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1) Why is it important? I agree like other colleagues that it is important to engage critically with the assessments we are conduct, to be clear about what we are doing and why we are doing it. Furthermore, to ensure that our time is well spent. We do not want to be using valuable time on assessments that do not achieve or measure what they are supposed to.
2) 3 Levels - useful? I liked this model, as others have remarked, it is simple and easy to ask these questions when presented with a particular assessment. It also made more sense when one of my colleagues put it in terms of teachers work as well.
3) What assessments does my setting use for multiple purposes? Our digital observations are generally used in a formative, responsive way but ultimately they become a cumulative assessment to demonstrate that a child has reached a particular development band. These summative assessments are then used to measure the overall attainment and potentially the effectiveness of teaching specifically of the teacher and of the school in general when shared with the governing body.

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Why is it important to consider the purpose of an assessment? The main point of assessment, thinking as a classroom teacher, is to allow you to modify and develop the lesson to provide maximum support for the students. It is necessary to look at what you information you would like to know about them to do this and how the assessment is created to assist you gaining this information. The purpose should be incredibly specific to the information you wish to collect and be designed to collate it.

Do you find Newton's (2007) three levels of purpose - Judgement, Decision and Impact - useful when thinking about purpose? I think that it provides a framework with which to evaluate the assessment you are looking to implement in the classroom. The questions can be used to interrogate the purpose and refine this to ensure that it functions effectively.

What assessments do you do at school which have many purposes? Do you consider them to be overloaded? Why or why not? We use a variety of summative and formative assessments that have multiple purposes. For examples GL assessments are used to obtain a granular knowledge of what the students understand but are also utilised to create target grades for students in their GCSEs. This is also the same for mock exams - used to identify issues with subject knowledge that need to be recitified but also used by staff to predict the grades for students at the end of year 11.

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Why is it important to consider the purpose of an assessment?

This is important because I need to know what it is I want to infer from the outcomes. I need to consider what is it testing, what will it tell me, what will it tell the student.

Do you find Newton's (2007) three levels of purpose - Judgement, Decision and Impact - useful when thinking about purpose?

Yes, as stated above without a clear purpose of what I am trying to elicit from the assessment, then the assessment is pointless: it won't tell to what extent a concept has been understood; it won't tell the child what they are secure in and what needs focus.

What assessments do you do at school which have many purposes? Do you consider them to be overloaded? Why or why not?

I dislike the idea of trying to infer a GCSE grade for a year 9 student from a year 9 end of unit summative test - it doesn't stack up as the test is deigned to test a small fragment not an entire GCSE. The GCSE is like looking at an entire football game whereas until that point, we are looking at small components of that game.

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I think Newton's Three Levels of Assesment Purpose  - Judgement, Decision, Impact - can be summed up thus - What are teachers measuring? How will teachers use that measurement? How will that measurement help the learners? - and indeed this is a very concise way of looking at the construct of assessment. It neatly sums up what teachers should consider before looking at the mechanisms.

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Why is it important to consider the purpose of an assessment?
If you don't clearly know the purpose of an assessment, you will not be able to use the data that is produced appropriately.

Do you find Newton's (2007) three levels of purpose - Judgement, Decision and Impact - useful when thinking about purpose? It is always useful to crystalise approaches/though processes that occur naturally into systems to allow more effective reflection.

What assessments do you do at school which have many purposes? Do you consider them to be overloaded? Why or why not? Great improvements have been made in recent years to reduce this. However there are still some important decisions (eg, GCSE science streaming) that are made unreliably due to assessments being used inappropriately. Another example is the termly 'working at grades' that are assigned based on teacher judgement.

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The retrospective ‘use of an assessment for a different purpose’ has indeed led to problems. With the use of TAGs for 2021 an end of Programme of Study, the summative exam was replaced with end of unit essays and mock exams, although summative in nature, have in some cases, been sat in Year 10, as a means to establish a current overview and to inform specific needs. In order to produce evidence, a hurried range of tasks needed to be completed without the regular revision schedule built into the planning and without the modular (in some subjects) staged completion over the 2 year course. Assessments were therefore ‘overloaded’ not suited to the original purpose and most probably biased.

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Why is it important to consider the purpose of assessment?
If there is no purpose or at least a clear purpose then your assessment is just for the sake of an assessment which is a waste of the students time and those marking the assessment.
Do you find Newton's (2007) three levels of purpose - Judgement, Decision and Impact - useful when thinking about purpose?
Yes because on the whole they make sense and are things we commonly discuss when creating or adapting assessments.
What assessments do you do at school which have many purposes? Do you consider them to be overloaded? Why or why not?
With Mock exams they have many purposes, they are used as a practice to summative exams at the end of the course, as judgement on what knowledge students have to re-learn or go back over, how we can improve exam practice in general, whether students are meeting their target grades or not. This is often overloaded as the mock papers are lengthy to take and mark; they happen frequently throughout the two year courses and depending on the time of day taken and whether students have had other exams that day too the grades can vary a great deal- there are too many variables to be consistent.

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Why is it important to consider the purpose of an assessment?
I think that it is informant to think about why you are carrying out the assessment for several reasons, firstly so that you are not wasting anyone’s time (teachers or learners). If you go ahead with an assessment and then after it is finished you realise that it was not fit for the intended purpose and you can not gain the information you need, what was the point in carrying it out?

Do you find Newton's (2007) three levels of purpose - Judgement, Decision and Impact - useful when thinking about purpose?
I like how simplistic this idea is, when you are in the middle of a long term and work load is high, these levels allow you to think things through quite quickly and clearly and is something to refer to easily.

What assessments do you do at school which have many purposes? Do you consider them to be overloaded? Why or why not?
At school we complete termly maths and reading assessment. These assessment are used to gather data on attainment for the teacher, trust and governs, they are also used to show progress in performance management reviews and they are supposed to be used to show gaps that teachers should then plug. However, these tests are often testing children on content that has not be taught so as they are tested thought out they look like they are making continued progress purely because they are learning more content. I think that this type of tests is overloaded and is not really achieving any of the outcomes that the school really want to use it for.

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What assessments do you do at school which have many purposes? Do you consider them to be overloaded? Why or why not?

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What assessments do you do at school which have many purposes? Do you consider them to be overloaded? Why or why not?

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All pupils in my secondary school do end of year summative assessments in most subjects. I think this overloads some pupils, but suits others fine. As with many things in education, there is no 'one size fits all' answer for this.

I don't think formative assessment overloads pupils, as this is ongoing and can be on a very small scale and not even necessarily what pupils would think of as assessment.

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Why is it important to consider the purpose of an assessment?

During the academic year we can often get so wrapped up in day to day life and data expectations we often forget to think about why we are doing the assessment in the first place, this is additionally evident when assessments have been premade and have not been revisted since tey were made. I fiind assessments such as exit tickets whilst time consuming to mark (if students are unable to mark them themselves) a useful tool to reflect and change the next lesson accordingly.
The fundamental aim to enhance students learning and assessment is a vital tool in this.

Do you find Newton's (2007) three levels of purpose - Judgement, Decision and Impact - useful when thinking about purpose?

I think this is a really useful reflection tool when creating an assessment but also when planning lessons. It allows the teacher to really think about questionning not only written but verbal too.

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I think it is very important to think about the purpose if assessment as teachers we need to have a good understanding of why we do certain aspects of teaching and how this can help our students. Is the assessment going to cause the students undue stress and anxiety or can it be done in another way?
I think Newtons levels of purpose really useful as it helps us direct our reflection of why we are carrying out certain reflections.
In primary school our main assessments are to make sure that the children have built an understanding of what has been taught, this also helps us judge our method of teaching to see if it is presented in the best way.

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Use of assessment

I find considering Newton to be very useful. The idea of assessment has been a bugbear for me for a while. We seem to do so much assessing, but as a mathematician I recognise how difficult it is for any data to be usable. We often just assess because we "need to do an assessment" and there is a big hole in our understanding of purpose for this. We don't think of the why? a lot, and we create reams and reams of data that is either not used, or used far beyond its original remit.

I think we back fill data with meaning a lot of the time. We design an assessment, take the data, and then fixate on the numbers. We then assume it is good data, simply because we took it, and forget to question any validity

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Why is it important to consider the purpose of an assessment?

Knowing the purpose of an assessment is essential for both its creation (e.g. ensuring the form suits the purpose), but also how it is interpreted. It will also potentially affect the measures put in place regarding reliability (e.g. If it is a key summative assessment that may affect coursework marks, or setting, then blind-marking to avoid bias might be appropriate. This would be less practicable if the purpose was the determine understanding of a threshold concept and how the teacher may need to adapt future lessons to address this).

Do you find Newton's (2007) three levels of purpose - Judgement, Decision and Impact - useful when thinking about purpose?

It is a useful way of breaking down the broader idea of purpose.

What assessments do you do at school which have many purposes? Do you consider them to be overloaded? Why or why not?

At present, our essay-based (or story/transactional) writing tasks are the main type used for summative assessments. These both provide us with information on student understanding, but also are used for other purposes (e.g. interventions,...). We have started to incorporate more granular approaches (e.g. assessing for key concepts, vocabulary, reading level/age) as well, as this offers more targeted information on particular skills.

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If you don’t know what the purpose of an assessment is then there surely isn’t any point in undertaking it!  It is essential that there is a clear purpose behind the assessment that both teacher and student understand so students understand what they need to produce and teachers are clear what they are looking for and that the information gleaned is useful.

When thinking about assessment, I am not sure that I find Newton’s three levels particularly helpful. Personally, I find they confuse what I already think is a very clear idea.  In my context, we undertake mock exams which have many purposes; to assess what students know and need to know for their final exams; to assess the quality of teaching within the department and of particular teachers and to assessment the department’s result in relation to whole school results.  As long as the value of these assessments is positive e.g. they are not used unfairly to punish teachers/departments, then they are a useful assessment tool in the above areas.

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It is essential to consider the purpose of assessment as without the knowledge of this, the results are likely to be taken out of context.
Newton's (2007) three levels of purpose is a useful way of simplifying the purpose of any assessment and making sure it is designed in a purposeful way, not to tick a box!
The obvious multi-purpose assessments at my school are the mock exams. However, there are significant questions over their validity - if decisions are to be made based on these results, then all stakeholders should be aware beforehand.

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I think it is important for teachers to know the intended purpose of the assessment to ensure what we want to measure. Without correct idea of judgement in an assessment, the inference might not be valid so having a clear idea about judgement will help to make valid inferences. Decision of an assessment is what most teachers use to inform future and on going planning and I agree with Newton on this. Impact of an assessment will depend on whether what our assessment looks like. I think most assessment in our schools are overloaded. From my experience, we do use end of topic summative assessments for grading but then looking at overall trends in gaps. I never thought about the purpose there- is it informing me of grades or am Iooking at how much they remember or identifying gaps? Does my assessments serve the purpose of identifying gaps?

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It is vital to consider the purpose of the assessment before using it, so that you have the correct content and format. Knowing the purpose gives you a key point to aim for when setting the tasks. I found Newton's levels of purpose a really clear way of thinking about purpose. In my department we have reduced the use of 'impact' for assessments. We used to get pupils to really reflect on end of unit tests with specific questions and this is something I have let slip in favour of WWW and EBI and detailed teacher feedback. I agree with the comments about us 'going through the motions' and the recent 'non-gcses'. Self and peer assessment is something I use more in lessons in a less structured way than 'formal' assessments.

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If there is no purpose to an assessment then there are issues with the use of the information gathered - it could be misconstrued.
It may be hard to consider judgement, decision and impact from one assessment. For example, it may be difficult to make decisions on future teaching if the assessment represented an exam at the end of a school career.

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I use a lot of self and peer assessment at KS4 weekly, and at KS5 with each essay. Our KS3 departmental gradesheets are never fully completed by some teachers, sometimes for the whole year, so there are no centralised marks to go to and look at student attainment on individual summative assessments. 

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I use a lot of self and peer assessment at KS4 weekly, and at KS5 with each essay. Our KS3 departmental gradesheets are never fully completed by some teachers, sometimes for the whole year, so there are no centralised marks to go to and look at student attainment on individual summative assessments. 

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I find the 3 levels interesting to reflect on. Judgement and decision seem fairly logical and straight forward for me. I don't think I have have thought enough about "impact" with regard to assessment.

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I think we sometimes just go through the motions of assessment as it is something we are expected to do without really considering the purpose.

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Why is it important to consider the purpose of an assessment?
As there are different assessments, and they're used for different things, we need to be aware and conscious of the purpose behind the assessment and not use it as evidence for something else. Eg the assessments we have done currently, for Y11 in the light of no GCSEs being done this year and then using these concocoted "tests" to give students, "teacher assessments" and each school doing it differently. What a load of nonsense.

Do you find Newton's (2007) three levels of purpose - Judgement, Decision and Impact - useful when thinking about purpose?
Newtons levels are very useful, I especially like the impact stage, as I think we can spend too much time, testing and not actually get any outcomes from that. in terms of learning goals and next steps, I don't just want a grade/level/score

What assessments do you do at school which have many purposes? Do you consider them to be overloaded? Why or why not?
Our end of unit tests do seem to be a bit excessive at times and we seem to spend a lot of time, marking them, doing an extensive question level analysis for each child for every test but it does give us a very clear picture of what topics students can and can't do. This does help with future planning and also an overall assessment for tracking

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We use mainly summative end of topic assessments both as KS3 and KS4. It is really important to make sure we know the purpose and using Newton's levels has made me think. Do we actually use the assessment data to inform our current practice, or whether to move students from one set to another, or are we doing them purely to give students a trial at exam style questions. I recently completed one such test with my Year 10 class, and answers made me wonder whether another set had already done this test and answers had been shared? This surely brings their validity into question, validity is definitely compromised here and the purpose should be questioned.

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Summative end of topic assessments, especially at KS3, I don't believe are robust enough at my school; KS3 students are given a 30 minute assessment to assess two topics. These assessments are then used to monitor progress and inform set changes, teacher effectiveness etc. I feel that these tests should have one purpose: to assess understanding of the topic

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I find these levels useful as they are easy to remember and prompt important reflections/discussions when designing an assessment. These prompts will help assessment to be more purposeful

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Why is it important to consider the purpose of an assessment?

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Why is it important to consider the purpose of an assessment?

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Will ensure that students are not at a disadvantage e.g. if the question includes unnecessary unfamiliar/complex vocabulary, students with lower reading ages may be disadvantaged.

If we don't consider purpose then it is impossible to assess effectively, we won't know if the assessment is any good at providing the information we need

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I think that using Newton's three levels is an interesting "stop point" that teachers should use before administering an assessment. To ask these critical questions in order to evaluate the purpose of the assessment is fundamental to ensure that the assessment has a maximum benefit - as mentioned previously, this could help maximise positive washback and minimise negative washback.

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Identifying the purpose of assessment is crucial in terms of ensuring it provides useful feedback to inform the next phase of learning. However, it also allows students to see the rationalization behind it, and promote greater buy-in, rather than having them believe they are writing another test arbitrarily. At times, I have found multiple mock exams have been conducted to fulfil several purposes, yet perhaps are not conclusive in presenting the best picture of student ability.

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Currently, we have multiple 'trial exams' each year where students, effectively, complete full versions of the papers they will eventually complete for their GCSEs/A Levels.

Newton's three levels of purpose provide a good moment for relfection on our own summative assessment calendar.

Though the purpose of our current model of summative assessments has been useful for supporting CAGS, I am unsure it has always been the most useful/formative use of students' time.

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This is quite an interesting point having had a number of standardised tests put into place at the end of the Autumn term because senior leadership wanted this. Explaining to the pupils that there will be questions on the paper we have not yet covered because it is assessing a different order of the scheme of work, constructs under representation. I find it hard to see what the purpose was what we were measuring or how this data could be used. Now having set the tests after a term of teaching to the scheme some of the pupils appear to have made amazing progress but this is just a reflection of a summative test that now has better construct testing.
It is really interesting to think of the 3 levels of purpose in respect to these assessments.

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We have started to consider the use of assessment in building students confidence instead of just a tool to measure their ability to answer GCSE/ A level questions

For example low stake quizzes or 2 mark questions help students feel they can answer and know the knowledge before putting into a 9 mark questions which requires a high level of skill.

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I certainly think my department has not put a lot of thought into the assess regime we currently have.
I do not think we have identified the purpose of any of the assessments we are currently administering and we will need to have any overhaul. for instance we stripe a GCSE paper for year 10 then grade them after the assessment using GCSE grade boundaries.

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If a summative or even formative assessment has exam-style GCSE or A level questions then whilst the primary purpose may be to gain an understanding of students knowledge or skills, the secondary purpose will be to prepare students for final examinations. This means most KS4/5 assessments will inherently have multiple purposes as we have those final assessments to work towards.

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It is vital that we consider the purpose of an assessment - we need to be clear on what we want to learn from the assessment and whether the assessment will appropriately provide us with this information. I do fine the three levels helpful. I do find that assessments are often linked with teacher performance which can detract from the purpose of assessment - best supporting learners needs.

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Why is it important to consider the purpose of an assessment?

It is important that before an assessment is used, we understand what and why we are assessing. This is something that I have to do more. Often, I use assessment for judgement purposes and I realise that I need to make sure that the assessment is correctly designed for the intended measure.

Do you find Newton's (2007) three levels of purpose - Judgement, Decision and Impact - useful when thinking about purpose?

Yes I find the three levels of purpose useful, especially the impact. Assessments that facilitate the pupils to reflect on their learning and self-assess, can aid them to self-manage their learning for optimum progress.

What assessments do you do at school which have many purposes? Do you consider them to be overloaded? Why or why not?

We do NFER end of term assessment for Maths, SPAG and reading and through gap analysis, we are able to find the areas of improvement. However, this sometimes happens too late in the term and their impact is sometimes lost. I think that short mid-term assessments will have more impact and won't make the gap analysis too tedious as well. Once pupils self-assess in the mid-term assessment, they can show more progress in the end of term assessments.

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Why is it important to consider the purpose of an assessment? Assessments need to be created with the purpose in mind. This will help us to check that it is used effectively to aid in progress.

Do you find Newton's (2007) three levels of purpose - Judgement, Decision and Impact - useful when thinking about purpose? I do find this useful as it not only asks us to consider the use and purpose of the assessment but also the decision - how can the information be used to plan our learning to ensure it has been useful for progress.

What assessments do you do at school which have many purposes? Do you consider them to be overloaded? Why or why not? When we check student's choreography in Dance they perform to myself. I give feedback verbally which could include the grade they are working at, but also ways to develop. This will help the student and myself to plan our next steps / lesson but is also a 'judgement' in regards to Newton's 2007 theory.

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It is important that the purpose of assessment has value.  This gives insight into what needs to be assessed and why.
For me decision, connected first.  Where am I taking the assessment next? Are there topics that need enhancing? which skills need development.
I do think assessments have many purposes.  They are used for setting, to judge progress  and to inform parents to mention a few.
I consider them to be an overload as students can become overwhelmed with lots of assessments. Even low stakes assessments can bring undue pressure for some.

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Without considering the purpose of an assessment we may damage its validity. We may create an assessment due to a calendared assessment cycle but then report judgements based on invalid testing as a direct result of not considering the purpose in the assessment. Newton does help to refine the planning process. I don't think assessments with multiple purposes are always a bad thing - sometimes the needs of the pupil outweigh the needs of the assessment and repeated testing to assess multiple different purposes would create as Alex Quigley said repeated mocks - and lose the exam effect. We should make our assessments  efficient - so that as much is tested in as few assessments as possible without effecting the quality, i.e the validity and reliability. 

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Without considering the purpose of an assessment we may damage its validity. We may create an assessment due to a calendared assessment cycle but then report judgements based on invalid testing as a direct result of not considering the purpose in the assessment. Newton does help to refine the planning process. I don't think assessments with multiple purposes are always a bad thing - sometimes the needs of the pupil outweigh the needs of the assessment and repeated testing to assess multiple different purposes would create as Alex Quigley said repeated mocks - and lose the exam effect. We should make our assessments  efficient - so that as much is tested in as few assessments as possible without effecting the quality, i.e the validity and reliability. 

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I think the wording is different but the impact of an assessment is one of the overriding goals of our programme; developing independence in learning.  I am wondering to the extend in which i am using decision enough in my planning, do i intuitively know how to use the outcomes - probably not without my bias - looking at the data might reduce such biases and improve my quality.

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Why is it important to consider the purpose of an assessment?

You cannot assess everything- being clear on the purpose allows you to understand better the 'information' the assessment will provide you with.

Do you find Newton's (2007) three levels of purpose - Judgement, Decision and Impact - useful when thinking about purpose?

Yes- I particularly like 'Impact' as a reminder that when the assessment is done, even if it is an end of unit summative assessment, we still have much to take away from the assessment and learn.

What assessments do you do at school which have many purposes? Do you consider them to be overloaded? Why or why not?
Mock exams I think often have too many purposes- or teachers are allowed al assign their own purpose and then the real intentions are lost.

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Often 'retrieval practise' at the end of the topic is often used to evaluate the outcome of the children's learning during that particular topic. Short quizzes are often used for warm-ups and plenaries so they can help on the decision process of where to take their learning next. Formative assessment is a lot more flexible and can lead to a quicker response to support learning quickly and efficiently.

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When assessing, it is important to consider the purpose of the assessment as it will be most useful if this is considered throughout the assessment process. If the purpose is lost, then the judgement (what is being measured or assessed) may be vague and may not be met, therefore actions and decisions based on this will not be particularly effective. This in turn will mean that the impact of the assessment will be minimal, or may not have the intended impact.

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What assessments do you do at school which have many purposes? Do you consider them to be overloaded? Why or why not?

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What assessments do you do at school which have many purposes? Do you consider them to be overloaded? Why or why not?

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In our department we have a tracking document for all the student data and I think it isn't clear exactly what it is for. No one seems to use it for tracking underachieving students, and yet now CAGS have appeared again, it may actually go some way in informing student's Final Grades. Which must be the epitome of a number of assessments that are overloaded.

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Considering the purpose is always important, otherwise what is the point of setting the test if you don't know what you are actually trying to assess? The three levels of purpose are certainly helpful and I can see then working well. We have a number of assessments which are used for multiple purposes; they are not necessarily overloaded, but I would question if the purposes have ever really been properly defined.

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It is important to consider the purpose of an assessment so we don't waste learning opportunities. It has to be at the right time and assessing the learning that has been covered so far. Newton's framework is certainly useful because it reminds us that assessment isn't as simple as printing a test and giving it when we feel like it, or when we don't know what children's ability is so we give them anything. It is important that it is measuring something that needs to be measured for the benefit of the teacher or the students. It reminds us assessment must be acted upon if we wish to obtain effective teaching and learning - and that most importantly, the impact has to be on the individual themselves. If the whole assessment process isn't helping or allowing a student to be self reflective, they won't ever be able to give you reliable information about their ability in any type of assessment.

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The 3 levels provide a useful framework ensuring that practice is well thought out. Upon reflection perhaps when developing assessments we pay little attention to the 'long game' and ultimate impact and this is so valuable if this develops pupils skills such as confidence in self assessment techniques. The use tests to measure multiple things is not common place in larger scale summative testing in my setting, however, i feel this is a key area many classroom teachers should examine further in their creation of smaller scale assessments.

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When I have completed a topic I tend to use Newtons (2007) 3 level of judgements. I make the judgement on what I am going to assess and how it is going to be assessed. Then the decision will follow with what contents I will add and how this assessment will take place. This will give me the impact that assessment had an will inform me of my future planning.

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I think these are very useful. As a sole practitioner in my department; it is useful to have a framework to consider when looking at assessment; I constantly need to judge to see where the students are at in terms of knowledge; but I also need this judgment to help make the decision of where to take the students i.e. scenario questions are excellent; evaluation essays are not as good - why? How can I fix this?
I constantly strive to reflect and consider where the students need to be and how I can get them there. The impact of my teaching is seen in their assessment for learning.

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What assessments do you do at school which have many purposes? 

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What assessments do you do at school which have many purposes? 

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Our mid-term assessments have one ultimate purpose; to determine students level of understanding at the time of the assessment.
The mid -term assessments have secondary purposes which inlude:
Identifying students for additional support
Providing data to share with parents

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Do you find Newton's (2007) three levels of purpose - Judgement, Decision and Impact - useful when thinking about purpose?

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Do you find Newton's (2007) three levels of purpose - Judgement, Decision and Impact - useful when thinking about purpose?

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Yes, I think this is a helpful framework and could be useful when discussing assessment planning at a faculty level.

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Why is it important to consider the purpose of an assessment?

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Why is it important to consider the purpose of an assessment?

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Considering the purpose will help to determine the content and format of the assessment. E.g. if I wanted to check student understanding of code I could provide code and use MCQs, but to tell whether students are confident in creating their own code I would have to include some free-answer questions where they could write this. Additionally if I wanted to prepare students for KS4 or KS5 exams I would need to use exam or exam-style questions, but if I am only interested in whether they have grasped a concept I would not need to do this. I'm sure there are lots more examples. Considering the assessment's purpose would also help to guard against subsequent "overloading" of the assessment by assigning it other purposes after the event.

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What assessments do you do at school which have many purposes? Do you consider them to be overloaded? Why or why not?

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What assessments do you do at school which have many purposes? Do you consider them to be overloaded? Why or why not?

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Mock examinations tend to have multiple purposes. In the past they have not been overloaded particularly, because of how we use them to inform teaching and pastoral conversations, however this year with CAGs looming the pressure on those assessments seems a little over whelming and it is going to be quite tough to ensure they are valid and reliable without external moderation.

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Do you find Newton's (2007) three levels of purpose - Judgement, Decision and Impact - useful when thinking about purpose?

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Do you find Newton's (2007) three levels of purpose - Judgement, Decision and Impact - useful when thinking about purpose?

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To some extent yes as it condenses Coe's evaluation questions. However, it is a little limited in terms of helping us to refine assessment more subtly.

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Why is it important to consider the purpose of an assessment? 

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Why is it important to consider the purpose of an assessment? 

# data[].attributes.body
Assessment can tell you so much more than just what a learner knows. In addition if you are to gauge progress you need to consider what the assessment is measuring.

# data[].attributes.body
It's important to know the purpose in order to know what we want to measure so that we can carefully select the correct assessment.

# data[].attributes.body
SATS are multi purpose assessments. They assess the children but nationally published results show the assessments are also used to judge the school.