Assessment falls into 2 main categories:
Summative – this takes place at the end of a module or unit of work and measures the attainment of a student Formative – this is ongoing assessment which allows a teacher to judge understanding/skills/knowledge and provides the opportunity to help students improve and teachers to plan and adjust teaching and learning in lessons to meet the needs of all learners
In school we make regular use of summative assessment in order to track the progress of students. Three times a year Key Stage 3 students are given National Curriculum levels based on tests or assessed pieces of work and an attitude to learning mark from the scale 110. The levels are reported to parents in the form of reviews and reports throughout the year and to the DCSF at the end of the key stage. This process is mirrored at Key Stage 4 using GCSE grades and where appropriate diploma levels. However the assessments occur six times a year enabling tighter monitoring and tracking. Whilst summative assessment is important in that we are accountable for the standard students reach at the end of each key stage, formative assessment is the most important form of assessment. It is this that helps students move forward and make progress in their learning. Formative assessment has been referred to as scaffolding – when a learner is at a particular stage and needs to move forward to the next stage, formative assessment provides that step, or the scaffolding on which to climb. Formative assessment can be: oral
eg a question designed to make the student think a comment to correct misinterpretation a suggestion of what to do as a next step
written eg feedback on a piece of work which suggests next steps suggestions on how to improve the work or provide a challenge or question: „Can you do…?‟ All work should be responded to either orally or in written form. It is often necessary for written feedback to be given both during and after the completion of a key assignment. Whilst departments will have identified their own key assignments which will receive detailed written feedback that makes explicit reference to level and grade criteria and published mark schemes, there are some common elements to good practice in marking. The best formative assessment would be as follows:
Ensure there are clear objectives so that learning and feedback are focused Comment on strengths and how to improve in general oral and written feedback They should include a positive and then a specific next step. At times the next step could be achieved by the answering of a question posed in the comment. Ensure students act on the feedback in an observable way. (provide time to read, reflect and act on comments/suggestions/make alterations/answer a question posed) Use peer and self-assessment to support assessment and learning Comments should avoid “praise-style” phrases such as “You are a good worker” or “keep up the good work” and “punitive” phrases like “Take more care with …” as these focus on the person, not the work.
“Feedback should be more work for the recipient than it is for the giver.” Dylan Wiliam Sept 2009 Page | 1