audit of assessment practice C2.pub

Suewarw

Description

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) ...

Informations

• Publié par: Zyog
• Nombre de lectures: 7
• Langue: English

Extrait

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