Monitoring and assessment in Secondary Schools

Theresa Lowry-Lehnen PGCE (QTS- Qualified Teacher Status) 2005

Monitoring and Assessment in Secondary SchoolsReflective article on the Monitoring and Assessment of Students work during my Teacher Training at St Mary’s University Teacher Training College London and Partner Schools

Theresa Lowry-Lehnen

Monitoring and assessment is a continuous process and an integral part of both teaching and

learning. It is not just concerned with measuring what pupils can do, but is also a system of

continuous feedback and interaction between teachers and pupils which aims to improve student’s

performance by taking learning forward.

The purpose of monitoring and assessment is fourfold: formative (assessment for learning),

summative (assessment of learning), evaluative and diagnostic (Ward 2004). Understanding its

purpose and correct application allows teachers to improve planning and teaching processes which

ultimately enhances the learning opportunities, potential and outcomes for pupils. Assessment

centres on pupils and their levels of attainment and progress. However, as a method for improving

teaching and learning and overall school effectiveness, it provides more than just a record and

measure of pupils’ academic progress. It is also a system of continuous feedback and interaction

between teachers and pupils which aims to improve students’ performance by taking their learning

forward. Furthermore, effective monitoring and assessment, combined with good record-keeping,

is crucial for any meaningful communication with pupils, parents and carers and other

professionals.

Throughout this academic year, every opportunity was taken to increase my knowledge, and

understanding and improve my practice in monitoring and assessment: I attended University

lectures (HEI 2004a; HEI 2004b; HEI 2004c; HEI 2004d; HEI 2004e; Ward 2004), consulted

relevant literature, journal articles, official government documents and reports (Assessment

Reform Group 1999; Black & William 1998; Black et al 2002; Black et al 2003; Chitty 2004;

Dearing 1996; DfEE 1996; DfEE 1997; DfEE and QCA 2000; DfES 2003; DfES 2003a; DfES

2003b; DfES 2004; DfES 2004a; DfES 2004e; Docking 2000; Ellis 2004; Kyriacou 1997;

Kyriacou 1998; Le Versha & Nicholls 2003; OFSTED 2004; Sadler 1989; TGAT 1998;

Tomlinson 2004; Wragg 2001) and attended specific workshops about coursework assessment

(Joyce 2004). I booked individual tutorials with the school’s Director of Assessment and my

mentor at my first placement school, and attended a lecture on target-setting at my present school

which informed me how the formal assessment of pupils’ learning contributes to local and national

school data and how this data is used to set clear targets for pupils’ achievement (Burke 2004;

Petty 2004; Merrit 2004) (Reflection- Appendix- section 12). I have also consulted and abided by

the assessment policies of both my placement schools (Carshalton High School Assessment Policy

1


2004; St Philomena’s Catholic High School for Girls Assessment Policy 2004). (Refection-

Appendix- section 11).

This extensive theoretical background has informed my practice. Combining the underpinning

theory and the learning gained from observing the effective practice of others with my own

experience has greatly improved my own planning, teaching, record-keeping and reporting to

parents and carers.

The importance of monitoring and assessment is highlighted by relevant QTS Standards (S1.4, 1.7,

1.8, 3.1.1, 3.1.2, 3.2.1, 3.2.2, 3.2.3, 3.2.4, 3.2.5, 3.2.6 and 3.2.7) (DfES 2003a; DfES 2004). As

these standards make clear, and as I have learned and shown, monitoring and assessment strategies

are necessary in order to raise standards of attainment and improve planning and teaching. Without

such strategies, there would be no effective method of recording the progress and attainment of

pupils against both local and national benchmarks, or providing essential feedback and

communication with pupils, parents/carers, and other professionals. Overall, the effective use of

monitoring and assessment greatly enhances teaching, planning and learning, thus improving

overall standards and levels of progress and attainment.

Throughout my teacher training, I have continuously made provision for and carried out

assessment for learning, which is the process of using classroom assessment to improve pupils’

learning and raise standards of attainment (Ellis 2004; Teachernet 2004). I have used assessment

for learning effectively by promoting pupils’ self-understanding, self-assessment and motivation

and helping them to improve their work by advising them on how best to approach future tasks

and achieve learning goals (Sadler 1989; DfES 2004; Kyriacou 1997; Teachernet 2004). Evidence

of my practice of assessment for learning can be seen in my mentor’s comments on my autumn

and spring profiles as well as the selection of lesson plans and evaluations (Appendix- section 6),

observation sheets (Appendix- section 2) and copies of my monitoring and assessment

records(Appendix- section 1).

My initial experience of assessment of learning, which focuses on pupils’ academic attainment

recorded in the form of grades or marks, was marking class work, homework and class tests

(Appendix – sections 3 and 4). I progressed through self-enquiry and the guidance of my mentors

in developing the knowledge, skills and understanding required to formally assess students

coursework (summative assessment) (Appendix- section 5) according to the specific awarding

bodies’ specification marking criteria (AQA 2004a; AQA 2004b: AQA 2004c: AQA 2004d).

Effective assessment of pupils’ learning combined with effective assessment for learning, enables

teachers to maintain records, as a basis for future planning, for monitoring progress and for

internal and external reports to colleagues, parents and other agencies (DfES 2004; Kyriacou 1997;

Petty 2005, Wragg 2001).

2


I have also carried out assessment of my pupils’ knowledge, skills and understanding in practice

by visiting them at their work placements.. This proved to be a useful aspect of monitoring and

assessment as it revealed that many pupils who did not necessarily apply themselves in class could

be seen in a different light in a practical environment where they often successfully combined

theory with practice, showed keen interest and demonstrated their ability to improve and apply key

skills. My personal observations and assessments confirmed how certain students who showed

little interest in traditional academic work flourished when they discovered direct relevance within

an area of their interest. Speaking directly to employers about the pupils’ work in practice also

confirmed that work placements can transform certain students, bringing out abilities and fostering

interests which had not been obvious in previous academic records.(Evidence- Appendix- section

10)

I have maintained systematic records of my pupils’ attendance, behaviour, academic progress,

efforts, attributes and achievements (Appendix- section 1), and gained an understanding of the

importance of maintaining accurate records as a basis for reporting to pupils, parents/carers and

other professionals. I have carried out successful parent-teacher consultation evenings this

academic year (Appendix – section 7) and written school reports (Appendix- section-8) where I

communicated positively, effectively and sensitively with the pupils’ parents and carers on their

children’s achievements, recognising their rights, roles and responsibilities and the valuable

contribution they can make to their children’s learning and education. I have also taken

opportunities to consult with parents/carers through the pupils’ diaries/planners, letters (Appendix-

section 9) and telephone conversations, positively on pupils’ efforts and good work and sensitively

on such issues as absenteeism, poor behaviour, lack of progress and lack of effort, having first

referred to my mentor for guidance relating to such matters. Referring to the school’s policy

regarding consulting with parents and carers and carrying out wider reading informed my practice

(DfES 2004c; DfES 2004d; Kyriacou 1997; Kyriacou 1998; St Philomena’s 2004).

League tables and statistics hold value with regard to the diagnostic and evaluative purposes of

assessment (Appendix –section 12). They allow comparisons on local, regional and national levels

and can function as ‘warning signals’ where teaching and learning appears to be sub-standard.

Equally, they can be an incentive for continuous improvement. However, both teachers and pupils

should place greater emphasis on assessment as a means of enhancing their own teaching and

learning processes. Applied effectively on such individual and local levels, assessment can have

the greatest impact, and that in turn will be reflected in league tables and local, regional and

national statistics.

I have learned that the key factors in improving teaching and learning through monitoring and

assessment include providing effective feedback, involving pupils in their own learning, adjusting

3


teaching according to true assessment results, recognising the influence assessment has on pupils’

motivation and self-esteem, and the need for pupils to be able to assess themselves and understand

how to improve (Black & William 1998; HEI 2004a,HEI 2004 b, HEI 2004c, HEI 2004d, HEI

2004e; QCA 2004). It is important to understand that quality of learning should be valued above

presentation and quantity. Equally, effective assessment feedback must not be used in such a way

as to lower the self-esteem of pupils by comparing them negatively with more successful learners.

It should help pupils to progress and improve rather than serve managerial and statistical purposes,

and it should focus on giving support and advice rather than making judgements. Effectively

applied monitoring and assessment enables teachers to become advocates for their pupils and to

use planning and teaching processes in order to enhance their pupils’ learning and understanding.

Monitoring and assessment should not be a bureaucratic exercise, rather it must serve the purpose

of focusing minds and resources on the most important task of all, that is providing the best-

possible education and maximising learning opportunities, potential and outcomes for each

individual pupil.

4


References

Assessment and Qualifications Alliance( 2004a) GCSE ( Double Award 2006) Course Specification. Manchester: AQA.

Assessment and Qualifications Alliance (2004b) General Certificate of Education (Single and Double Award 2006) Course Specification. Manchester: AQA.

Assessment and Qualifications Alliance (2004c) General National Vocational Qualifications; Course Specification. Manchester: AQA.

Assessment and Qualifications Alliance (2004d) General National Vocational Qualifications. Course Specification. Manchester: AQA.

Assessment Reform Group (1999) Assessment for Learning: Beyond the black box. University of Cambridge: Faculty of Education.

Black, P., William,D. (1998) Inside the black box: raising standards through classroom assessment. London: Kings College.

Black, P., Harrison, C., Lee, C., Marshall, B., William, D. (2002) Working inside the black box: assessment for learning in the classroom. London: Kings College.

Black, P., Harrison, C., Lee, C., Marshall, B., William, D. (2003) Assessment for Learning: putting it into practice. Berkshire: Open University Press.

Burke, D.(Director of Assessment) (2004) Tutorial on the assessment process (14/12/2004). Surrey: Carshalton High School for Girls.

Carshalton High School for Girls (2004) School Assessment Policy. Surrey: Carshalton High School for Girls.

Chitty, C. (Ed) (2004) Education Policy in Britain. Basingstoke: Palgrave Macmillan.

Dearing, R. (1996) Review of Qualifications for 16-19 Year Olds (The Dearing Report). London: The Stationary Office.

Department for Education and Employment (1996) Education Act. London: HMSO.

5


Department for Education and Employment (1997) Qualifying for Success. London: The Stationary Office.

Department for Education and Employment and QCA (2000) The National Curriculum for England. London: DfEE and QCA Publications.

Department for Education and Skills (2003) 14-19 Extending Opportunities, Raising Standards. London: The stationary Office.

Department for Education and Skills (2003a) Qualifying to teach: Professional Standards for Qualified Teacher Status and Requirements for Initial Teacher Training. Teacher training agency. London: HMSO.

Department for Education and Skills (2003b) Every Child Matters. London: The Stationary Office.

Department for Education and Skills (2004) Unit 1 : Assessment for learning in every day lessons. Available online at www.standards.dfes.gov.uk/performance.

Department for Education and Skills (2004a) Success for all. London: The Stationary Office.

Department for Education and Skills (2004a) Handbook of guidance 2005 edition: Accompanies Qualifying to teach, the Professional Standards for Qualified Teacher Status and Requirements for Initial Teacher Training. Teacher training agency. London: HMSO.

Department for Education and Skills (2004b) Pupil Achievement Tracker(PAT). Available at http://www.standards.dfes.gov.uk/performance/pat.

Department for Education and Skills (2004c) Reporting pupils Achievements to Parents Key Stages 3-4. Available online at http://www.standards.dfes.gov.uk.

Department for Education and Skills (2004d) Pupil Reports and Parents Evening. Available online at www.dfes.gov.uk/publications.

Department for Education and Skills (2004e) 14-19 Education and Skills. London: The Stationary Office.

Docking, J. (Ed.) (2000) New Labour’s Policies for Schools. Raising the Standard? London: David Fulton Publishers.

Ellis, V. (Ed.) (2004) Learning and Teaching in Secondary Schools. 2nd ed. Exeter: Learning Matters.

6

http://www.dfes.gov.uk/publications

http://www.standards.dfes.gov.uk/


Higher Education Institute EPP Lecture (2004a).Assessment for Learning. London: St Mary’s College.

Higher Education Institute EPP Lecture(2004b) An introduction to the National Strategies at Key stage 3 and Key stage 4 – Raising expectations. London: St Mary’s College.

Higher Education Institute EPP Lecture(2004c) National Strategy – Behaviour and attendance: Managing challenging Behaviour. London: St Mary’s College.

Higher Education Institute Subject Specific Lectures (2004d) National Strategy Materials: Monitoring and Assessment( 4/10/2004) : Assessment for Learning(10/10 2004 and 11/10/204). London: St Mary’s College.

Higher Education Institute, EPP Lecture (2004e) An introduction to the National Strategies at Key Stage 3 and Key Stage 4 – Raising expectations .London: St Mary’s College.

Joyce, G. (2004) (Head of Department- Health and Science) Coursework Assessment in Science (24/01/2004) Subject specific study day. Putney: ADT College.

Kyriacou, K. (1997) Effective Teaching in Schools: Theory and Practice. (2nd edn) Cheltenham : Nelson Thornes Publishers.

Kyriacou, K. (1998) Essential Teaching Skills (2nd edn) Cheltenham: Stanley Thornes Publishers.

Le Versha, L., Nicholls, G. (Eds.) (2003) Teaching at Post-16. Effective Teaching in the A-Level, AS and VCE Curriculum. London: Kogan Page.

Merrit, R. (2004) (Deputy Head) Tutorial for PGCE students on Target setting (15/03/2004). Sutton: St Philomena’s Catholic High School for Girls.

Office for Standards in Education (2004) Standards and Quality 2002/2003: The Annual Report of Her Majesty’s Chief Inspector of schools. London: Ofsted Publication Centre.

Petty, B. (2004) (Teacher, Mentor and Careers advisor) Tutorial on the assessment process for Key Stage 4/Key Stage 5 in relation to Health and Social Science (14/12/2004). Surrey: Carshalton High School for Girls.

Pole,C. J. (1993) Assessing and Recording Achievement. Buckingham: Open University Press.

7


Qualifications Curriculum Authority (2004) Characteristics of AFL. Available online at www.qca.org.uk . Accessed 02/02/2004.

Sadler,R. (1989) Formative assessment and the design of instructional systems. Instructional Science, 119-144

St Philomena’s staff handbook 2004 ‘Consulting with parents’ (page 110). Surrey: St Philomena’s Catholic High School for Girls.

Task Group on Assessment and Testing (TGAT) (1998) National Curriculum Report. London: DES.

Teachernet (2004) Teaching, Attainment targets and level descriptions. Available online at www. teachernet.gov.uk/teachinginengland.

Tomlinson, M. (2004) Working Group on 14-19 Reform. Final Report. London: The Stationary Office.

Ward, P. (2004) An Introduction to Assessment. (HEI, EPP lecture- 16/01/2005) London: St Mary’s College.

Wragg, E. C. (2001) Assessment and Learning in the Secondary School. London: Routledge Falmer.

8

http://www.qca.org.uk/


Bibliography

Alis (2004) The Alis project. Available on line at http://www.alisproject.org. Accessed 02/02/2004.

Assessment and Qualifications Alliance (2001) Key Skills Specification. Guildford: AQA.

Clarke, L., Lamb, A. (2002) GCSE AQA Teacher Support Pack. Cheltenham: Nelson Thornes.

Edexcel (2000) The Key Skills User Guide. London: Edexcel.

House of Commons (2004) Hansard Debates for 23 February 2045 (pt4). Accessed 02/02/2004, from: (www. publications.parliament.uk)

House of Commons (2004) Select Committee on Education and Skills. Sixth Report. London: The Stationary Office.

Lawton, D. (1996) Beyond the National Curriculum: Teacher Professionalism and Empowerment. London: Hodder and Stoughton.

Learning and Skills Development Agency (2004) 2nd ed. GCSE Health and Social Care. Quick Guides. London: LSDA.

Le Versha, L., Nicholls, G. (Eds.) (2003) Teaching at Post-16. Effective Teaching in the A-Level, AS and VCE Curriculum. London: Kogan Page.

Office for Standards in Education (2004) Standards and Quality 2002/2003: The Annual Report of Her Majesty’s Chief Inspector of schools. London: Ofsted Publication Centre.

Office for Standards in Education (2004) Transforming Vocational Learning: A Cultural Revolution? Transcript of speech by David Bell, Her Majesty’s Chief Inspector of Schools at CRAC Conference, 15 November 2004.

Office for Standards in Education (2004) Developing new vocational pathways. Final report on the introduction of new GCSEs. London: Ofsted Publications Centre.

Pring, R. (1995) Closing the Gap: Liberal Education and Vocational Preparation. London: Hodder.

9


Qualifications Curriculum Authority (2001) Key Skills for Developing Employability. London: HMSO.

Qualifications Curriculum Authority (2004) 14-19 Learning- Qualifications. Available online from www.qca.org/14-19/qualifications/index. Accessed 02/02/2005.

Qualifications and Curriculum Authority QCA (2004) 14-19 learning: Choosing a GCSE in a vocational subject. Available online from www.qca.org.uk. Accessed 02/02/2004.

Qualifications and Curriculum Authority QCA (2004) VCE A levels. Available online from www. qca.org.uk. Accessed 02/02/2004.

YELLIS (2004) The YELLIS project. Available online at www.Alisproject.org.

10

http://www.Alis/

http://www.qca.org/14-19/qualifications/index