- •Introduction
- •І. What assessments are likely to occur at primary school?
- •1.1. School Entry Assessment and Running Records
- •1.2. Six Year Net (Observation Survey), paTs and star Tests
- •Іі. Standatization and moderation
- •Ііі. Function and types of primary school learning assessment
- •Conclusions
- •Bibliography
Conclusions
On entry to the school children are informally assessed. Results are used to inform planning, set targets and aid early identification of special needs. Children are assessed each half term to ensure that the next steps in learning are appropriately planned in order to help children make progress. During their reception year children are assessed using the Foundation Stage Profile which is based on the teacher’s ongoing observations and assessments in the six areas of learning. Each child’s typical developments and achievements are recorded in the Profile. Teachers use records to review pupil’s progress, set appropriate targets for the future and to form the basis of reports.
Records are kept in many ways. These include:
• Teacher’s plans
• Children’s work
• Teacher’s notes e.g. significant outcomes
• Teacher’s mark books
• Assess results in school’s Assessment Manager/Essex Target Tracker e.g. QCA,
• National baseline, Early Learning Profile
• Numeracy Key Objectives
• Individual portfolios
• End of year Pupil Summary Record Card
In order to summarize all evidence of achievement, teachers are keeping a record of each child’s attainment in the National Curriculum subjects. This is completed by the teacher towards the end of the academic year and transfers with the child to the next class, or moves with them to the next phase of their education.
So it should be mentioned that assessment play a great role in educational life of our children. It is important to assess what has been taught and link it directly to syllabus outcomes. We need to allow for a range of performances and provide opportunities for students to demonstrate what they know and can do.
When we set assessment tasks, we should ensure they have clear and explicit criteria for making judgements and that they promote reliable and consistent judgements by teachers.
Bibliography
Carter, C. R. Assessment: Shifting the responsibility // The Journal of Secondary Gifted Education. – 1997. – № 9. – P. 68-75.
Harlen, W. The Teaching of Science in Primary Schools. / Harlen, W. and Qualter, A. – London: David Fulton Publishers, 2004. – 256 pp.
Kogan, P. Assessing Students: How Shall We Know Them? / Kogan P. – London, England: Rowntree, 1987. – 273 pp.
Shepard, L. Using Assessing to Improve Learning. / Shepard, L. – London : Educational Leadership, 1995. – 170 pp.
Wragg E. C. Assessment and learning in the primary school. / Edward Conrad Wragg. – London : Routledge Falmer, 2001. – 86 pp.