6. Make accurate and productive use of assessment know and understand how to assess the relevant subject and curriculum including statutory assessment requirements make use of formative and summative assessment to secure pupils’ progress use relevant data to monitor progress, set targets, and plan subsequent lessons give pupils regular feedback, both orally and through accurate marking, and encourage pupils to respond to the feedback. Standard sub-headings Outstanding (1): Good (2): Requires improvement (3) Inadequate (4): -meeting the Standard: The quality of trainees’ Much of the quality of Much of the quality of Trainees fail to meet the teaching over time requires trainees’ teaching over time trainees’ teaching over minimum level of practice. improvement as it is not yet is outstanding and less time is good; some is good. than consistently good. outstanding. Trainees need targeted advice to be good. a know and understand accurately assess assess pupils’ achievement Knows and understands Does not know and how to assess the and attainment in the relevant subject and how to assess the relevant understand how to assess achievement relevant subject and in relevant subject and curriculum areas, including subject and curriculum the relevant subject and curriculum areas, curriculum areas, including statutory assessment areas, including statutory curriculum areas, including including statutory statutory assessment requirements. assessment requirements. statutory assessment assessment requirements, using new requirements. requirements curricula examinations … and assessment arrangements. make use of formative Consistently and effectively Much of the time uses Is able to make use of Is unable to make use of b and summative uses formative, continuous formative, continuous formative and summative formative and summative assessment to secure assessment and summative assessment and assessment to secure assessment to secure pupils’ progress tests to great effect to summative tests to secure pupils’ progress. pupils’ progress. secure progress for all progress through a pupils, through a sequence sequence of lessons over of lessons over time. time.
6. Make accurate and productive use of assessment know and understand how to assess the relevant subject and curriculum including statutory assessment requirements make use of formative and summative assessment to secure pupils’ progress use relevant data to monitor progress, set targets, and plan subsequent lessons give pupils regular feedback, both orally and through accurate marking, and encourage pupils to respond to the feedback. Standard sub-headings Outstanding (1): Much of the quality of trainees’ teaching over time is outstanding and less than consistently good. Good (2): Much of the quality of trainees’ teaching over time is good; some is outstanding. Requires improvement (3) -meeting the Standard: The quality of trainees’ teaching over time requires improvement as it is not yet good. Trainees need targeted advice to be good. Inadequate (4): Trainees fail to meet the minimum level of practice. a know and understand how to assess the relevant subject and curriculum areas, including statutory assessment requirements accurately assess achievement and attainment in relevant subject and curriculum areas, including statutory assessment requirements, using new curricula … examinations and assessment arrangements. assess pupils’ achievement in the relevant subject and curriculum areas, including statutory assessment requirements. Knows and understands how to assess the relevant subject and curriculum areas, including statutory assessment requirements. Does not know and understand how to assess the relevant subject and curriculum areas, including statutory assessment requirements. b make use of formative and summative assessment to secure pupils’ progress Consistently and effectively uses formative, continuous assessment and summative tests to great effect to secure progress for all pupils, through a sequence of lessons over time. Much of the time uses formative, continuous assessment and summative tests to secure progress through a sequence of lessons over time. Is able to make use of formative and summative assessment to secure pupils’ progress. Is unable to make use of formative and summative assessment to secure pupils’ progress.