Dromagh National School

Dromagh, Mallow, Co. Cork ●Tel:02956067●

School Policy for Assessment and Reporting

Introductory Statement

This policy was originally devised in February 2014 by the staff of Dromagh National School in response to the Department of Education and Skills’ circular 0056/11 and the “Literacy and Numeracy For Learning and Life, The National Strategy to Improve Literacy and Numeracy among children and Young People 2011-2020”publication.

Rationale

This policy sets out to clarify the purpose and practice of assessment in Dromagh National School.

Relationship to characteristic spirit of the school

Assessment activities used in Dromagh National School will contribute to pupillearning and development by identifying key areas of strength and need.

This policy makes important links with policies in curricular areas, such as in the areas of English and Maths as well as with our Learning Support policy.

Aims

The principle aims of our assessment policy are:

  • To benefit pupil learning
  • To monitor learning processes
  • To generate baseline data that can be used to monitor achievement over time
  • To involve parents and pupils in identifying and managing learning strengths or
  • difficulties
  • To assist teachers’ long and short term planning
  • To coordinate assessment procedures on a whole school basis, etc.

Policy Content

(a) Purposes of assessment:

• To inform planning for, and coverage of, all areas of the curriculum

• To gather and interpret data at class/whole school level and in relation tonational norms

• To identify the particular learning needs of pupils/groups of pupils including the exceptionally able

• To contribute to the school’s strategy for prevention of learning difficulties

• To monitor pupil progress and attainment

• To enable teachers to modify their programmes in order to ensure that theparticular learning needs of individual pupils/groups are being addressed

• To compile records of individual pupils’ progress and attainment

• To facilitate communication between parents and teachers about pupils’development, progress and learning needs

• To facilitate the involvement of pupils in assessment of their own work

• To enable teachers to monitor their own approaches and methodologies

(b) Assessment for learning and assessment of learning:

Dromagh National School recognises the four functions of assessments asbeing:

Formative, summative, evaluative and diagnostic (as described in thePrimary School Curriculum, 1999) .

In line with the NCCA Guidelines forAssessment in the Primary School Curriculum, Dromagh National School intends to build on the above four functions of assessment through two main approaches to assessment:

• Assessment for Learning (AfL).

• Assessment of Learning (AoL).

Teachers realise that these approaches are interrelated and use AfL to informtheir teaching and learning and AoL to report to parents/guardians, teachersand relevant others. There are a variety of assessment methods for gatheringand using information about how well children are learning across the curriculum.

Assessment Methods:

  • Self-assessment
  • Portfolio assessment
  • Concept mapping
  • Questioning
  • Teacher observation
  • Teacher-designed tasks and tests
  • Standardised testing
  • Diagnostic testing
  • Screening

Teachers are aware that the use of a combination of these assessment methods is most beneficial and that use of one particular method usually involves using other methods, e.g. self – assessment and the use of an appropriate portfolio as a record of work and teacher observation and questioning and tasks and tests.

Teachers will assess products that have been created during the process oflearning. These include:

1. Self-assessment products

2. Think-alouds

3. Work samples

4. Retells

5. Surveys and questionnaires

6. Teacher designed tasks & tests

Standardised tests

In accordance with best practice guidelines and circular 0056/11, standardised tests are carried out in literacy and numeracy. These tests are carried out as follows:

English: “Micra T” Test is used from 1st class to 6th class

Mathematics: “Sigma – T” Mathematics Attainment Test is used from 1st class to 6th class.

Time of year:

All classes tested in May/ June each year.

Administration:

Learning Support and Class Teacher administer the test.

Recording of Results:

Results are recorded in terms of raw score, standard score, percentile rank and STen score.

Reporting to parents:

Results are reported to parents in written form and orally where required. To maintain consistency, STen scores are given along with a simple descriptor e.g. STen 7-high – average etc.

How results are used:

Results are analysed on an individual basis by each class teacher and on a whole school basis by all teaching staff. This is to identify children for supplementary teaching and for diagnostic purposes.

In relation to the Micra T Reading Test, the children’s scores are compared tonational distribution using the Bell curve. From this, the school can set targets for improvement of reading scores across different percentile bands in any given year.

Screening:

To facilitate the early intervention of learning strengths/difficulties, the school

administers screening tests in the junior classes. These are administered by the learning support teacher in conjunction with the class teacher.

Early at Risk Indicators:

The M.I.S.T. is administered to Senior Infants in the third term of the school year. It is normally administered by the L.S. teacher.

Early Intervention:

In addition, the school places strong emphasis on early intervention programmes in literacy and numeracy.

Following screening measures in the school and in consultation with the classteacher and parents, pupils are selected for diagnostic assessment in line withour Staged Approach to Assessment.

Diagnostic Assessment:

Formal diagnostic tests are used to determine the appropriate learning support for individual students who present with learning difficulties.

In the event of a pupil showing significant difficulties in the standardised tests and in the classroom, advice will be sought from the learning support teacher. Diagnostic testing will be recommended and parental consent sought. In this instance, parents will be met by the class teacher and the Learning Support teacher and the purpose of the test will be explained. Diagnostic tests are administered by the Learning Support teacher, who will interpret the results and communicate these in detail to the Principal and the class teacher. A school meeting will be arranged with parents to discuss the implications of the results which mayinclude:

• Stage 1: Classroom intervention

• Stage 2: School support

• Stage 3: School support plus – more intensive intervention with furtherassessment by an outside agency e.g. an educational psychologist.

Where it is felt necessary to consult a psychologist (NEPS or other) about diagnostic test results, the Learning Support Teacher, in conjunction with the school Principal and the class teacher arranges for such consultation.

Psychological Assessment:

Where it is felt a psychological assessment or other assessment is required,it is arranged by the school using the standard consent forms. The schoolPrincipal, Learning Support teacher and classroom teacher liaise with parents.

Results, reports and recommendations of psychological assessment are animportant factor in the drafting of pupil IPLPs. In the event of a privateconsultation, parents are requested to supply the school with a copy of thereport in order to facilitate this.

Recording the results of assessment

Pupil screening and standardised assessment results are recorded in class

lists until the pupil reaches the age of 21.

Test booklets are kept for a period of one academic year.

Agreed terminology is used to communicate results and teachers are mindful of the need to record any comments in an objective and instructive manner.

Sensitive data is securely stored in computer files (Sigma-T) and in hard copy

stored in locked filing cabinets.

Test results are communicated to those with an involvement in the pupil’s

learning – parents, psychologist, specialised therapist, secondary school to

which the pupil is transferring etc.

Success Criteria

Indicators that the policy is achieving its primary aims are as follows:

A range of informal and formal assessment modes are used to place

assessment as an integral part of teaching and learning.

Procedures run smoothly and efficiently because there is clarity about what is expected and who is responsible for different aspects.

Transfer of information from class teacher to class teacher happens efficiently at the beginning/end of school year.

Roles and Responsibility

The Co-ordintation of this policy is the responsibility of the Principal, class teachers and Learning Support/Resource teachers..

Implementation Date and Review

This policy was reviewed in June 2017

Ratification & Communication

This policy was ratified by the school Board of Management on ______.

Signed: ______