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Yealmpstone Farm Primary School

'The doorway to learning for the whole community.'

Assessment Info

YFPS recognises guidance for Assessment Without Levels set out by ‘The Commission’ 2015. There are three main forms of assessment at YFPS:

 

  • Day-to-day in-school formative assessment
  • In-school summative assessment
  • Nationally standardised summative assessment

 

Principles of Day-to-day in-school Formative Assessment:

 

  • To enable individual pupils to make progress in their learning
  • To relate to shared learning objectives
  • Are underpinned by confidence that every child can improve
  • To help all pupils to demonstrate what they know, understand and are able to do
  • To include reliable judgements about how learners are performing, related, where appropriate, to national standards
  • To involve both teacher and pupils reviewing and reflecting upon assessment information
  • To provide feedback which leads to pupils recognising the ‘next steps’ in their learning and how to work towards achieving these
  • To enable teachers to plan more effectively
  • To provide us with information to evaluate our work, and set appropriate targets at Whole‐ School, class and individual pupil levels
  • To enable parents to be involved in their child’s progress

 

Principles of in-school Summative Assessment

 

  • To enable the school to track the pupils’ progress across the year
  • To enable the parents to track their child’s progress across the year
  • To give detailed information on previous understanding, attitude and knowledge
  • To enable smooth transition into the next year group so work can be matched quickly to the needs of the pupils
  • To enable parents to understand what their child has achieved and contribute to their progress
  • To enable the school to demonstrate progress, attainment and wider outcomes

 

 

Principles of Nationally standardised summative assessment:

 

  • To enable the government to monitor schools’ pupils’ attainment and progress
  • To enable parents to compare schools in an area
  • To enable the school to demonstrate progress, attainment and wider outcomes
  • To enable schools with similar contexts to compare outcomes

 

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