Guidance_on_Assessment_Primary.pdf

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Guidance on Assessment
in the Primary School
Contents
Introduction
Aims
Section 1:
What is Assessment?
3
1
2
Section 2:
Developing Quality Assessment Policy and Planning at Whole-School Level
9
Section 3:
Developing Quality Assessment Approaches in Primary Schools
15
Section 4:
The Areas of Learning and Thinking Skills and Personal Capabilities
21
Section 5:
Effective Use of Data and Target Setting
39
Section 6:
Internal Standardisation in the Primary School
43
Section 7:
Effective Reporting
47
51
References
Appendix 1:
The ‘Big Picture’ of the Curriculum
53
Appendix 2:
The ‘Big Picture’ of Assessment and Reporting
54
Introduction
‘Assessment can affect pupils’ motivation to learn. It plays a crucial
role in improving learning and raising standards.’
Stiggins, 2008
What is taught in schools is often determined by what is assessed,
particularly where the assessment results are used for high stakes
purposes. The nature and content of the assessments could determine the
nature of teaching and learning and may limit the use of more innovative
modes of teaching (Burkhardt, 1987; NCETM, 2008). Assessment is also
a crucial aspect in the implementation of the key competences (European
Commission, 2012b).
Assessment is a key professional competency (GTCNI, 2011) that requires
teachers to:
•
use a range of assessment strategies to assess pupils’ learning;
•
appreciate its uses and limitations;
•
make evidence-based assessment against relevant criteria;
•
involve pupils in assessing their learning and performance;
•
assess pupil performance against relevant benchmarking data;
•
understand the relationship between assessment, setting pupil targets
and progression;
•
use assessment information to make teaching more effective; and
•
collaborate with others to make assessment more effective at the
classroom and whole-school level.
The Northern Ireland Curriculum sets out a flexible framework of
knowledge, understanding, skills and capabilities, to prepare young people
for a rapidly changing world. It aims to:
‘empower young people to develop their potential and to make
informed and responsible choices and decisions throughout their lives.’
The Northern Ireland Curriculum Primary, 2007
Assessment is an integral part of the Northern Ireland Curriculum. It must
reflect curriculum requirements to provide constructive, motivating and
challenging learning experiences. This enables young people to gauge
their own progress and potential and take informed action towards ongoing
improvement. Teachers can use a variety of assessment techniques as part
of an integrated approach to teaching, learning, planning and assessment.
When planning assessment, they should ensure that it is purposeful and fits
in well with the work they are assessing.
1
Aims
The teacher’s role is central to ensuring quality assessment within schools
(Wyatt-Smith et al., 2010). Teachers and schools must have sound knowledge
of assessment and the professional skills to develop and apply this in
practice (GTCNI, 2011). Webb defines assessment literacy as:
‘knowledge about how to assess what students know and can do,
interpret the results of these assessments, and apply these results to
improve student learning and program effectiveness’
Webb, 2002
Improving assessment literacy is essential for developing teachers’
competency to assess pupils’ learning. This will help them to be more
consistent and understanding in their professional judgements.
This guidance supports principals, vice-principals, assessment and Key
Stage co-ordinators, and teachers in planning for assessment at individual
pupil, class, and whole-school level and at the end of each phase: Foundation
Stage, Key Stage 1 and Key Stage 2.
This guidance aims to encourage and promote:
•
effective and manageable assessment planning, marking, judgements and
standard-setting;
•
pupils’ more active involvement in peer and self-assessment, including
setting and reviewing their own learning targets and identifying areas for
development;
•
the constructive use of feedback to improve learning;
•
the effective use of assessment data to inform teaching and learning for
tracking progress and to promote improvement (DENI, 2009); and
•
the development of coherent and manageable assessment practices that
promote equity and fairness for all individuals and groups and reflect the
Northern Ireland Curriculum and school improvement strategies (ibid.).
This guidance focuses on continuing professional development connected
with school Performance Review and Staff Development (PRSD) programmes
(Regional Training Unit (RTU, 2005)). This may help teachers to become more
competent practitioners of quality assessment.
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