Assessment Policy

Introduction:

This policy was formulated by the staff of St. Malachy’s Girls’ School. The P.D.S.T guidelines were used to assist in the drafting of this policy. It takes account of guidelines laid down by NEPS in “A Continuum of Support” and in “Assessment in Primary School Curriculum”, the Education for Persons with Special Educational Needs Act, 2004 and DES Circulars 02/05, 24/03

Rationale:

Assessment is the process of gathering, recording, interpreting, using and communicating information about all aspects of a child’s progress and achievement across the curriculum. The assessment of pupils’ development is central to the work of our school. Having an Assessment Policy in place will help to ensure uniformity and continuity of approach between classes and within our school. “It is about building a picture over time of a child’s progress and/or achievement in learning across the primary School curriculum. Information about how the child learns and what the child learns shapes that picture” (Assessment in the Primary School) –

Assessment of learning
Assessment for learning and difficulties/strengths/progress

We endeavour to identify at the earliest possible opportunity, children who may have learning/behavioural/emotional difficulties so as to put in place a whole school response to their needs.

Relationship to the School Ethos:

As a school we adopt a holistic approach to the development and education of each child. We strive to nurture a sense of personal identity, self-esteem and awareness of one’s particular abilities, aptitudes and limitations, combined with a respect for the rights and beliefs of others. We strive to promote excellence and equality in the development of the educational potential of all pupils. An effective Assessment Policy will ensure that enhancement, increased confidence and the realisation of a child’s potential are achieved.

Aims and Objectives:

The primary aims/objectives of the policy are to:

facilitate improved pupil learning
create a procedure for monitoring achievement
Identify areas of concern
track learning processes which assist the long and short term planning of teachers
co-ordinate assessment procedures on a whole school basis involving parents and pupils in managing strengths and weaknesses.

Policy Content:

Purpose of Assessment:

To inform planning for, and coverage of all areas of the curriculum
To gather and interpret data at class/whole school level and in relation to national norms
To identify the particular learning needs of pupils/groups, including the exceptionally able if applicable
To monitor pupils’ progress and attainment
To enable teachers to modify their programmes in order to ensure that the particular learning needs of individual pupils/groups are being addressed
To compile records of individual pupils’ progress and attainment
To facilitate the involvement of pupils in assessment of their own work where feasible
To enable teachers to monitor their own approaches and methodologies

Assessment Methods:

As part of the assessment process, a selection of assessment tools, chosen at the discretion of the teacher, will be used to help gain a clearer picture of the success of the teaching and learning in our school. Apart from the specific tests named below, a variety of assessment methods is used throughout the school, depending on the age of the pupils and the specific curricular area. In general, the assessment methods used in this school are:

Teacher observation
Teacher-designed tasks and tests
Pupil projects and portfolios
Pupil profiles
Samples of pupils’ work
Record keeping
Annual reports
Checklist

Assessment for Learning (AfL):

Assessment for Learning emphasises the child’s active role in her own learning. This level of involvement, in shaping their own learning, can heighten children’s awareness of themselves as learners and encourage them to take more personal responsibility for, and pride in, their learning. By interacting with the children in such a way, the teacher can gain valuable information as to how best deliver the curriculum in their classroom. Every interaction has the potential to provide the teacher and children with a better idea of what they do or do not understand or can and cannot do. Many of these interactions are informal and are a continuous part of everyday classroom activities. They are used to identify what pupils have achieved, what might be affecting their progress and what strategies will best support their future learning. The information that such assessment provides will also enable teachers to evaluate their own practice and make changes.

Assessment for Learning may consist of the following:

Teacher observation
Teacher-designed assessments
Homework
Work samples, portfolios and projects
Checklists
Pupil-teacher discussion
Sharing learning intentions and success criteria
Engineering effective classroom discussions
Formative feedback
Activating learners as resources for each other
Activating learners as owners of their own learning

Assessment of Learning (AoL):

Assessment of Learning generally involves assessing a child’s learning at the end of a given period, such as the end of a unit of work, a week, a term, or a year. Assessment of learning also helps the teacher to plan future work, to set new targets, and to provide feedback and information for end-of-year assessment.

Self-Assessment:

Children are involved in self-assessment when they look at their own work in a reflective way, identify aspects of it that are good and that could be improved, and then set personal learning targets for themselves. Self-assessment skills include effective questioning, reflection, problem solving and the ability to share thoughts in a variety of ways.

We use a variety of ways of involving pupils in assessing their own learning:

Questioning
Feedback
Dialogue and discussion
Focused correction of work
Traffic light system
KWL grid

Diagnostic Assessment:

YARC
Diagnostic assessment of Sigma-T
Busy at Maths tests
NNRIT
Running records of PM Plus

Standardised Assessment:

Standardised assessments, Sigma-T and Micra-T, are administered by class teachers during the months of May/June. They are also administered by second class teachers on entry in to our school in the first term of second class. The results of these tests are scrutinised by the class teacher, the SET and the principal. Where results indicate a learning difficulty, the pupil is, with written parental approval, referred for diagnostic testing. Results are communicated to parents in their annual report in June.

Screening:

Priority will be given to pupils who are performing at or below the 14^th percentile in English and Mathematics. The Continuum of Support as outlined in Special Educational Needs, A Continuum of Support, Guidelines for Teachers (DES 2007) will be followed.

Educational Psychological Assessment:

The principal, in consultation with the SET, is responsible for requesting and arranging any educational psychological assessments.
The assessment is consulted in drafting the support plus plan for the pupil.
Psychological reports are stored in the pupils’ files in the principal’s office.

Success Criteria:

This policy is considered successful if:

Early identification and intervention is achieved
Clarity is achieved regarding procedures involved in a staged approach
Procedures are clear, with roles and responsibilities defined
The Special Education Team have clearly defined roles and objectives
There is efficient transfer of information between teachers

Implementation:

This policy is effective from October 2019.

Review Timetable:

This policy will be reviewed in two years and amended as necessary by means of a whole school collaborative process.