Principles of Assessment
Woodslee Primary School
Principles of Asssessment
There are a wide range of assessments used within schools. Here are the principles on which our practice is built.
Staff Development policy & strategy should include assessment
- All those involved in the assessment of students must be competent to undertake their roles and responsibilities.
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.
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.
Assessment is honest
- Assessment outcomes are used in ways that minimise undesirable effects
- Assessment outcomes are conveyed in open, honest and transparent ways to assist pupils with their learning.
- Assessment judgements are moderated by experienced professionals to ensure their accuracy.
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 objective set high expectations for learners.
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 demand no more procedures of records that are practically required to allow pupils, their parents and teachers to plan future learning.
Assessment is consistent
- Judgements are formed according to common principle.
- The results are readily understandable by third parties
- a school’s results are capable of comparison with other schools, both locally and nationally.
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.
- Assessment must provide information that justifies the time spent.
- School leaders and governors in planning and allocating resources
- Government and agents of government
Timely feedback that promotes learning and facilities improvement should be an integral part of the assessment process.
- Pupils are entitled to feedback on submitted formative assessment tasks, and on summative tasks, where appropriate. The nature, extent and timing of feedback for each assessment task should be made clear to pupils in advance.