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School Policy for Assessment & Reporting 

1.  Policy Statement

2.  Appendices:

Appendix A:          Classroom Assessment Methods

 

Appendix B:           Monthly Assessment Plan

Appendix C:           Standardised, Screening & Diagnostic Tests in use

Appendix D:           Communication of Test Results to Parents

Appendix E:            Record-Keeping

Appendix F:            Class Assessment Filing

Appendix G:           Photocopiable Resources

 

ASSESSMENT AND REPORTING POLICY          

In formulating and operating this policy, Holy Trinity N.S. understands Assessment to be-

‘…the process of gathering, recording, interpreting,

using and reporting information about a child’s progress and achievement

in developing knowledge, skills and attitudes.’

 

 [Assessment in the Primary School Curriculum- Guidelines for Schools NCCA2007]

 

Introduction

The development of this policy has been guided by legislative requirements enshrined in:

• the Education Act (1998)

• the Data Protection (Amendment) Act (2003)

• the Equal Status Act (2000)

• the Education (Welfare) Act (2000)

• the Education for Persons with Special Educational Needs Act (2004)

 

The policy has been drafted by the teaching staff of the school, in consultation with ppds facilitation, with due regard to the above requirements as well as recommendations from the Department of Education & Science and best practice in the area of pupil assessment. 

 

Rationale

This assessment policy sets out to clarify the purpose and practice of assessment in Holy Trinity N.S.

Relationship to characteristic spirit of our school

Assessment activities used in Holy Trinity N.S. will contribute to pupil learning and development by highlighting key areas of strength and need.

The policy links with policies in curricular areas as well as our Special Needs/Learning Support policies.

Aims

 

The chief 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 to national 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 the particular 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:

Holy Trinity N.S. recognises the four functions of assessment as being formative, summative, evaluative and diagnostic. The focus is on assessment for learning as well as assessment of learning; this means that evidence is used on an ongoing basis to inform teaching and learning, in addition to the periodic recording of children’s progress and achievements.

Assessment Methods  

A continuum of assessment methods is used in the school [See Appendix A]. These range from child-led to teacher-led. These include:

• Self-assessment
• Conferencing
• Portfolios
• Concept mapping
• Questioning
• Teacher observation
• Teacher-designed tasks and tests
• Standardised testing

 

A yearly plan is in operation whereby particular methods from the above list are a focus each month. [See Appendix B].

(c)    Standardised tests

In accordance with the requirements of Circular 0138/2006, standardised tests are carried out in literacy and mathematics. It is school policy to carry out these tests as follows-

Time: between mid-May and mid-June each year

Classes: all classes

Administration: Class Teacher [Where a pupil is tested out of the class situation or with assistance, a note to this effect will be put on test booklet].

Exemptions: as per Circular 0138/2006

Recording of results: Results are recorded in terms of raw score, standard score, percentile rank and STEN

Reporting to parents: Results are reported to parents in oral and written form. To maintain consistency, STEN scores are given along with a descriptor eg ‘high-average’.

Analysis of results: Results are analysed on an individual basis by class Teachers and on a whole-school basis by Learning Support Teacher, in order to identify pupils for supplementary teaching. Whole-staff analysis of results informs teaching and learning practices in the school.

(d)               Screening:

 To facilitate the early identification of’ learning strengths / difficulties, the school administers screening tests in Junior classes. These are administered by the Learning Support Teacher and results interpreted in consultation with the Class Teacher. Screening may lead to specific intervention by the class teacher in line with our Staged Approach to special needs provision. In addition, the school places strong emphasis on early intervention.

(e)    Diagnostic Assessment:

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

In the event of pupil performance falling below a standardised test cut-off point, further diagnostic testing will be recommended and parental consent sought.  In this instance, parents will be met by Class Teacher and Learning Support Teacher and the purpose of the testing explained. Diagnostic tests are administered by the Learning Support Teacher, who will interpret results and advise Class Teacher of results. A school meeting will be arranged with parents to discuss the implications of results which may include –

• Classroom differentiation measures / Stage 1 monitoring;
• Referral to supplementary teaching;
• Further assessment by an outside agency eg Educational Psychologist.

 

Full details of Standardised, Screening and Diagnostic tests used in the school, are outlined in Appendix C.

 

(f)  Psychological Assessment:

Where it is felt a psychological assessment or other assessment is required, this is arranged by the school using the standard consent forms. Results of psychological assessment are a key factor in the drafting of pupil IEPs. In the event of a private consultation, parents are requested to supply the school with a copy of the report in order to facilitate this.

Reports are securely stored by the school and confidentiality is maintained at all times.

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 one academic year.
• Agreed terminology is used to communicate results (see above) and teachers are mindful of the need to record any comments in an objective and instructive manner.
• Sensitive data is securely stored in computer file (Micra-T & Sigma-T) and in hard copy stored in locked filing cabinet.
• Test results are communicated to those with an involvement in the pupil’s learning – parents, psychologist, specialized therapist, secondary school to which pupil is transferring etc.

 

Details of the school arrangements for communicating results to parents/guardians are outlined in Appendix D.

Reporting to Outside Agencies on Individual Pupils

 

In the event of a request by an outside agency for a pupil assessment, the Principal will be informed and will be supplied with the report before its being forwarded. The Staff member who completes the report will keep a copy of the report and a copy will be kept in the school records. A copy of the request should also be kept on file and the reason why the report was sought. The Principal will have the discretion to bring any sensitive reports or requests to the Board of management for their attention, advice or direction.

 

Success Criteria

Practical indicators of the success of the policy will include -

• 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 coordination of this policy is the responsibility of Principal, Class Teachers and Learning Support / Resource Teachers.

 

Implementation and Review

The implementation of this policy will commence in September 2009. It will be reviewed on an annual basis, or as circumstances may warrant.