Assessment Procedure and Expectations
When looking at assessment, there are 4 key areas that we need to consider:
A successful assessment system will enable the teacher to understand thoroughly what is expected to be mastered by pupils at any given stage of education, and assess their progress towards doing so in a meaningful and fair way.
A key role of summative assessment is to provide the school with an overview and a method for: monitoring student progress; forecasting student performance or evaluating the effectiveness of teaching.
By using a summative, standardised test, it means that we have a way of interpreting the scores. These tests provide the school with the means for interpreting the data against national age-related expectations and can be used to identify individuals or groups.
By having a form of standardisation and an agreed approach to testing, it will help to increase the reliability of assessments. The purpose of the assessment and how the data will be used are important roles for this standardisation.
Summative tests do not provide us with the more granular levels of information i.e how each individual child did in each specific topic.
The other form of assessment – ‘formative’ is used to support diagnosis or make decisions about individual student’s learning at a classroom level. Formative assessment provides teachers with information which will then allow them to be used as feedback to modify teaching and learning activities. These assessments are best when they are easy to implement and offer immediate results that leads to instant intervention or instructional adjustment.