Whilst children’s progress is measured nationally at the end of Key Stage 1 (age 7) and Key Stage 2 (age 11), we are guided by the following principles.
Feedback helps to motivate children to progress through promoting further thought and challenge. Feedback encourages children to take responsibility for improving their work by actively responding to it using purple pen. Children are taught and encouraged to check their own work by understanding the success criteria, presented in an age-appropriate way, so that they complete work to the highest standard. Children are encouraged to take responsibility for their own learning. Children demonstrate this through developing editing and drafting skills and responding to challenge provided by the teacher and their peers, using purple pen. This, in turn, increases long-term retention and resilience-building. Feedback by teachers and peers also acknowledges the work a child has done, values their efforts and achievement, and celebrates progress.
We aim for feedback and response to be manageable for both children and teachers. Quality time is given during lessons to carry out high quality feedback. This is done though “hot marking” and verbal feedback from the teacher, peer-assessment and self-assessment. Time is allocated into the curriculum for children to respond to this feedback, including any marking done after the lesson. The learning gains from this active and independent responding, far outweigh the need to move on to the next unit, objective or text etc. These processes do not have to happen for every piece of written work, but is done regularly, so a culture of reflective thinking and improvement is created within the classroom. Teachers are aware that marking practices should be proportionate. Teachers consider the frequency and complexity of their written feedback, as well as the cost and time-effectiveness of marking in relation to their overall workload, then feedback accordingly.
Feedback varies by age group, subject, and what works best for the pupil and teacher in relation to any particular piece of work. Teachers focus on the success criteria or learning objective for each piece of work and communicate this to the children. It is made clear that feedback will be given based on the success criteria. This makes giving feedback and responding to it more meaningful. Feedback should help the child close the gap between what they achieved and what they could do to improve it. Teachers are encouraged to adjust their approach as necessary and trusted to incorporate the outcomes into subsequent planning and teaching. Feedback aims to serve a single purpose – to advance pupil progress and outcomes. Teachers consider what they are trying to achieve and the best way of achieving it. Verbal feedback, working with pupils in class, reading their work – all help teachers understand what pupils can do and understand.
|TEACHER ASSESSMENT||NATIONAL CURRICULUM TASKS AND TESTS|
End of key stage Teacher Assessment judgements are based on achievement in all aspects of the subject over the whole key stage.
Teacher Assessment judgements are based on a variety of evidence (oral, written, observed) in a range of contexts on a number of occasions.
Teacher Assessment is an integral and ongoing part of everyday classroom work.
Teacher Assessment identifies achievements over time.
Continuous Teacher Assessment informs future learning by identifying areas for development. Its major purpose is to recognise achievement and define next steps.
Test results are based on short tests which only sample some aspects of the subject.
Tests are structured, written assessments giving limited opportunities for children to demonstrate what they know, can do and understand.
Tests are externally timetabled. Some children may perform better or less well in timed tests than they do in their everyday classroom work.
Tests are a snapshot of attainment at a particular moment in time.
The Tests are designed to establish, at ages 7 and 11, how children are progressing against national targets.