Pupil Assessment in Pupil Assessment in Sutton Park Sutton Park

Intermediate SchoolIntermediate School

Wednesday 7Wednesday 7thth October 2009 October 2009

““We nurture and develop all that is best in each of our students.”We nurture and develop all that is best in each of our students.”   We are committed to fostering a sense of identity and self-worth in each of our students. We are committed to fostering a sense of identity and self-worth in each of our students.

We are committed to developing a well-rounded individual with skills, attitudes, sensibilities We are committed to developing a well-rounded individual with skills, attitudes, sensibilities and personal initiative that will allow each to grow into a mature, confident adult. and personal initiative that will allow each to grow into a mature, confident adult.

We are committed to developing the whole person – morally, intellectually, aesthetically, We are committed to developing the whole person – morally, intellectually, aesthetically, spiritually and physically – in a caring, innovative, multi-denominational environment. spiritually and physically – in a caring, innovative, multi-denominational environment.

We are committed to striving for high academic standards and in so doing we seek We are committed to striving for high academic standards and in so doing we seek to challenge each of our students to achieve the best that they can.to challenge each of our students to achieve the best that they can.

We are committed to ensuring that each of our students embraces the whole world We are committed to ensuring that each of our students embraces the whole world community and culture, while at the same time fostering an appreciation of Irish culture in community and culture, while at the same time fostering an appreciation of Irish culture in which the school is rooted. which the school is rooted.

We recognise that serving both the school (students, staff and parents) and the wider We recognise that serving both the school (students, staff and parents) and the wider community is a cornerstone of our philosophy, and we are committed to developing in community is a cornerstone of our philosophy, and we are committed to developing in each student innovative capabilities to participate in a dynamic world environment. each student innovative capabilities to participate in a dynamic world environment.

Sutton Park School Mission Statement

Why Assess?Why Assess? to identify current achievement levels in childrento identify current achievement levels in children to improve the quality of learning for students and to provide to improve the quality of learning for students and to provide

informed objective evidence on the progress for students, teachers informed objective evidence on the progress for students, teachers and parentsand parents

to communicate this achievement to childrento communicate this achievement to children to diagnose difficulties and strengths and specific learning needsto diagnose difficulties and strengths and specific learning needs to allow children to identify ways of self-improvementto allow children to identify ways of self-improvement to ensure continuity between year groups to ensure continuity between year groups to provide reports and records to pass on to subsequent teachersto provide reports and records to pass on to subsequent teachers to identify resource and curriculum needto identify resource and curriculum need to foster high self-esteem and ensure progressto foster high self-esteem and ensure progress to inform parent(s)/guardian(s) of their children’s progressto inform parent(s)/guardian(s) of their children’s progress to allow the school to set achievable targets for the improvement of to allow the school to set achievable targets for the improvement of

the schoolthe school

Forms of AssessmentForms of Assessment  

  

Assessment traditionally falls into four categories: Formative, Assessment traditionally falls into four categories: Formative, Summative, Diagnostic and Evaluative. Summative, Diagnostic and Evaluative.

Formative AssessmentFormative AssessmentThis involves the continuous monitoring of students’ progress on a daily/weekly This involves the continuous monitoring of students’ progress on a daily/weekly basis. It includes the teacher’s assessment of the oral responses of students in basis. It includes the teacher’s assessment of the oral responses of students in class, class exercises, homework and end of topics/unit tests. It also includes the class, class exercises, homework and end of topics/unit tests. It also includes the students’ self-assessment of their own progress. students’ self-assessment of their own progress.

Summative AssessmentSummative AssessmentThis indicates a student’s achievements at significant points during his/her school This indicates a student’s achievements at significant points during his/her school career. End of term, end of year or external examinations fall into this category. career. End of term, end of year or external examinations fall into this category.

Diagnostic AssessmentDiagnostic AssessmentThis identifies the strengths and weaknesses of pupils so that appropriate steps This identifies the strengths and weaknesses of pupils so that appropriate steps may be taken.may be taken.

Evaluative AssessmentEvaluative Assessment The information gathered about pupil achievement is used by the school The information gathered about pupil achievement is used by the school in the making of decisions regarding resources and curriculum planning.in the making of decisions regarding resources and curriculum planning.

  

Assessment for LearningAssessment for Learning

Assessment for learning involves using assessment in Assessment for learning involves using assessment in the classroom to raise pupils’ achievement. It is based the classroom to raise pupils’ achievement. It is based on the idea that pupils will improve most if they on the idea that pupils will improve most if they understand understand

1.1. the aim of their learning, the aim of their learning,

2.2. where they are in relation to this aim and where they are in relation to this aim and

3.3. how they can achieve the aim how they can achieve the aim (or close the gap in their knowledge). (or close the gap in their knowledge).

Assessment for Learning requires children to actively Assessment for Learning requires children to actively engage in evaluating their own progress.engage in evaluating their own progress.

Calculate Equivalent FractionsCalculate Equivalent Fractions

Success CriteriaSuccess CriteriaTheThe toptop number of a fraction is called the number of a fraction is called the NumeratorNumerator

TheThe bottombottom number of a fraction is called the number of a fraction is called the DenominatorDenominator

An equivalent fraction means that both fractions have the same An equivalent fraction means that both fractions have the same value value

You make fractions equivalent by either You make fractions equivalent by either multiplyingmultiplying them or them or dividingdividing them. Whatever you do to the denominator, you do to the them. Whatever you do to the denominator, you do to the

numeratornumerator E.g E.g ¼ x 2 =2/8¼ x 2 =2/8 OROR 2/8 ÷ 2 = ¼2/8 ÷ 2 = ¼

Assessment for LearningAssessment for Learning

Immediate practical implications for this in SPS Immediate practical implications for this in SPS Intermediate School is the regular use of WALT Intermediate School is the regular use of WALT boards clearly identifying key learning outcomes boards clearly identifying key learning outcomes and success criteria against which these and success criteria against which these outcomes can be measured.outcomes can be measured.

Class AssessmentsClass tests may be daily, weekly, half-termly, termly or at the end of topic work. Teachers may use methods such as planned and recorded observation, class activities, diagnostic tests, standardised tests, pupil self-assessment, peer assessment, spelling tests, dictations, differentiated written or oral tests. (See Programme for Pupil Assessment for formal points of assessment)

Standardised TestsPupils are to be tested every September using NFER (GL Assessment) standardised tests in

a. ENGLISH (READING) and

b. MATHS

Pupils are to be tested every April using the

c. DRUMCONDRA READING TEST

d. DRUMCONDRA SPELLING TEST and the

e. DRUMCONDRA MATHEMATICS TEST

The use of these standardised tests focuses the teachers’ subsequent planning whilst also allowing a comparison with the National Average.

Programme for Pupil AssessmentProgramme for Pupil Assessment

Term OneTerm OneSeptember – NFER Nelson Standardised Tests in Maths And EnglishSeptember – NFER Nelson Standardised Tests in Maths And EnglishEnd of October –Class Tests in English, Maths, Science and IrishEnd of October –Class Tests in English, Maths, Science and IrishDecember – Class Tests in English, Maths, Science, Irish, History and December – Class Tests in English, Maths, Science, Irish, History and GeographyGeography

Term TwoTerm TwoMid February –Class Tests in English, Maths, Science and IrishMid February –Class Tests in English, Maths, Science and IrishLate March– Class Tests in English, Maths, Science, Irish, History and Late March– Class Tests in English, Maths, Science, Irish, History and GeographyGeography

Term ThreeTerm ThreeMid April – Drumcondra Reading Test, Drumcondra Spelling Test Mid April – Drumcondra Reading Test, Drumcondra Spelling Test and the Drumcondra Mathematics Test.and the Drumcondra Mathematics Test.

Reporting to ParentsReporting to Parents

Parent/Teacher interviews are held in the first and third Parent/Teacher interviews are held in the first and third terms each year. terms each year. Teachers will outline clearly the purpose of standardised Teachers will outline clearly the purpose of standardised tests and will present the raw score and the standardised tests and will present the raw score and the standardised scores. They will also offer a brief analysis of their scores. They will also offer a brief analysis of their implications. Teachers will also outline attainment in implications. Teachers will also outline attainment in class tests and general progress across the curriculum.class tests and general progress across the curriculum.Parents receive written reports in both terms. Both of the Parents receive written reports in both terms. Both of the reports may include information on their children’s reports may include information on their children’s progress in all aspects of the curriculum, attendance, progress in all aspects of the curriculum, attendance, behaviour, social skills and attitude. Every effort will be behaviour, social skills and attitude. Every effort will be made to accentuate the positive elements of a child’s made to accentuate the positive elements of a child’s work whilst also giving advice on how pupil’s work may work whilst also giving advice on how pupil’s work may be improved.be improved.

Reporting to Parents(cont)Reporting to Parents(cont)

The grades awarded in these reports will The grades awarded in these reports will be based on test scores attained be based on test scores attained throughout the year together with the throughout the year together with the teacher’s overall impression of a child.teacher’s overall impression of a child.Purely academic attainment will be noted Purely academic attainment will be noted on tests.on tests.All Grade 6 results will be made available All Grade 6 results will be made available to Senior School staff through provision of to Senior School staff through provision of an electronic folder on the school network.an electronic folder on the school network.

Timetable for Reporting Timetable for Reporting to Parentsto Parents

Late November -First Parent/Teacher Late November -First Parent/Teacher Meeting and Meeting and written reportwritten report..

  Late April- Second Parent/Teacher Meeting Late April- Second Parent/Teacher Meeting and and verbal reportverbal report

  End of May End of May written report.written report.

Grading System to Be UsedGrading System to Be Used

It is important that our grading system is clearly It is important that our grading system is clearly outlined and understood by parents. The grading outlined and understood by parents. The grading system must serve several purposes.system must serve several purposes.It must give parents a clear indication of how children It must give parents a clear indication of how children are performing academically. are performing academically. It should indicate how children are likely to perform on It should indicate how children are likely to perform on transition to Senior School.transition to Senior School.It should inform the children as to the standards It should inform the children as to the standards necessary to attain each grade. necessary to attain each grade. It should motivate children to work towards achieving It should motivate children to work towards achieving higher grades.higher grades.

Marking SystemMarking SystemThe marking system is the same as that used in the Junior and Senior The marking system is the same as that used in the Junior and Senior

School. However the lowest grade awarded at Intermediate School shall be School. However the lowest grade awarded at Intermediate School shall be D. The grading system shall be as follows: D. The grading system shall be as follows: 

(Please note the above markings differ slightly from the markings discussed at the recent parents (Please note the above markings differ slightly from the markings discussed at the recent parents meeting. The BOM have determined that the above ratings should be in line with the other meeting. The BOM have determined that the above ratings should be in line with the other divisions of the School)divisions of the School)

There shall also be an There shall also be an “Effort Grade”“Effort Grade” awarded to acknowledge the awarded to acknowledge the endeavour of children. This shall be as follows and is the same as the endeavour of children. This shall be as follows and is the same as the procedure adopted in the Senior School:procedure adopted in the Senior School:

Percentage ScorePercentage Score Grade AwardedGrade Awarded

85 - 10085 - 100 AA

70 – 8470 – 84 BB

55 – 6955 – 69 CC

54 or Less54 or Less DD

Effort GradesEffort Grades

Grade AwardedGrade Awarded

MeaningMeaning

ExcellentExcellent 11

Very GoodVery Good 22

SatisfactorySatisfactory 33

UnsatisfactoryUnsatisfactory 44

Very UnsatisfactoryVery Unsatisfactory 55

Record KeepingRecord Keeping

Assessment records should have a meaningful Assessment records should have a meaningful purpose indicating various achievements by the pupil purpose indicating various achievements by the pupil as well as conforming to departmental as well as conforming to departmental recommendations.recommendations.

Teachers are encouraged to keep clear and concise Teachers are encouraged to keep clear and concise records of children’s progress in a “Pupil Profile”.records of children’s progress in a “Pupil Profile”.

Records of reports and samples of tests and class Records of reports and samples of tests and class work should be kept each year in an individual file. work should be kept each year in an individual file. Each child will have an opportunity to select samples Each child will have an opportunity to select samples of their best work to include in their profile. Two of their best work to include in their profile. Two samples of work will be chosen by the children each samples of work will be chosen by the children each term. These pupil profiles are passed on to each term. These pupil profiles are passed on to each subsequent teacher as well as any other assessment subsequent teacher as well as any other assessment records, which inform the new teacher. records, which inform the new teacher.

Information for Pupil ProfileInformation for Pupil Profile   Term OneTerm OneNFER Nelson Standardised tests.NFER Nelson Standardised tests.

Two Class Tests in English, Maths, Science and Irish.Two Class Tests in English, Maths, Science and Irish.One test in History and Geography.One test in History and Geography.Two samples of work chosen by childTwo samples of work chosen by child

Term TwoTerm TwoDrumcondra Standardised tests.Drumcondra Standardised tests.Class Tests in English, Maths, Science and Irish.Class Tests in English, Maths, Science and Irish.Two samples of work chosen by childTwo samples of work chosen by child

Term ThreeTerm ThreeClass Tests in English, Maths, Science, Irish, History and GeographyClass Tests in English, Maths, Science, Irish, History and Geography

Two samples of work chosen by child.Two samples of work chosen by child.Children shall also continue to contribute to their “portfolio”Children shall also continue to contribute to their “portfolio”