Assessment Policy

School: Carlow Educate Together NS

Assessment Policy

Carlow Educate Together NS

Introduction & Rationale 

The core of the policy is that all children should experience success at school. This policy endeavours to identify at the earliest possible opportunity, children who may have learning difficulties and put in place a whole school response to their needs. An effective assessment policy is an important aspect of this. Carlow Educate Together NS aims to motivate pupils and encourages them to achieve to the best of their ability. In line with our ethos, it is also important that assessments involve parents/guardians in the process.

Definition of Assessment

Assessment refers to all activities undertaken by teachers, and by their students in assessing themselves, which provide information to be used as feedback to modify the teaching and learning activities in which they are engaged. Carlow Educate Together is focussed on best practice for assessment both “of learning” and “for learning.” 

Relationship to School Ethos 

Our school vision states that every child has an opportunity to be happy, safe and able to learn.  We also follow the four key pillars of Educate Together’s ethos- that is – multidenominational, child-centred, democratic and co-educational.  Therefore, our school adopts a holistic approach to the education and development of each individual child.  

Aims and Objectives 

The primary aims and objectives of the policy are: 

 

• To facilitate reflective teaching and enhance pupil learning.
• To create a procedure for monitoring achievement. 
• To track learning processes which assist the long and short term planning of teachers. 
• To highlight difficulties in learning in order to provide intervention strategies 
• To identify gifted and able or talented children who require extension activities 
• To keep records of attainment that will inform the reporting process 
• To use validated assessment data to inform target setting and to raise expectations and standards 

Policy Content 

This policy is geared towards using assessment to inform planning and identify the needs of all pupils so that adequate strategies are in place early enough to facilitate meeting their needs. These strategies may include pupil self-assessment, two-way communication between parents and teachers, modification of teacher programmes through differentiation and Individual Education Plans. 

Standardised Testing 

Standardised testing takes places in the third term of each school year. The school uses the following tests at each class level:

 

• Junior Infants: The Belfield Infant Screen Programme
• Senior Infants: MIST 
• 1st Class upwards: Micra T and Sigma T 

 

The outcomes of testing are used to monitor pupils’ progress. These are then used to inform classroom planning or as part of the decision to give extra supports to children.  In line with the Department of Education’s Literacy and Numeracy Plan, the school must send data to the Department of Education although no child will be identified individually in these reports.

In-Class Assessment 

Every curriculum subject in our school is assessed. The Plean Scoile for each subject has a dedicated section for assessment.  Staff are required to have an assessment section on school plans within their own short and long term planning. Teachers will also have one or more of the following in their classrooms to track assessment: 

 

• a specific assessment folder 
• a section within their own plans for recording of assessment
• portfolio of work from children
• electronic medium for recording assessment

 

All curriculum subjects should be assessed by teachers including all core and non-core subjects.

Types of Assessment

The school follows the NCCA guidelines on Assessment in the Primary Classroom. These are summarised on p12 and p13 of the document. They are listed below with page reference numbers for fuller explanations:

 

• Self-assessment page 14
• Conferencing page 24
• Portfolio assessment page 30
• Concept mapping page 36
• Questioning page 42
• Teacher observation page 46
• Teacher-designed tasks and tests page 54
• Standardised testing page 60.

Record Keeping

The school keeps records of the following assessments.

 

• Running records of First Steps levels
• End of year reports
• Parent-teacher meeting notes

• Pupil work samples in all curricular subjects – in copies, scrapbooks, workbooks, etc.

• Drawing Portfolio for children to show progress in Drawing strand of Visual Arts

 

Other examples that teachers may keep records of are as follows:

 

• End of term maths and literacy assessment
• Teacher observation notes made throughout the year

 

At the end of each school year, a teacher will pass on assessment information to the next teacher. This can be in the form of an informal or formal meeting but written records may be shared. Suggestions from staff include:

 

• End of year reports 
• First steps writing level 
• Running record reading level
• End of year maths test score.
• Standardised assessment results
• Verbal handover meeting between teachers. Teachers discuss educational needs of class and individual children.
• Reading ability records
• In-class assessments

Screening 

The screening methods used to identify learning strengths and needs by class teachers 

in our school are: 

 

• Teacher observation (throughout the year) 
• Use of homework, teacher-designed tests & projects (throughout the year) 
• Standardised Tests listed above
• Non Reading Intelligence Test (3rd term 2nd and 5th class, when required) 
• Behaviour Checklists (as needed) 

 

Note the BIAP is used to assess early infant skills such as gross motor skills, fine motor skills, etc. If the class teacher feels that a pupil would benefit from taking the BIAP screening test, parental permission will be sought. The results will inform both the teacher and parents about how these skills can be improved if necessary and may be used to form part of a process for further support whilst in the school.

Diagnostic Assessment 

If a child requires learning support or resource hours, a range of assessments will be administered by a member of the Special Educational Needs Team following referral by the class teachers in consultation with parents / guardians. The administration of such tests is in keeping with the approach recommended by DES Circular 02/05 where a staged / layered approach is used by the individual class teachers before recourse to diagnostic testing / psychological assessment. Parents will be provided with test results and if a psychological assessment is warranted, parental permission will be sought and a consent form will be completed. 

Diagnostic Testing 

The diagnostic tests used in the school include: 

 

• Reading A-Z Running Record
• Dolch Reading Test 
• Jolly Phonics Screening
• Project Data Social Skills Checklist
• Schonell literacy tests 
• Ballard maths assessment

Recording & Access to assessment results 

(See school’s policy on Record Keeping and Data Protection) 

Roles and Responsibilities 

• Class Teacher: Responsible for all assessment in his/her class including the administration, correction and recording of tests as outlined for classes.  Also responsible for emailing Cúntas Míosúil to principal.  Scores on standardised tests should be recorded properly and filed in child’s folder in office. 
• Special Class Teacher: Same responsibility as mainstream class teacher even when child is integrating into mainstream class.
• Support Teacher: Responsible for the administration, correction and recording of diagnostic tests on advice from class teacher.  The support teacher should pass on the test results to class teachers. 
• Principal: Overall responsibility for all assessment in the school and ensuring that this policy is being upheld.