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Assessing - how we discover what children know and have learnt
Recording - how we choose to collect and analyse data
Reporting - how we choose to communicate information

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-Self-assessment and reflection at the end of a lesson
-Peer assessment and feedback
-A marking conversation with children answering questions in the marking
-Marking ladders showing children how they performed against the success criteria
-Carefully considered questioning

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-Shows what has been achieved
-Generally happens at the end of a period of time e.g. a unit, term, year, Key Stage
-Helps planning for future
-A chance for children to demonstrate their knowledge

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-Takes place before and during the learning
-Helps planning during current unit or stage

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-Parents need to know what marks and grades mean
-They need regular dialogue from teachers and children

-Teachers need to assess a variety of skills in a variety of ways
-Assessment should occur regularly and constructive feedback should be given often

-Schools shouldn't prioritise rote learning for assessments to improve league table performance

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-Other aspects of learning may not be visible on a summative assessment
-Children, parents, teachers and schools can become obsessed with marks/grades at the expense of deeper learning and understanding

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-Aids future planning
-Can help show progress
-Can be used to compare with other, like-minded schools