Target Setting, Assessment, Tracking Pupil Progress & Reporting

Assessment
Regular and accurate assessment informs the tracking and
reporting process.
At Calder High School embedding assessment for learning is high on
the raising achievement agenda.
The Assessment Reform Group has defined Assessment for Learning
as ‘the process of seeking and interpreting evidence for use by
learners and their teachers to decide where the learners are in their
learning, where they need to go and how best to get there’.
(Assessment for Learning: 10 principles, Assessment Reform Group, 2002, available in the
publications section of the website, www.assessment-reformgroup.org/)
‘Assessment for Learning is a powerful way of raising pupils’
achievement. It is based on the principle that pupils will improve
most if they understand the aim of their learning, where they are in
relation to this aim and how they can achieve the aim (or close the
gap in their knowledge). It is not an add-on or a project; it is
central to effective teaching and learning.’
(Assessment for Learning Strategy, Ref: DCSF-00341-2008)
It is the expectation that teachers continually assess pupil progress
using assessment for learning strategies in lessons. In this way,
teachers will pick up misconceptions, differentiate and reshape
tasks thus enhancing pupil progress.
Marking
Teachers are responsible for assessing pupil progress shown in the
work their pupils produce. It is the expectation that class work and
ILT / homework is marked regularly. Pupils will be formally
assessed to National Curriculum level or GCSE/ AS/A2 grades every
6 weeks. It is understood marking will vary across faculty areas
depending on the nature of the subject. However, there are certain
principles that will underpin all marking within school. Marking on
pupil work in exercise books and formally assessed pieces of work
will follow these guiding principles:
1. Areas of success will be indicated and there will be a positive
comment indicating what has been done well.
2. The learning outcomes of each piece of work will be made
explicit to pupils. Marking will be carried out against these
criteria and indicate the extent to which pupils have been
successful in meeting them.
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