This is a detailed and lengthy list of prompts which are designed to help those with responsibility for assessment to carry out a health check on the school's policies and practices. It will be important to decide:

• the extent to which the statements are true, for all children or teachers, and in all situations;

• where there is room for development, and what action will need to be taken to affect improvement;

• which planned actions should be given the highest priority, and what are the implications in terms of personnel and cost;

• what are the intended outcomes, and how progress will be monitored and evaluated.

This leads to a development / improvement plan for assessment, as part of the SDP / SIP.

The checklist draws extensively on work published by AAIA (The Association of Assessment Inspectors and Advisers) in Primary Assessment Practice: Evaluation and Development Materials.

When scrutinising planning ..........

Long term planning

• is the responsibility of the whole staff, and reflects the school's aims;

• provides a whole-school curriculum framework, mapping out the planned progression throughout a child's school life.

Medium term planning

• identifies key learning intentions and curriculum targets for classes;

• offers criteria for the assessment of learning, for example the expectations identified for each QCA unit.

Short term planning

• includes clear, specific learning intentions for assessment

• is explicit in showing how children's prior knowledge and skills, including their learning in recent lessons, is taken into account and informs the planning;

• takes into account a range of learning styles;

• identifies what will be assessed, how this will be done, and who will do it.

When observing learning ..........

• learning intentions are shared with the children, and used as the basis for a review of learning and feedback to children;

• children know what they are learning, what they have achieved and how they can improve;

• opportunities are provided for reflection and discussion of their learning, progress and goals;

• teachers use a range of assessment methods confidently and appropriately;

• the organisation of both the classroom and lesson supports planned and unplanned assessments;

• there are strategies in place to help the teacher to identify when children are having difficulties or are not making progress;

• assessments are used to decide what to do next with individuals, groups or the class;

• shared ways forward are agreed between pupils and teachers which focus on how pupils will achieve their goals;

• the assessment role of other adults in the classroom is clear;

• not all learning is assessed.

When scrutinising children's work  ..........

• prompt and regular marking occurs in all classes and all subjects;

• the marking process includes both verbal and written feedback;

• marking focuses on the learning intentions as the criteria for success;

• children are developing the skills of self assessment and peer assessment, and have opportunities to assess their own and others' work;

• marking helps children understand what they have achieved and what they need to do next;

• where there are difficulties, marking helps children understand what they need to do in order to improve;

• marking, along with other information, is used to adjust teaching plans.

When considering recording procedures ..........

• assessment of learning is more than just tests;

• assessment of learning is always undertaken for a specific purpose;

• a 'best-fit' approach is used when using level descriptions as the assessment criteria;

• in making judgements against level descriptions a range of assessment information is used;

• consistent judgements are reached through activities that promote shared understanding of standards;

• the portfolios agreed within the school are consistently used to confirm assessment judgements;

• analysis of children's performance in tests and other assessment activities is used to identify gaps in teaching and learning;

• children receive feedback on their performance in tests and other assessment activities;

• assessment of learning is used to evaluate teaching and for monitoring progress;

• there is a whole-school agreed set of attainment information, which is recorded;

• on-going teacher assessment, together with records of summative assessment, forms part of the agreed attainment information used to track progress;

• the agreed attainment information is updated at least once a year and used to track progress;

• in addition, individual teachers decide what else they need to record and how it will be recorded;

• progress against key learning intentions is observed, noted and where significant is recorded;

• this information is used to inform future planning;

• children are encouraged to record comments on their work;

• samples of assessed work are kept to exemplify agreed standards and to model success;

• records which are passed on are useful, clear and easy to understand;

• records support report writing;

• whole school records provide the information required for the Common Transfer Form;

• information from the previous teacher is used to plan work in a new class;

• the records of pupil's progress are reviewed regularly to ensure information held is used effectively and when necessary adjustments are made.

When reporting to parents  ..........

• every effort is made to ensure that parents understand the information which is given to them about their child's attainment and progress;

• reports outline strengths in all aspects of school life and indicate areas that need to be developed;

• children are actively involved in, and contribute to the reporting process;

• there are opportunities for teachers, pupils and parents to talk together;

• parental involvement in pupils' learning is encouraged;

• targets are set, shared with parents and reviewed with pupils;

• statutory requirements for reporting are met;

• the timing of reports allows appropriate discussion and action to take place;

• parents are helped to understand that teacher assessment and test levels are equally important and provide different and complementary information.

When reporting to other teachers ..........

• curriculum liaison and trust is well established with partner schools;

• children's work is used as a focus for discussion about progression and approaches to learning as they transfer;

• there are opportunities for teachers to observe learning in partner schools;

• there is agreement within and across schools about what information should be passed on;

• information transferred identifies pupils' strengths and areas for development;

• the information which is transferred to the next school covers the statutory requirements;

• when pupils stay in the same school, information gets to the next teacher in time for effective planning to occur;

• when pupils move schools there are procedures in place to ensure that the right information gets to the right people in good time.

When considering the use of data ..........

• when new children arrive the information that comes with them is always used to pitch the curriculum appropriately;

• the whole school agreed set of attainment information is used to track the  progress of individual children;

• attainment information is used to inform curriculum planning and to identify key learning objectives;

• year on year trends are monitored;

• attainment is analysed for each cohort and is used to set appropriate targets;

• progress towards targets is tracked for individuals and year groups;

• the progress and attainment of different groups is monitored: e.g. gender, ethnic groups, EAL, SEN, gifted and talented pupils etc;

• data from the Autumn Package and PandA are used to make realistic comparisons with other schools;

• pertinent and challenging questions about comparative performance are asked;

• analysis of data informs decisions about what to include in subject action plans and school improvement plans.

When considering policy and management ..........

• the assessment policy is developed by all staff and is understood by all

• procedures are in place to monitor and evaluate all aspects of assessment, recording and reporting

• there is a member of staff with overall responsibility for assessment, recording and reporting, with a clear job description;

• there is a marking policy;

• practices and policy are systematically reviewed and evaluated, in terms of the impact upon both teaching and learning;

• all staff are involved in the review and evaluation processes;

• targets for development are identified and agreed, as part of school development planning;

• the current requirements and guidance for statutory assessment are understood and followed.

The bullet points above have been presented in a checklist proforma. A photocopiable master (PDF document 36Kb) is included in the appendices of this material.