When we talk about assessment it depends from whose viewpoint. The government will be talking about assessment in relation to accountability. Here are some other views:

 

Teacher’s view - “People talk about assessment as though it’s separate to teaching. For me assessment is what you have to do in order to teach effectively.”

 

Child’s view - “I like to check my next steps and find out what I have done well. I also want to know how to get better at what I’m doing.”

 

What we believe at Bloxham - “Assessment should always improve learning not prove learning”  Graeme Logan HMI

Assessment is at the heart of children’s learning and our teaching.  This helps us build up a picture of a child's progress and achievement and also to identify their next steps in learning.

 

There are two types of assessment; formative and summative:

 

 

FORMATIVE

SUMMATIVE

Goal

To improve

To prove

Purpose

To enhance learning

To make judgements about children’s performance

Relation to teaching

Occurs during teaching

Occurs at end of year

Frequency

Occurs on a daily basis

Occurs at a particular point in time to see what children know

Role

To improve learning allows teachers to make decisions and monitor their teaching based on how the children are doing

To predict and judge children’s performance, give grades and determine if the content being taught was retained

 

 

At Bloxham C of E Primary School we have the following summative assessments

 

  • Foundation Stage: Baseline
  • Year 1:  phonic screening
  • Year 2 : SATs
  • Year 3,4,5: end of year assessments
  • Year 6: SATs

A glimpse into our classrooms shows examples of formative assessment, ongoing assessment through questioning, observation and dialogue, children indicating the answer using fingers, whiteboards, using learning partners to discuss questions, teachers giving feedback when walking round the classroom and explaining any misconceptions and marking books to give children their next steps more formally.

Our school is unique in the fact that we have no hands up, everyone thinks. The teacher asks a question and everyone is expected to think. Sometimes children discuss answers with their learning partners and children are then chosen at random using lolly sticks with names on to share their thinking. So every person is active in the classroom, there is no escape!

Learning is all about going deeper, it is about applying knowledge in new situations and extending the learning.

This is what children in year 6 are learning              23.12 + 22.? = 45.23

 

This is going deeper: Can you use five of the digits 1 to 9 to make this number sentence true

? ? . ? + ?.? = 3.7

Find other sets of five of the digits 1 to 9 that make the sentence true

 

Assessment bookmarks are sent home every Monday to keep parents informed of their child’s learning. Each statement is in child friendly language, as ‘I can…’. A ‘T’ is clearly marked to show what they are particularly focusing on. It is important to take the time to look at a child’s targets with them. Knowing what your child is focusing on in school will enable you to support and encourage them at home.

Children are assessed continuously during lessons to help them move on with their learning. When there is evidence of learning supporting a statement then the assessment bookmark is dated. Once a statement is secure it will be highlighted in a certain colour depending on the term in which it has been achieved. An arrow at the end of a statement indicates the child has been given more challenging learning than is indicated in the statement.

 

Term 1 – pink

Term 2 – green

Term 3 – blue

Term 4 – orange

Term 5 – purple

Term 6 – yellow

 

It is worth noting that doing something once or twice correctly does not always mean that a target has been securely reached. Many aspects of each statement have to be repeated several times before children retain the information, knowledge or skill.

We now only formally assess the children in June but we still continually track our children's progress. We input assessment data onto our school tracking system 3 times a year for reading, writing and maths.

 

Our teachers work with your children, day in day out, using the statements, so they have a really good idea where each child is in their learning.

For each area of learning a numerical value is given.

 

1

Emerging

Children who have evidence for some of the learning in a particular area but they are not yet secure

2

Expected

Children who have achieved a breadth of learning across almost all of the targets for the level

3

Exceeding

Children who have moved forward to more challenging learning and have applied what he/she has learned in new and unfamiliar situations

 

For reading, writing and maths, there are 8 areas of learning

 

Reading

Writing

Maths

1

Making connections

Ideas

Place value

2

Predicting

Organisation

Add and subtract

3

Visualising

Voice

Multiply and divide

4

Clarifying

Word choice

Fractions

5

Questioning

Sentence fluency

Measurement

6

Summarising

Spelling

Shape

7

Group participation

Grammar

Position & direction

8

Group leadership

Presentation

Statistics

 

By the end of the year most children will have at least a 2, which is the numerical value for ‘expected’, in each area for each subject. This will give a total of 16 (8 areas x 2).

 

Children with particular learning needs (SEND – Special Educational Needs and/or Disabilities) may have a different total to achieve, depending on their individual requirements.

 

PUPIL ATTAINMENT

Pupil attainment is reported at the end of the year in terms of emerging, expected and exceeding according to national age-related expectations.

 

Emerging: This is given to a child who is working towards the expected standard for their year group

 

Expected: This is given to a child who has met the expected standard for their year group

 

Exceeding: This is given to a child who has exceeded the expected standard for their year group

 

Very thorough systems are put into place at Bloxham Primary School so no child can slip through the net.

We want all our learners to be high attaining lifelong learners.

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