Assessment principles at Field End Junior School
Our assessment procedures are an essential part of how we help children achieve high standards. We regularly evaluate children’s knowledge, skills and understanding through daily formative assessments and termly summative assessments. These assessments help establish children’s abilities and current strengths, as well as their next learning steps.
The principles of Field End Junior School Assessment are:
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Assessment provides evidence to guide teaching and learning
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Assessment is fair, inclusive and free from bias
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Assessment outcomes are conveyed in an open and transparent way
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Assessment objectives set high expectations for learners
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Assessment is appropriate to age, to the task and to the desired feedback information
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Assessment should draw on a wide range of evidence
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Assessment is consistent, with judgements which can be moderated to ensure accuracy
Assessment outcomes provide meaningful and understandable information.
Teachers use assessment information every day to inform their planning, ensuring lessons continually build on children’s skills and knowledge, as well as spot misconceptions and deal with them promptly.
Children are actively involved in our assessments, as they become better learners when they are given time to reflect on their success in lessons and are aware of the links to previous learning. Qualitative and quantitative assessment information is shared regularly with parents throughout the year (Parent consultations and written reports) so that teachers and parents can work together to help children succeed.
We as a school is committed to the principle that feedback is a vital element of the assessment process.
PIXL – Partners in Excellence
Field End Junior School is a PIXL assessment school. Years 3-5 complete a PIXL assessment for Reading, Grammar and Maths each term. Question level analysis is uploading (QLA) in line with the annual agreed PIXL dates to allow us to view a school-to-school comparison. This also highlights where there are gaps in a child’s, class or year group’s knowledge and skills. Interventions and/or lessons can then be adapted to close the gaps in a timely manner.
In year 6 PIXL assessments are completed half termly and a QLA analysis completed each time. This then informs planning, interventions and/or curriculum design in Maths, Reading and GPS.
Foundation Subjects – (In the developmental stage at present)
Our assessment framework for the foundation subjects’ links numerical data to a series of statements which a child is expected to achieve by the end of each year group. This ensures consistent and accurate judgements are made about children's progress and attainment. Moderation internally across year groups as well as with other Trust schools is an important part of how we use and validate assessment in school.