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Our main form of assessment used in Nursery is formative based on observations that are recorded both digitally through EvidenceMe and anecdotally in a responsive teaching journal. There is some paper based or small group focused activities which allow us to gain a deeper insight into the areas where children need more support or are confident in so we can feed this into the planning or put aside some time to work individually with children on areas of difficulty or misconception.

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There a lots of examples of formative assessment used - low stakes quizzing, (highlighted by Rosenshine), is used as retrieval practice, used for hinge questions to determine whether there is high success rate before moving on with content. Exit tickets are also used to assess what students have learnt and allow a holistic group based feedforward process to occur.

It looks as if lots of aspects of formative assessment are used similarly across colleagues from other schools. The use of low stakes quizzing and retrieval methods are particularly popular - probably owing to the increased evidence based approach in schools.

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There are many reasons to assess. Both the pupils and the teachers will find value in assessment. Teachers require assessment outcomes to gauge the progress of learning, to infom planning, to evaluate approaches and to ultimately judge impact - end of topic tests, termly examinations, external examinations - are all valuable at assessing the qualiy of learning in our classrooms. Pupils require assessment to judge their progress and this in vital for them to understand the effectiveness of their study approaches and understanding - retrieval, end of topic tests, termly examinations, homeworks, past paper practice all help pupils gauage their progress and plan the next steps in their learning. The latter requires accurate feedback mechanisms to the pupils and the pupils require guidance on how to use that feedback to move forward effectively.

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KS3 German learners were taught a small range of key grammatical concepts over the half term. I wanted to see to what extent they had grasped them. They had also been learning strategies of how to cope with unfamiliar vocabulary in a German/French text. the test was therefore carefully designed for valdity - it tested what had been the focus and inferences could be made about the degree to which the learners had understood. The value of the test has justified as it is precise, clear and the inferences would inform teaching and provide clear feedback for the pupils. The test was reliable was it would be administered by several colleagues and moderation supported similar conclusions in the feedback for the learners. The purpose was clear to an extent but what I don;t like is that it is used to inform a predicted GCSE grade for the end of an non-GCSE grade - the domains are not wide enough. I think to get round this, it should be an indicative grade to state of the child is on-track for X grade by the end of year 11 if there has to be an inputted grade.

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In lesson
Low-stakes testing of related prior knowledge to build long-term memory and prime for schema formation.
Hinge-point questions to check learning is on track and to allow responsive teaching

Quizzing at home
No-stakes quizzing to support long-term memory and identify gaps in knowledge/understanding for all students without time pressure of the lesson

Formative questions
Allowing students to practice exam skills and provide information for teachers about individual attainment, without graded-stakes. Opportunities for re-teaching and student response tasks to respond to gaps in skills/knowledge

Summative assessments
Longer and less-frequent. Providing a snap-shot of students' current attainment and exam skills.

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KS3 has been on rotation with other subjects over the last few years, here we only see students for one term. They then don't return to Drama until the following year- with practical they have a midterm performance assessment where they are peer assessed as well as assessed by myself this is more formative and allows them to have key skills to continue to work on for the end of term performance test. The end of term test is then used towards there report tracking/grade; due to the short amount of time of seeing the students we have not assessed their written understanding of the subject and they have no record for the following year to look back on for their practical knowledge.

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Within my current setting (primary) we assess children all of the time and in lots of different ways. As a school we have to complete Pira and Puma tests every have term and are then told to ‘fill the gaps’ off the back of these however, often these tests are testing the children on content that we have not yet taught so at times they can seem kind of pointless. This also means that on the hole as the year goes on the children should get more marks as we have taught more of the objectives meaning they look like they have made progress.

We also have weekly meetings where we discuss our children’s reading performance and use our ‘teacher judgment’ from the constant assessment of the children’s reading ability to move children on and give more reading support if necessary.

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In Primary, we use a range of assessment types depending on the nature of the skill/knowledge we are evaluating. For example, day to day, there are many opportunities for formative 'Assessment for Learning' with the aim of quickly assessing the learning and understanding to feed into the following lesson or sequence of lessons. My school has moved away from 'weekly' typed lesson planning for sequences of lessons and we are encouraged to take a few minutes at the end of the lesson to review the learning and hand write on our plan for the next lesson to address any misconceptions and take the learning forward. We are encouraged to use mini-plenaries to assess the learning and amend our planning within the lesson to be more dynamic and less of a slave to the plans. We actively teach a 'mastery' approach, building in small steps and use formative assessment opportunities such as quizzes, interleaving and retrieval practice to assess. At the end of a unit/topic, we provide summative assessment opportunities (some of which are formal such as NFER) to assess progress but use these to help us plan for gaps in knowledge and take children on who have mastered the concept.

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I assess all KS3 pupils in my subject (secondary drama) at the end of each term-long unit of work, using a performance that is typically devised over a lesson and a half, then performed. Pupils orally assess each other and I also assess. My issue is that pupils then don't do drama for a term as we are on a rotation system, so I feel that I need to utilise assessment better in order for pupils to use feedback better, possibly by having something on paper or on the google classroom which pupils can refer back to at a later date.

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Our intention is to assess pupil's knowledge and understanding at the end of each topic (roughly each half-term) - this involves a multiple-choice knowledge recall test based on the content covered, and then a short prose written test that is either in response to an open question (enquiry) or source-based. The issue is time - which relates to the four pillars (value). Doing these assessments takes two hours of lesson time and a lot of the teachers' time to mark and feedback. If the feedback is to have any meaning it then has to have more time given reflection and improvement. There seems to be two key issues here: first, is the tradition of changing topics at points where holidays are calendared eg each topic lasts half a term leading to a six-topic year, which is fairly standard; second, is the fact that schools impose data collection points that can be arbitrary, these create pressure to assess.

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During the academic year we assess students using a variety of department wide or teacher based assessments. Each student completes an end of half term assessment, this looks in to what students have learnt during their half term. Students then respond to this and complete extra tasks based on what they have struggled to retain. To complete this process, all students are set homework on topics they have learnt that half term, meaning students are continuing their learning independantly over the course of another half term. These homeworks are set departmentally, however produces issues when our homework completion is not always the best.

Upon reflection, I feel that mydepartment and myself included are aware of formative assessments and how to use this knowledge in the classroom to adapt our activities, language and teaching however formative assessments are not always responded to in the best way but are done for data collection points.

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Assessment

We currently assess in a number of ways. We assess via homework, which allows teachers to choose specific issues to include in their starter activities (these are completed online to support ease of data collection.) We also assess at the end of units, which are fortnightly (approximately.) This is also formative, from which staff allocate practice work or reteach concepts accordingly. We also assess at the end of half term and years. The half termly tests are larger in scope, and are often used to inform set changes. The entire suite of assessments is taken into account when producing data points. These data points are then used as the basis of discussions with SLT to look at specific departmental foci for the upcoming term. We also have a separate data measurement and reporting system that influences specific intervention practices. Our data collection system influences allocation of tutoring in school as well.

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In Reception our main form of assessment is formative, we are constantly questioning the children and working alongside them in their self chosen activities. We talk with the children question them, play alongside them talking to them and this allows us to assess through many different guises which means we can see if they are consistently able to do something. We use a summative assessment to baseline the children and often at the end of a phonics phase but as the children are so young this is often done through observation and encouraging the children to take part in a task or an activity. This year we will be taking part in the governments EYFS baseline which seems to be a more formal way of assessing the children in our class so it will be interesting to see how this goes.

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We conduct regular assessments both during at the end of units. The end of scheme of learning assessments are used to inform interventions, differentiation in the classroom, reporting home on progress, and also setting. Due to the use of this data, we have tried to create consistency in our department (e.g teachers setting the same assessment at the same points in the year, with similar support/resources/instructions). As we have been honing our curriculum, we've also attempted to ensure that the assessments clearly reflect the constructs taught, so that we can determine progress. We have also used some exemplars of student work (particularly at GCSE) to help make judgement about subjective material. We have also run moderation sessions, which has certainly revealed inter-rater inconsistency. One aim in our department is to conduct more moderation, so as to improve our reliability.

We also have started to include knowledge tests (e.g. of vocabulary, key on texts knowledge, context etc.) to assess crucial information for students to know, in order to tackle more complex essay-based tasks.

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We conduct summative assessments based on the four skills and try to mirror the GCSE style all the way through from Year 7 so that this is not a surprise to students later on. The assessments allow us to see what students can do in each of the four skills and this informs intervention both inside and outside of the classroom.  We also conduct vocabulary and grammar tests throughout each term.  I need to undertake more research on these because I am currently not convinced by their validity, reliability or value.

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The purpose of our summative assessments are to inform the current attainment of the child and our assessment programme informs the next STEP the student should be aiming for. Due to the nature of our assessment programme, we design our own summative assessments at KS3. At KS4 our summative assessments take the form of GCSE questions, which give an accurate level of attainment so that appropriate action can follow.

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Currently we follow Exampro to make all the summative assessment. There are no such formative assessment policies for whole department. Formative assessment I tend to do in my class will be based on what I want students to learn and I use use choral response and cold call to do that. Heads down and thumbs up is used for checking on gaps and misconceptions. I didn't give much thought about role of assessment as we have central end of topic assessment and I don't think if much thought was given to purpose, value, validity and reliability of these assessment. I'm assuming these will be valid and reliable assessments as we are using Exampro .

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We have previously used end of unit tests from our course book provider, but have used this to collect data and revisit certain aspects of the topic where the majority of pupils have struggled with questions. We have moved on to much more formative assessment in the form of whiteboard retrieval tasks to assess learning and progress within lessons, building and revisiting things in later lessons, as the end of unit tests, which covered 4 skills, took a great deal of time and we tended to 'move on' as mentioned earlier in this course.

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Our half-termly summative assessments are useful in providing data on what topics students are comfortable with and how their learning has progressed. A secondary usage of this data is to inform setting changes.

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Our end of unit tests, are always out of 40 marks and are completed in a lesson.  The units very in length but average out to every two or three weeks.
The end of unit tests are marked and then we do a Question Level Analysis for each student of their performance on that test.  We can also see how the class have performed as a whole group too.  This gives me valuable information if there are any gaps, if everyone got Q11 and Q12 wrong and that was on adding or subtracting mixed numbers - then I need to revisit that aspect with this class.
We have two or three lessons after the end of unit test for students to use this QLA, to reflect on their own learning and to revisit the areas they still need to improve on.
The test is a snapshot of where their learning is up to at that point and the QLA highlights areas of strengths and weakness, giving their learning journey a specific direction and what they still need to work on/improve.

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We constantly are assessing our students formatively, through questioning, retrieval practice such as quizzing. This can inform planning and allow the teacher to adapt to the needs of students. We use summative assessment usually at the end of two topics; this is to assess knowledge retention, application of knowledge and skills such as plotting graphs, variables etc. in science. We use these assessments to monitor progress of students and to use as data to report home to parents. I find formative assessment more useful at KS3 as there are more barriers here to accessing summative assessments such as low vocabulary or reading age.

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I feel as though when we, as teachers, design our assessments, we consider what questions to include and what knowledge we are assessing with these assessments. However, sometimes, we implement these assessments to fulfil wider tick-box activities such as to submit grades for reporting. I feel my most purposeful assessments are the formative in-class assessments, which are low stakes and are designed by me, to be used by me with the very class in front of me, the most reactive assessments if you will.

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Throughout or units of work we use lower stakes challenge attempt questions to build students up to a summative assessed piece. The topic and text will vary each time, but the lower, formative stakes allow students to build their confidence and craft without being pressured over numerical data. Whole class feedback is provided within a first attempt, followed by individualised commentary in the second attempt. Throughout Key Stage 3, these are based on pared down GCSE criteria in order to build confidence with exam-relevant skills

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Part way through each turn we have a 'mid-point' formative assessment of students' understanding of a specific skill we have been teaching.

After this assessment, students' are given 'whole class feedback'. This feedback is provided on a single A4 feedback where common positive comments, target and key misconceptions are addressed. Next to student work, students are given a number corresponding to a specific positive comment/target.

Students then complete 'Now' (next step work) where they can focus on the target they have been given.

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In my school we use summative assessment at the end of each term, we have been asked to do this by the senior leadership team to track progress across the academic year. We have moved to standardised tests to try to remove bias. We have also been asked to write intervention reports for pupils but I feel the formative assessments I carry out for retrieval practice is a much better tool to do this.

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We use summative assessments for all year groups at my school.
Since I started reading up more about assessments here, I feel as a department we particularly need to look again at how we assess and report on students at KS3.
I now feel we need to look more closely at what we are assessing students in year 9 for. Last term the reports we sent home created some confusion with parents as they suddenly didn't understand how their child was progressing in maths

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We have moved to a model of assessment that doesn't assess students in a summative assessment at the end of the topic, we instead schedule in assessments from previous topics across the year for students to recall knowledge and skills, this is all planned out using spacing and interleaving. For example I teach History and a student might be studying The Making of America but we then pause to revisit the Elizabethan topic and assess on those skills. Students are prepared for the assessments through revision lessons and homework tasks prior to the assessment. The theory behind the model is that it gives a more accurate representation of their knowledge, skills and replicates and exam style assessment. The marks alone do not contribute to data drops and we use formative assessment within topics. Personally, I found it useful to keep revisiting content to address gaps in knowledge identified in previous formative and summative assessments- I tend to make notes after each assessment to help.

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Our assessments are often used to track student progress across an academic year and to provide students with feedforward targets to improve further. Retrieval practice is used to increase memory and learning. I do think more of a focus on the formative would be useful. We have used daily skills tests where students self assess and staff assess to look for gaps in learning due to closure - this has been extremely valuable and the information supports lesson planning.

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I have planned to use regular mini tests in lessons throughout the term so that pupils get a chance to apply retrieval practice more often. I am also keen to include hinge point questions in every lesson that can address misconceptions and where possible, I will try to link other units the pupils have covered in previous lessons by using key terms and vocabulary in the hinge questions (spacing and interleaving); this will give an opportunity for children to consolidate their understanding.

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I include retrieval practice each lesson particularly for KS3 Dance in PE. Embedding these keywords and knowing they have an understanding of these before choosing their options means they have a greater understanding and helps towards threshold concepts.

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In terms of formative assessment. Students seem to enjoy the use of online quizzes, pitched against each other. This on the whole, encourages student to engage in key terms. Most platforms, record scores and show answers to allow teachers to review where any misconceptions are. This gives a quick summary of how students have gained knowledge which can be used to inform future planning.

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Some of our assessments are useful for reporting home areas of concern so that pupils can focus their attention onto various skills or knowledge - for example a pupil consistently getting formula use wrong needs to 1) practice more 2) have the progress of this intervention checked by the teacher.

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Some of our assessments are useful for reporting home areas of concern so that pupils can focus their attention onto various skills or knowledge - for example a pupil consistently getting formula use wrong needs to 1) practice more 2) have the progress of this intervention checked by the teacher.

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We run formative assessment mid term to help inform the teaching we offer, we use external qualifications, such as John Muir award as a summative assessment of their years learning. The goal of treating this as a summative assessment is that the students have some nerves before hand but feel a huge sense of achievement in completing it and being awarded a specific award.

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As 'gaps' become more apparent due to school closures, perhaps now schools and HOD's will take KS2-3 transition more seriously and proactively work with primary schools; students to ensure that gaps are identified and the learning experience as fluid as possible.

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Get students charting their progress with resources, including writing charts, correction exercises and self-marking resources.

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Self assessment transition resources - Teachit English - Teachit English

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Get students charting their progress with resources, including writing charts, correction exercises and self-marking resources. We use cookies to deliver functionality and provide you with a better service. By continuing to browse our site you are agreeing to our use of cookies. Find out more.

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As a vocational subject teacher (Dance & Drama) I have developed a "Little BTEC" for KS3 using BTEC Grading criteria as my guide. This not only helps me to assess students learning and skill set but it also introduces the students to the language of assessment before they take BTEC at KS4. This is beginning to break down some of the assessment language and allow students to engage and take ownership.

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I think we are getting better at using summative assessments as 'information' rather and 'reward or punishment' but there still needs to be better use of the 'data' and assessment gives us.  Or, better use of the information it provides teachers and a regular returning to the key things missing in those assessments for a class.

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With an increased focus on wellbeing and our new recovery curriculum since the most recent lockdown, we will be assessing the children next to statements of SEAL and using this to track the impact of our wellbeing curriculum/recovery strategies.

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Benchmarking assessments to test children's reading level and understanding of a text. NFER tests at the end of a term. Formative is ongoing throughout. We do end of topic assessments in different ways- quizzes, presentations, write ups etc.

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Benchmarking assessments to test children's reading level and understanding of a text. NFER tests at the end of a term. Formative is ongoing throughout. We do end of topic assessments in different ways- quizzes, presentations, write ups etc.

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Accelerated reader: To share children's understanding of a book they have read.
PIRAs - Show progress termly of children in their reading.
Pre/Mid/Post-Topic assessments - Reflect on learning and can inform how we adapt the new learning.
Etc...

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As with most schools, our use of formative assessment is ongoing. We have 6 data points over the course of the year where we submit summative assessments, and use these to track progress over the course of the year. These are also used to inform teaching and intervention groups etc.

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We use Mid Point assessments, that act as summative assessments. Essentially it's a dry run of the final assessment. It tends to be more heavily scaffolded then the final assessment and on a subject we feel students know enough about at that stage of the term.
Then we finish with Final Assessments, then move on to the next unit. The Final Assessments could maybe be more useful, as teachers gather a good understanding of their students ability in that area and then move on and teach them something entirely different. It seems perhaps, setting prep or starters that revisit the last topic might alleviate this.

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We have half-termly assessment points for KS3 and KS4 which taken by all students and the data compared. Particularly at KS4, moderation takes place for each of these assessments to try and increase inter-rater reliability. Reflecting on the purpose, this certainly needs to be refined: as an essay based subject we often encounter a tension when considering the construct- are we testing essay writing skills or are we testing knowledge of the text? This is certainly something I will consider in greater depth when designing future assessments.

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In my setting we don't do any end of term quiz's or exams etc because our children are too young. Alot of my assessment is 'in the moment' for example whilst teaching a phonics lesson I would ask certain children that I think might know/not know and use my own judgement to decide what that child needs next. Assessment to me is finding out what a child does know and how we can move their learning forward.

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We continue to use end of topic and end of term testing from Maths from WR even during lockdown.

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We have conducted NFER assessments which have been used to help us track where are children are at in terms of their current level holding and prior attainment. We use it to monitor whether progress is being maintained and children are becoming confident in the knowledge they are gaining. It is used to identify children who need further teaching of concepts they are struggling with and whether more/ less interventions need to be held.

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The purpose of the main form of assessment used following the conclusion of a unit at each half term is to check pupils understanding of the topics covered (this also helps teachers plan to address misunderstandings) to assess their progression and confidence in tasks.  The assessment also allows pupils to feedback to teachers on things they find challenging which informs teachers future practice.  Pupils undertake this assessment on their ipads, due to the practical nature of the subject. We try to encourage pupils to think of the assessment as a way of assessing us as much as them.

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During the learning for Computer Science KS3 the learning is assessed throughout with AFL strategies nut then often ended with a summative assessment which connects to the topic that they have completed. At KS4 as it is exam based then focus around exam questions is at the forefront, however it isn't juts on the topic that they have done it will be on previous topics in one and this assessment is ongoing. Making sure the language and terminology is concrete.

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As we are constantly focussed on the end goal; I often find myself fixating on exam questions. I use them in every lesson to help measure learning progress.
I then in Year 12 begin to model how to answer these questions and then give the students the opportunity to complete these questions with notes (to begin with) and under timed conditions. We then progress to without notes and then in Year 13 the students will practice with questions but move onto exams that are completely unseen.
Students usually complete an assessment every 2 weeks. I find it helps to ensure they are constantly revisiting older topic areas and allows them time to develop their skills over the 2 year period.

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As a subject that doesn't support linear progression (PE) we do assessments every 5 weeks to provide students with a level to improve on when we re-visit the same sport the following year.
We teach theoretical knowledge which is a strand throughout the year which is consistent through out all units (to provide some linear progression). We use written tests to assess this knowledge, although I reflect that this could happen one a term to improve the value of the process.

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As a department we have oved away from end of unit tests.  Instead we now have in place mid-term assessments.  These mid-term assessments are synoptic based and assess students ability to recall knowledge from multiple previously learnt units of work.
The outcomes of the mid-term assessments are to:
To assess student understanding of the topic covered
To uncover misconceptions and areas which need to be re-taught
To identify students who may need further support
To inform predicted grades for exam year groups

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To assess student understanding of the topic covered
To uncover misconceptions and areas which need to be re-taught
To identify students who may need further support
To inform predicted grades for exam year groups

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To retrieve information and ideas, to utilise the testing effect.

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To give a reading age or level, to move children on according to their skills in reading.

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To identify gaps and need for small group work or revision.

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As part of every maths lessons and many other lessons too. To identify misconceptions and to aid differentiation.

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To assess children's knowledge and understanding at the end of KS2 of skills taught in KS2. Also to stream children in secondary and identify gaps.