Principles for Assessment
Underpinning principles for assessment at St Thomas More School
- Assessment is at the heart of teaching and learning.
- Assessment provides evidence to guide teaching and learning.
- Assessment provides the opportunity for students to demonstrate and review their progress.
- Assessment is fair.
- Assessment is inclusive of all abilities.
- Assessment is free from bias towards factors that are not relevant to what the assessment intends to address.
- Assessment is honest.
- Assessment outcomes are used in ways that minimise undesirable effects.
- Assessment outcomes are conveyed in an open, honest and transparent way to assist pupils with their learning.
- Assessment judgements are moderated by experienced professionals to ensure their accuracy.
- Assessment is ambitious.
- Assessment places achievement in context against nationally standardised criteria and expected standards.
- Assessment embodies, through objective criteria, a pathway of progress and development for every child.
- Assessment objectives set high expectations for learners.
- Assessment is appropriate.
- The purpose of any assessment process should be clearly stated.
- Conclusions regarding pupil achievement are valid when the assessment method is appropriate (to age, to the task and to the desired feedback information).
- Assessment should draw on a wide range of evidence to provide a complete picture of student achievement.
- Assessment should demand no more procedures or records than are practically required to allow pupils, their parents and teachers to plan future learning.
- Assessment is consistent.
- Judgements are formed according to common principles.
- The results are readily understandable by third parties.
- A school’s results are capable of comparison with other schools, both locally and nationally.
- Assessment outcomes provide meaningful and understandable information for:
- pupils in developing their learning;
- parents in supporting children with their learning;
- teachers in planning teaching and learning.
- school leaders and governors in planning and allocating resources; and government and agents of government.
Assessment feedback should inspire greater effort and a belief that, through hard work and practice, more can be achieved.