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Assessment Arrangements

Pupils arrive at Farley after taking Key Stage 1 SATs at infant school. Throughout their stay at Farley the Pupil' attainment and progress will be monitored at regular intervals, enabling valuable intervention to take place should children be at risk of falling behind.

throughout lessons, teachers and teaching assistants feedback to individuals, groups and whole class about their learning.  ongoing assessment is used to guide immediate interventions, gaps that are identified in learning are addressed through same day interventions. When more significant gaps are identified, children will be supported through targeted intervention groups or with individual support.

pupils'progress against the expectations for their year group is assessed by teachers half termly.  All pupils take standardised tests in reading and mathematics at the end of each academic year.

Farley Junior School is currently in the process of using these principles to develop an assessment system and policy that is robust.

Principles for assessment

 

NAHT – For Leaders, For Learners
Underpinning Principles for Assessment
P1. Assessment is at the heart of teaching and learning.
  • Assessment provides evidence to guide teaching and learning.
  • Assessment provides the opportunity for students to demonstrate and review their progress.
P2. Assessment is fair.
  • Assessment is inclusive of all abilities.
  • Assessment is free from bias towards factors that are not relevant to what the assessment intends to address.
P3. Assessment is honest.
  • Assessment outcomes are used in ways that minimise undesirable effects.
  • Assessment outcomes are conveyed in an open, honest and transparent way to assist pupils with their learning.
  • Assessment judgements are moderated by experienced professionals to ensure their accuracy.
P4. Assessment is ambitious.
  • Assessment places achievement in context against nationally standardised criteria and expected standards.
  • Assessment embodies, through objective criteria, a pathway of progress and development for every child.
  • Assessment objectives set high expectations for learners.
P5. Assessment is appropriate.
  • The purpose of any assessment process should be clearly stated.
  • Conclusions regarding pupil achievement are valid when the assessment method is appropriate (to age, to the task, and to the desired feedback information).
  • Assessment should draw on a wide range of evidence to provide a complete picture of student achievement.
  • Assessment should demand no more procedures or records than are practically required to allow pupils, their parents and teachers to plan future learning.
P6. Assessment is consistent.
  • Judgements are formed according to common principles.
  • The results are readily understandable by third parties.
  • A school's results are capable of comparison with other schools, both locally and nationally.
P7. Assessment outcomes provide meaningful and understandable information for:
  • pupils in developing their learning;
  • parents in supporting children with their learning;
  • teachers in planning teaching and learning;
  • school leaders and governors in planning and allocating resources; and
  • government and agents of government.
P8. Assessment feedback should inspire greater effort and a belief that, through hard work and practice, more can be achieved.