Share
- Mini whiteboards
- No opt out
- Cold Calling
Questions and discussions are carefully structured to allow children to demonstrate their understanding of vocabulary related to the context of the learning. As well as allowing teachers to effectively check all children's understanding and to identify misconceptions as they arise, these checks also provide some of the processing needed to move new learning into long term memory.
MARKING AND FEEDBACK
Teachers mark children’s work in a timely manner; they provide next steps to move learning forward, highlighting any errors and misconceptions.
Children use a purple pen when responding to marking so the editing and improving process is clearly evident to both child and teacher.
Where necessary, adult support is offered during the editing stage to uncover any misconceptions before the learning moves on. In response, teachers amend their lesson planning in order to address and iron out such misunderstandings, before becoming further embedded.
Where next steps are discussed directly with a child in the moment, the adult writes VF (verbal feedback) in their book, to show that the discussion has taken place.
Further information relating to marking codes and expectations can be found on specific subject pages under the 'Curriculum' tab of the website.
MARKING AND FEEDBACK CODES
Teachers identify successes and next steps in their marking. Marking responses are made by children using a purple pen to highlight their engagement in the learning process.
The following codes are used in books when working with children and giving feedback.
NS: Next Steps (can also be demarcated as a magic wand for younger children)
P: Peer Assessment
VF: Verbal Feedback given
IG: Intervention Group
I: Independent
T / TA – This shows where independent work has been supported by an adult in the classroom and shows that work was not completed independently.
SELF AND PEER ASSESSMENT
Self and peer assessment is part of regular classroom practice and empowers children to shape their own learning and take responsibility for working towards personal targets. Children are taught how to assess their own and their peer’s learning and to feedback effectively. We teach the importance of having a growth-mindset and adopting specific learning behaviours, for example being
- reflective
- critical
- curious
These are explicitly taught through the school’s Behaviour for Learning Curriculum (see Behaviour Curriculum tab).
SUMMATIVE ASSESSMENT
Our approach to assessment and feedback is guided by current evidence based research (Education Endonwment Foundation - EEF).
Summative assessment is carried out formally at three points in the school year: Autumn 2, Spring 2 and Summer 2. These assessments focus on both core and foundation subjects. Specific information about these assessments can be found on our curriculum subject pages. Following these summative assessment points, progress and targets are discussed with parents and children. This is followed by a formal written report in the summer term.
STATUTORY ASSESSMENT POINTS
There are points throughout the year when children in different year groups participate in statutory assessments.
In EYFS, within the first six weeks of starting school, a baseline assessment is conducted by the class teacher with every pupil. This provides crucial information on which to plan for the year ahead.
At the end of Year 1, all children are assessed using the National Phonics Screening Test which identifies attainment against national standards and where further support is needed. Those who do not meet the nationally-determined pass mark will retake the test in Year 2.
In Year 4, children sit a multilication test to assess their knowledge of times tables up to 12 x 12.
At the end of Key Stage 2, children take their Year 6 SATs in Reading, Spelling, Grammar and Maths. Teacher assessments are used for writing.