Assessment
Introduction:
St. Columba's is committed to the ongoing development of pupils and to carrying out effective assessment of and for learning. This policy has been formulated to provide a transparent and uniform approach to assessment throughout the whole school.
Rationale:
The core of the policy is that all children should experience success at school. Assessment activities used in this school will contribute to pupil learning and development by gathering relevant information to guide each pupil's further learning (assessment for learning) and by providing information on each pupil's achievement at a particular point in time (assessment of learning). We aim to enable all children to develop to their full potential physically, intellectually, linguistically, emotionally and socially through a child-centred curriculum. This policy endeavours to identify children who may have learning difficulties and put in place a school response to their needs at the earliest possible opportunity. An effective assessment policy is central to this core objective.
Policy Content:
This policy is geared towards using assessment to inform planning and identify the needs of all pupils so that adequate strategies are put in place early enough to facilitate remediation. These strategies may include pupil self-assessment, peer assessment, pupil profiling, two- way communication between parents and teachers, modification of teacher programmes and the use of a continuum of support leading to student support plans.
Overall Aims and Objectives:
The primary aims/objectives of the policy are:
1. To facilitate improved pupil learning through evaluation and monitoring of progress.
2. To create a procedure for monitoring achievement.
3. To track learning processes at each stage, which assists the long and short-term
planning of current teachers and future teachers.
4. To coordinate assessment procedures on a school basis involving parents and pupils in managing strengths, styles and difficulties.
Relationship to School Ethos:
The school adopts a holistic approach to the education and development of each child and to the enhancement of teaching processes. An effective assessment policy identifies early interventions that need to be put in place to ensure that enhancement, increased confidence, and raised self-esteem are achieved.
Definition of Assessment:
In line with the National Council for Curriculum & Assessment (NCCA) our staff believe that assessment is integral to teaching and learning and is concerned with children's progress and achievement. It involves gathering information to understand how each child is progressing at school and using that information to further a child's learning. We concur with their definition of classroom assessment as "the process of gathering, recording, interpreting, using and reporting information about a child's progress and achievement in developing knowledge, concepts, skills, and attitudes." Assessment, therefore, involves much more than testing. It is an ongoing process that concerns the daily interactions between the teacher and the child, including moment-by-moment conversations, observations, and actions. (NCCA, Assessment in the Primary School Curriculum - Guidelines for Schools. November 2007 p.7).
We have followed the most recent legislation when developing our assessment policy.
Aims of our Teacher Assessment Strategies:
•To benefit pupil learning
•To monitor learning processes
•To generate baseline data that can be used to monitor achievement over time
•To involve parents and pupils in identifying and managing learning strengths or difficulties
•To assist teachers' long and short term planning
•To coordinate assessment procedures on a whole school basis
Purposes of Assessment:
•To inform planning for 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 of pupils including the exceptionally able
•To enable teachers to modify their programmes and their teaching methodologies in order to ensure that the particular needs of individual pupils/groups are being addressed
•To compile records of individual pupils' progress and attainment
•To facilitate communication between parents and teachers about pupils' development, progress and learning needs
•To facilitate the active involvement of pupils in the assessment of their own work
Range of Assessment Methods used Throughout the School:
Both assessment of learning and assessment for learning are used by teachers to make professional judgements about pupil achievement/progress. Deciding what to assess will be based on the curriculum objectives in each curriculum area/subject and on what the teacher intends to help the children to learn. Pupil's progress is assessed on a continuous basis. The range
of assessment methods that are used are outlined below but are not limited to these.
Assessment for Learning Strategies:
Assessment for Learning is a 'formative' assessment, aiming to support and advance students in their learning. At its heart, assessment for learning is a way of informing and involving the learners themselves in the process of assessment. The following methods of Assessment for Learning (AFL) can be chosen from:
Teacher designed tasks and tests
Created at the teacher's discretion
Class assessments
Class tests, scores and work samples are recorded by the teacher in the class assessment folder
Success and improvement strategy
Children will be given either oral or written feedback on how to improve their work. This would aim to be a mix of positive feedback and identifying areas for improvement.
Sharing the learning outcome and devising success criteria
We are learning to... (WALT), We will know when we've achieved this because/What I'm Looking For (WILF)..........
The learning outcome(s) and the success criteria may be displayed on a chart/ whiteboard/ post-its etc).
Teacher/peer/self-evaluation in terms of these by identifying successes and improvement needs against the set criteria
Effective teacher questioning
Teachers use higher-order questioning to provoke fruitful discussion. Strategies for turning recall questions into formative questions include: Giving a range of answers
A statement (eg. All foods are good for you. Agree or disagree. Why?)
Right and wrong (eg.two examples - a fizzy drink and a water). Asking children to discuss.
Give the answer - and ask how it was arrived at.
An opposing standpoint eg. How might a victim of the Irish famine perceive stealing a loaf of bread even if it meant deportation to Australia if caught?
Challenging traditional thinking eg. What if the wolf in the story of the Three Little Pigs was innocent?
Individual Oral Feedback
To enable children to identify the next steps in their learning
Quality marking by teacher
Occasional pieces of work marked focusing on pointing out success and
improvement rather than marking every error in existence. On occasion 'test' marking will be undertaken whereby all aspects of the work will be marked eg. a story where comments are made re: spelling, grammar, punctuation, handwriting and the overall quality of the work.
Quality marking by children
Children are gradually trained to identify their own successes and areas for improvement with control gradually handed over from the teacher to the child.
Oral responses of pupils
Teacher Observations
Conferencing where appropriate/necessary
Completed assignments by pupils - projects, copybooks, work samples, homework, etc.
Parental/pupil feedback or observation.
Standardised tests
Diagnostic tests (where appropriate)
Assessment by a psychologist (where appropriate)
Pupil Self-Assessment
Self-assessment is the means by which pupils take responsibility for their own learning. However, we need to train pupils to self-assess. Teachers can select from the following strategies to aid self-assessment as appropriate for their own class; KWL, a traffic light system, thumbs up or down, smiley faces, talking partners, two stars and a wish etc.
Concept maps, mind maps, brainstorming.
Evaluation sheets
Self-Editing, drafting, and re-drafting
Pupil Questionnaires/Interviews
Pupils Logs e.g. spelling log, reading log, etc.
Reflection; Representation; Reporting: Children think about what they have been learning. They then represent what they have learned (e.g. through a drawing, concept map, brainstorming, questions, think-pair-share, paragraph etc.) Children then report on their learning to the teacher; class; group; parent; partner etc.
Assessment of Learning:
Assessment for Learning is 'formative', while Assessment of Learning is 'summative', i.e. Its main purpose is to grade and certify students' achievement and inform future planning and learning.
Standardised Tests- (Refer to Circular 26/19)
The purpose of the standardised tests is to allow teachers to make placement and progress decisions based on assessment results and to develop appropriate interventions for certain children.
Some of the following tests are used in our school.
MIST (Middle Infants Screening Test) Senior Infants: is administered at the end of the second term of Senior Infants (upon completion of 5 terms in school). The results of this test usually generate a small group of pupils who need further work in specific areas.
Micra T (English) & Sigma T (Numeracy): are administered to First Class pupils. These test results are then analysed along with the findings of the MIST before groups for learning support in numeracy and literacy are formed.
NVRT: is carried out in Second Class and Fourth Class at the end of September.
The Drumcondra Primary Reading Test (Educational Research Centre 2019) is administered each May to all classes from First to Sixth. All scores are recorded on the class record template and stored by the SEN Team. A copy is given to the class teacher and to the principal. Individual results are also added to each pupil's file. All pupils in the school have an individual file.
Results of this standardised test are communicated to parents in the end of year school report in Second, Fourth and Sixth class.
Sten 1 to 3 Below average
Sten 4 to 7
Sten
8 to 10
Above average
hi
The SEN Team analyse the results in June to inform their future planning for the following September. They administer further individual diagnostic tests e.g YARC (Yorkshire Assessment of Reading for Comprehension), where test results indicate a cause for concern. The results of the diagnostic tests are used to find the childrens' strengths and needs and to plan a programme of work.
Mathematics
The following are the assessments tools used by teachers when teaching mathematics:
Teacher observation
•
Worksheets and work in copies
Assessment games
Extension and enrichment activities based on the strand unit being taught. See PDST Teaching Manuals.
Ongoing teacher-designed tests. Children bring the corrected test home for signing. Oral tests (tables, continuation of number patterns, etc.)
Problem-solving exercises which use a variety of mathematical skills.
Each May pupils from First to Sixth Class are formally assessed using the Drumcondra Primary Maths Test (Educational Research Centre, 2006). The results of these tests are stored by the SEN Team and a copy is given to each class teacher and to the principal. Individual results are also added to each pupil's file. All pupils in the school have an individual file. Results of this standardised test are communicated to parents of 2nd, 4th and 6th class pupils on written school reports in June, using Sten scores. Parents of pupils in 1st class, 3rd class and 5th class are given standardised test results at the Parent/Teacher meetings (or after testing if parents request this) using Sten scores:
1 to 3 Below average
4 to 7 Average
8 to 10 Above average
Following assessment and analysis of test results, teachers may
Give extra help to children who need it.
Decide to increase the time spent using concrete materials
Discuss the results with the teacher receiving the class the following year
Discuss concerns with parents and encourage parents to help children informally with mathematical activities at home.
If interventions at classroom support level are not enough to fully meet the pupil's special educational needs school support will be required.
The SEN Team analyse the results in June for allocation of resources to pupils in September and to inform future planning. They administer further individual diagnostic tests e.g. Action Maths 1-6, where test results indicate a cause for
concern. The results of the diagnostic testing are used to find the children's strengths and needs and to plan a programme of work.
An analysis of standardised test results should be done periodically by the SEN Team to identify strengths and common areas of weakness in all pupils' learning in English and Maths. This analysis will be communicated to all the teachers.
Ability
• N.V.R.T. (Non-Verbal Reasoning Test) age 8+9; age 10+11 NFER Nelson 1993 is administered twice during each pupil's time in primary school. They are administered in September to Second and Fourth class.
All scores are recorded on the class record template and stored by the Special Ed. Team. A copy is given to the class teacher and to the principal. Individual results are also added to each pupil's file.
Screening:
The screening tests used to identify learning strengths and weaknesses in the school are;
Middle Infant Screening Test (MIST) - NFER Nelson, 1993
Drumcondra Test of Early Literacy Diagnostic Reprint 2014 Drumcondra tests of Early Numeracy reprint 2014
Sigma T Level (C J Fallon, 2007)
MICRA T (CJ Fallon 2007)
These tests are administered individually or on a class basis. The MIST is administered on a small group/class basis around Easter of each year.
Diagnostic Assessment
The administration of diagnostic tests by the school's SEN Team is in keeping with the approach recommended by Circular 0040/2024.
Such tests are administered by the SEN team following referral by the class teacher in consultation with the parents. Parents are provided with test results and if a psychological assessment is warranted, parental permission is sought and a consent form is completed.
The diagnostic tests used by the SEN Team in our school include;
YARC York Assessment of Reading and Comprehension (Passage Reading) YARC York Assessment of Reading and Comprehension (Early Years)
Word List or similar- first 100 words, second 200 words (important words in learning to read) NEPS
Drumcondra Spelling Test
Free Writing samples
Action Maths Tests 1 to 6 (Folens)
Parents are consulted about diagnostic testing at a meeting organised by the class teacher and/or SEN coordinator. At this meeting concerns are discussed and recommendations for further testing are made. Parents' permission is sought and the school requests written permission.
The SEN teacher will administer the diagnostic tests and interprets the results.
If the diagnostic assessment indicates that supplementary teaching would be beneficial this will be arranged. In consultation with the class teacher a learning programme will be drawn up. Appropriate different learning interventions are initiated to ensure that the results of the assessments inform subsequent student support plans.
The SEN Team will schedule a meeting with parents (and relevant agencies) following testing to share information about diagnostic results.
If it is necessary to consult a psychologist (NEPS or other) about diagnostic test results the principal/deputy principal will organise a consultation meeting.
Psychological/OT/Speech & Language /Other Assessment
Children may be identified for assessment /observation at any time during the academic year. The class teacher, SEN teacher and /or principal meet parents & a consent form is signed by the parents if the child is targeted for psychological assessment. Children who present with possible SLT/OT needs will be identified to the SEN teachers/ principal. The principal, SEN teacher and /or the class teacher will advise the parents regarding getting a medical referral from their GP or other services.
The results of assessments will guide the drafting of a student support plan if appropriate.
Recording Result of Assessment
Each class teacher has an assessment folder. This folder contains test and assessment results, samples of pupils' work and pupils' self-evaluation.
All data is sensitive to each child and each teacher is responsible for the safe storage of their assessment folder.
Hard copies of the pupil's professional reports are stored in a locked cabinet in a SEN room. Student support plans are also located here. These can also be found on the Drive with the relevant teachers having access to this information.
Standardised test results are given to the relevant second level school on transfer from primary to secondary school as per the pupil passport.
Success Criteria:
This policy is considered successful if;
Early identification and intervention is achieved
Clarity is achieved regarding procedures involved in a staged approach
The SEN Team have clearly defined roles and objectives
There is efficient transfer of information between teachers
Roles and Responsibilities:
Mainstream teachers, Special Education Teachers, and the Principal/Deputy Principal assume shared responsibility. It is the responsibility of the class teacher to set in motion staged interventions at class level.
At Stage 2, the responsibilities are shared with the Special Education Team. The Principal/Deputy Principal assumes a primary role at Stage 3 when a Psychological Assessment may be required. Parents have a role at all stages and the lines of communication must be always kept open.
Implementation:
This policy is currently being implemented.