Formative and Summative Assessment We see this We see this We see this infrequently inconsistently routinely All teachers and TAs recognise the difference between assessment, inference and marking. All teachers and TAs recognise the difference between feedback and marking. All teachers and TAs recognise the difference between formative and summative assessment. Teachers and TAs frequently use formative assessment strategies to get the best possible evidence about what pupils have learned. They use this information to decide what to do next. Teachers and TAs can recall the 5 key strategies of formative assessment and embed them within their teaching practices (clarifying, sharing and understanding learning intentions and success criteria, eliciting evidence of learning, providing feedback that moves learning forward, activating learners as instructional resources for one another and activating learners as owners of their own learning). The teacher uses their judgements of pupil work to inform future planning. Adjustments are made to pre-planned lessons based on identified learning gaps. Pupils, teachers and TAs are clear about the learning outcomes and success/assessment criteria of every lesson. Policy and consistent practice ensure that all pupils have high expectations of their potential and are aware of their current level of performance. Pupils in all classrooms regularly engage in self-assessment. They are able to make accurate judgements and use this knowledge to improve their own learning. Teachers and TAs routinely support and encourage pupils in cooperative (peer) learning and feedback. Pupils regularly engage in effective cooperative (peer) learning and feedback.
Formative and Summative Assessment We see this infrequently We see this inconsistently We see this routinely All teachers and TAs recognise the difference between assessment, inference and marking. All teachers and TAs recognise the difference between feedback and marking. All teachers and TAs recognise the difference between formative and summative assessment. Teachers and TAs frequently use formative assessment strategies to get the best possible evidence about what pupils have learned. They use this information to decide what to do next. Teachers and TAs can recall the 5 key strategies of formative assessment and embed them within their teaching practices (clarifying, sharing and understanding learning intentions and success criteria, eliciting evidence of learning, providing feedback that moves learning forward, activating learners as instructional resources for one another and activating learners as owners of their own learning). The teacher uses their judgements of pupil work to inform future planning. Adjustments are made to pre-planned lessons based on identified learning gaps. Pupils, teachers and TAs are clear about the learning outcomes and success/assessment criteria of every lesson. Policy and consistent practice ensure that all pupils have high expectations of their potential and are aware of their current level of performance. Pupils in all classrooms regularly engage in self-assessment. They are able to make accurate judgements and use this knowledge to improve their own learning. Teachers and TAs routinely support and encourage pupils in cooperative (peer) learning and feedback. Pupils regularly engage in effective cooperative (peer) learning and feedback.
RAG-rating-exercise-FM.docx