Assessment is crucial to tracking progress, planning next steps, reporting, and involving parents/carers and learners in learning. Evidence of progress can be gathered by learners themselves and by fellow pupils (peers), parents/carers, teachers and other professionals.
A number of approaches are employed including the following:
Self-assessment – learners will be encouraged and supported to look at and revisit their own work to develop a better understanding of what they have learned and what they need to work on
Peer assessment – learners will be encouraged and supported to work together to help others assess what is good about their work and what needs to be worked on
Personal learning planning – children, teachers and parents/carers will work together to develop planning for next steps in learning
Profiles – a statement of achievements both within and out with school, to be introduced at P7 and S3.
Your child’s progress is not only based on ‘tests’ but on the learning that takes place within the classroom and in different settings out with the classroom.
Evidence of children and young people’s progress and achievements will come from day to day learning and through the things they may write, say, make or do. For example, evidence may emerge as a result of children and young people taking part in a presentation, discussion, performance, or practical investigation. Evidence may be captured as a photograph, video or audio clip as part of a particular learning experience.
Assessment takes place as part of ongoing learning and teaching, periodically and at key transitions.
The Scottish National Standardised Assessments (SNSA)
From August 2017 the Scottish Government has introduced a single, nationally developed set of standardised assessments, designed to reflect the way we deliver education in Scotland, through Curriculum for Excellence. These assessments are expected to replace the variety of existing standardised assessments that local authorities and schools use at the moment.
Ongoing and informal assessment is, and will continue to be, a central part of everyday assessment. Teachers will continue to draw on all of the assessment information available to them, when considering children’s progress and planning the next steps in their learning.
SNSA focus on aspects of reading, writing and numeracy and all children in P1, P4, P7 and S3 will be assessed. P1 children will take two SNSA assessments: one in literacy and one in numeracy. P4 children will take three SNSA assessments: one in reading, one in writing and one in numeracy. P7 children will take three SNSA assessments: one in reading, one in writing and one in numeracy. S3 young people will take three SNSA assessments: one in reading, one in writing and one in numeracy.
The online assessment system will produce feedback information about where your child did well and where further support is required. Your child’s teacher will use this feedback to help plan next steps and provide further support as appropriate. Providing the right support at the right time will help to ensure your child can reach his or her potential.
Reporting informs parents/carers of progress. Through a range of approaches, including a written Termly Pupil Progress Report and verbal reports to parents at Parent / Carer ‘Open’ and ‘Appointment’ afternoons / evenings held during the Autumn and Spring terms, parents/carers
will get regular information about their children's strengths, progress and achievements.
The information we provide will take account of their achievements in key areas of learning such as literacy, numeracy and health and wellbeing and in different contexts and settings including across curriculum areas, the life and ethos of the school and learning outwith the school, including the wider community. At key points this will include information on the
curriculum level children are working within and progress towards qualifications in the senior phase. Parents/carers will be informed of what their children need to do to continue making progress and ways that they can help.
At P7 and S3, teachers will work with children and young people to prepare profiles which will highlight their achievements over a period of time and summarise their learning journey at key points of transition.
Building the Curriculum 5: a framework for assessment provides guidance around the assessment framework