Assessment for learning: Whole School Review Quality Standards

1.Leadership and Management

1.1.The leadership team has a secure and shared understanding of AfL and gives priority to its systematic development across the school.

1.2.The school has a designated senior leader and expert core subject teachers who fully engage with LA support and training for implementing APP and actively lead in-school developments within and across subjects.

1.3.The impact of developing AfL with APP on teaching and learning, motivation and pupil progress is systematically and systemically monitored and evaluated. This ongoing process directly informs continuing professional development for all staff.

1.4.Subject leaders, teachers and TAs work collaboratively, share their practice and learn from each other both within and across subject areas.

2.Assessment for learning (AfL) – day to day assessment

2.1.All teachers have a secure and shared understanding of AfL and how it impacts on learning and standards.

2.2.All teachers have a good understanding of progression in the key concepts and skills in their subject.

2.3.All teachers give pupils clear feedback which identifies next steps and provide opportunities in lessons for pupils to discuss and act upon the feedback.

2.4.Skilful questioning and focussed dialogue (whole class, group and paired discussion) is a regular feature of lessons.

2.5.In lessons, all pupils have a clear understanding of what they are trying to learn (learning objectives), how they can recognise achievement (learning outcomes), what ‘good’ looks like (success criteria) and why they are learning this (big picture).

2.6.All pupils have the confidence, dispositions and skills to evaluate the quality of their work, and level of understanding, and work with their teachers and peers to take the next steps in their learning.

3.Assessing Pupil Progress (APP) – periodic assessment

3.1.Planning for progression is informed by APP guidelines. Medium and long term plans identify intended learning outcomes and opportunities for periodic APP assessments and reviews of progress.

3.2.Standardisation and moderation processes are in place to ensure accurate and consistent APP judgements.

3.3.APP is integral to tracking and target setting that ensures that all underachieving groups and individuals are receiving appropriate additional support.

3.4.APP criteria are shared and discussed regularly with every pupil to agree targets and review progress towards them.

3.5.Teachers use APP assessment information to inform whole class learning and teaching, group intervention and one to one support and tuition.

3.6.Information from APP assessments is used to support transition and transfer.

3.7.Individual pupils’ progress and curricular targets (related to NC levels and informed by APP criteria) are regularly shared and discussed with parents and carers.

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