Primary assessment has undergone radical changes in recent years with the removal of National Curriculum levels, leaving the profession often confused and uncertain. However, assessment has always been an essential part of teaching and learning and no matter how much systems change, the principles of good assessment remain.
In order to move a learner’s thinking and understanding forward, you need to appreciate their starting points and assessment is a key part of that process. It is important not only for the teacher to know these starting points but also for the learner – and for them both to be able to see how they are moving learning forward. Quality assessment in the classroom involved both the learner and the teacher and while the focus has been for many on the end of year assessments, the accuracy and reliability of those assessments are dependent on teachers (and learners) practising continuous assessment in the classroom.
I have spent many years working with teachers developing good assessment practices – both formative (e.g. assessment for learning) and summative (e.g. end of year assessments). The support areas below draw upon current assessment thinking and research as well as good practice seen in schools.
Training & Services
Marking & Feedback
- Requirements for effective feedback
- Developing a school policy
- Strategies & Feedback Framework
- Principles of formative assessment
- Role of Learning Intentions & Success Criteria
- Strategies for the classroom
Presentation sessions can be delivered individually (e.g. a staff meeting), or two could be delivered as half day training , or four would make a whole day’s INSET. Each session is approximately 75 minutes in length.