Assessment and Marking Policy
Assessment takes place continually throughout the academy. The teacher is constantly questioning, observing, marking, testing, participating and consulting with children and using the knowledge gained to improve the child’s learning.
The aim of the policy is to improve teaching and learning.
We aim to use appropriate assessments:
- To inform our planning and provide coverage and differentiation for each child and ensure quality teaching and learning.
- To encourage children to become confident motivated learners.
- To celebrate pupils achievements.
- To track children to ensure progress is made.
- To provide evidence of achievement.
- To fulfil statutory requirements.
- Be formative and summative.
- Be part of the curriculum planning.
- Be manageable.
- Be used to inform teachers, pupils, parents and others about where the child is and what the next steps for learning are .
- Be used to inform about individual pupil targets and progress.
Summative Assessment is recorded in the following ways:-
- Teachers keep manageable portfolios of evidence of significant pupil attainment.
- Teachers carry out statutory, and other, assessments. Recording begins with Nursery Baseline assessments, development is tracked through until the completion of the Foundation Stage Profile. Progress and attainment is tracked throughout Key Stage 1 and includes Year 1 phonics screening and end of Key Stage 1 Tests.
- Assessments are ongoing and recorded online using Seaton Academy Assessment Performance Descriptors.
- Informal test results e.g. spelling, are recorded in each class.
- Regular meetings between parents and class teacher keep parents involved in pupil progress.
- Parents receive an annual written report and interviews are offered three times a year to discuss individual progress.
Formative Assessment is recorded and shared in the following way by teachers and teaching assistants:
- Learning intentions and success criteria are shared with the children.
- Children’s work is assessed against the success criteria.
- Children are encouraged to think about their learning.
- Symbols are used for children to indicate how well they have understood the task.
- Children become confident learners.
- Formative assessment informs future planning.
- Time is given for children to develop their work.
- Evidence is collected in the form of observations, photographs, tests and tasks (including statutory testing)
- Child’s attainment in core subjects.
- Child’s attainment in foundation subjects.
- Transitory evidence e.g. child’s profile is only useful until it is superseded. Once the need for it has passed it can be removed from the file.
- When marking work selected mistakes are highlighted, when appropriate, and children given input and opportunity to correct their work.
- Marking celebrates successful work and can indicate next steps through various methods, these include:
- Using a tick/comment/smiley face
- Sharing work with the class/group
- Showing another adult
- Awarding a star
- A positive comment
- An open question requiring a response
Health and Safety
- All aspects of this policy and practice are carried out with regard to our health and safety procedures.
- All relevant risk assessments should be read in conjunction with this policy.
Member of Staff responsible: Mrs C L Banks
Effective from: February 2020 Review February 2021