Assessment for Learning / Formative Assessment

• Assessment for learning relies on self-referencing.

• It is important that children know where they are, what they know and can do.

• It is equally important that they understand where they want to be, what the learning intentions are. Children need to know the standards to aim for.

• It is then possible to see what is needed to 'fill the gap'.

• It involves both teacher and children in reviewing and reflecting on the children's performance and progress.

• Teachers adjust their plans in response to formative assessment.

• Good quality feedback leads children to identify what they should do next, in order to improve.

• It involves children in self assessment and peer assessment.

 Assessment of Learning / Summative Teacher Assessment

• This is often carried out at the end of a unit, or year, or key stage, in order to make judgements about children's performance in relation to national standards.

• Although summative teacher assessment is based on level descriptions, it is often a numerical value that is recorded.

• Teachers often use summative teacher assessment information formatively.

• Summative teacher assessment provides valuable data which is used for management purposes.

 Assessment of Learning / Summative National Curriculum tasks and tests

• These provide a standard 'snapshot' of attainment at the end of a key stage.

• A pupil's performance is described with reference to the national standards, and levels are awarded and recorded.

• The optional tests for years 3, 4 and 5 provide additional summative assessment information, usually used to monitor the school's performance.

• Information from summative tests is sometimes used formatively.

  Drawing on guidance given on the QCA website