Navigate Up
AFI Policy
26/01/2012
Assessment for Improvement
 
This policy should be read in conjunction with the Homework Partnership policy, the Teaching and Learning policy, the SEN policy and the attached appendices.
 
Rationale

'Assessment for learning is all about informing learners of their progress to empower them to take the necessary action to improve their performance.  Practitioners need to create learning opportunities where learners can progress at their own pace and undertake consolidation activities where necessary.'  (Learning and skills improvement service 2009)
 
It is vital that Assessment for Improvement is embedded in every lesson.
 
Implementing this policy, teachers must ensure that they do not contravene JCQ and examination board regulations which are re-issued every year.
 
Aims

Our policy is based on the key characteristics of Assessment for Improvement and it is underlined by a recognition that the purpose of assessment is to raise standards, not just to measure them. The key characteristics are:
  •  
  • - sharing learning objectives with pupils
  • - helping pupils to know and recognise the standards they are aiming for
  • - involving pupils in peer and self assessment
  • - providing feedback which leads to pupils recognising their next learning steps 
      and how to take them.
  • - promoting confidence that every pupil can improve
  • - involving both teacher and pupil in reviewing and reflecting on assessment 
      information
 
The policy recognises the need for consistency in specific areas and flexibility for subject experts to enjoy discretion over detail. Assessment must be carefully planned and teachers should use the results of assessment to inform their future planning.
 
Implementation

Assessment should be formative, which means that it should give pupils clear advice about how to improve. It is expected that Assessment for Improvement is an integral part of every lesson.
 
Prior attainment

Assessment for Improvement requires pupils and their teachers to know about their prior attainment and their potential. Therefore providing and interpreting prior attainment data is an essential part of Afl. All staff will be issued with prior attainment data to allow them to decide how best to move pupils forward in their learning.  All staff will also be issued with end of year and end of Key Stage targets for each pupil.
 
Feedback to pupils is an essential part of AfI
 
  1. Pupils should be informed about how their work will be assessed.
  2. The marking / feedback should focus on the learning objectives.
  3. Some assignments will be responded to orally, (either individually, to a small group or to a whole class). Teachers will use their ‘chat stamp’ to indicate when significant oral feedback has been given.
  4. Selected pieces of work (key pieces) will be marked in detail. All marking will be in green pen.  The marking should be formative.
  5. Some subjects may adopt a ‘portfolio approach’ looking at work over a period of time and marking it collectively.
  6. Pupils should be allowed time to reflect on and respond to detailed marking by the teacher
  7. Pupils should be involved in the marking process; some tasks will be self or peer assessed, rather than being marked by the teacher. Pupils will use green pens for peer and self-assessment.
Monitoring 

SLT and the AfI co-ordinator, in conjunction with curriculum leaders, are responsible for implementing, monitoring and evaluating the impact of this policy which is reviewed biennially in the autumn term.
 
Information about the policy is included in the pupil planner which parents are regularly expected to read, sign and use as a means of communication with the school.