Assessment at Redhill is purposeful and gives an insight into pupils’ knowledge and understanding, allowing teachers to set realistic, yet challenging targets. Assessment is carried out daily through formative methods and also summatively to provide clear information on knowledge, skills, key concepts and also the application of these. Assessment may look very different from one child to the next as all children have different starting places and learning styles.
Why is there a need for a new assessment policy? The changes to the national curriculum and its assessment go well beyond mere changes of content. They invoke very different day to day approaches to assessment and signal fundamental shifts in ideas about learning and assessment. The sub levels have now been removed and the new curriculum is founded on the principle that teachers should ensure that the pupils have a secure understanding of key ideas and concepts before moving onto the next phase. What should good assessment look like? At Redhill, the overriding principle of good assessment is that it should be clearly tied to its intended purpose.
The three main forms of assessment at Redhill are
Formative assessment- used by teachers to evaluate pupils’ knowledge and understanding on a day to day basis and to tailor teaching accordingly. This can include, probing questions, quick recap questions, scrutiny of work and formal tests. Summative assessment- enables schools to evaluate how much a pupil has learned at the end of a teaching period. Nationally standardised summative assessments- used by the government to hold schools to account.