Assessment

Assessment at Our Lady Queen of Peace

Assessment at Our Lady Queen of Peace is inextricably linked to the curriculum and is used diagnostically to evaluate the effectiveness of teaching and learning, growth in pupils’ deeper learning, breadth and depth of knowledge, understanding and skills.

In addition, assessment:

• places an emphasis on the specific curriculum knowledge pupils should acquire by the end of each year and each key stage, referred to as curricular goals.
• focuses needs on high-quality, in-depth teaching of the curriculum, supported by in-class high quality formative assessment.
• provides pupils with feedback which clarifies those aspects of the curriculum where their knowledge and understanding is secure and those areas where there are gaps.
• fosters in pupils’ a sense of responsibility for their own learning within the schools’ curriculum.
• promotes meaningful dialogue between pupil and teacher.
• engages with parents & carers to clarify what learners know and understand, and what they need to do to improve as well as what they, as parents, can do, to support their child’s continued progression.
• is used by teachers to inform teaching, lesson planning and the next steps in curriculum learning.
• enables teachers to grow professionally and make effective use of their time, knowledge and skills in the classroom to implement the planned curriculum.
• ensures that recording, tracking and monitoring does not contribute unnecessarily to teachers’ workload.
• raises standards by enriching curriculum learning and pupil motivation.
• is used by school leaders to evaluate impact of the curriculum and to ensure that the full curriculum is being delivered effectively and is being accessed by all pupils.
• promotes improved pupil outcomes.

Formative assessment activities in the classroom:

• Clarifying, sharing and understanding learning intentions and criteria for success.
• Questioning and Discussion [open ended / closed questioning, one to one / small group].
• Effective classroom discussions, activities and learning tasks that elicit evidence of learning.
• Marking and scrutiny of pupils’ work.
• Observational assessment of practical activities.
• Retrieval practice.
• Providing feedback that moves the learning forward.
• Activating learners as instructional resources for one another.
• Activating learners as owners of their own learning.

Summative assessment activities at key points in the academic year:

• End of year exams.
• Formal Assessments.
• Short end of topic or unit tests.
• Reviews for pupils with SEND.