ASSESSMENT including the student's
contribution
| Provision |
|
| Curriculum |
Students evaluate their performance and achievement against IEP targets through structured discussions and activities. Self assessment occurs through structured discussions using a variety of media and contributes to setting further targets, including
IEP. |
| Staffing |
Staff skilled in designing and using specialised self evaluation activities and targets through a variety of media. Staff skilled in identifying the need for and using permitted adaptations to ensure student access to all school assessments, statutory assessment and tasks. Multi-agency involvement in the planning and implementation of assessment. |
| Resources |
Differentiated materials to support self evaluation. Permission sought to carry out adaptations to SATS and GCSEs. School differentiated assessment records taking account of the full range of
SEN. Additional access resources as needed e.g. digital cameras, overlay keyboards. |
Environment
and Facilities |
Appropriate student groupings, seating arrangements and learning environment are set to reflect individual students needs in completing all aspects of assessment. |
| Examples |
|
| Assessment |
|
| The student takes part in a structured self assessment discussion, with an adult, using a variety of media of recording and reporting. |
| Examples |
|
| Example |
Thread
5 - Band 4 |
| Early Years Provision
Criteria |
| Staff use specific schedules (e.g. VISTA, Portage, Early Years Foundation Curriculum) on a regular basis, to assess children’s performance across all developmental areas. A “Plan, Do, Review” cycle is used in order to involve all children at a practical level in monitoring their own progress towards specific teaching targets. Staff try to engage all children in the selection of task materials and simple methods of recording progress. |
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| Example |
Thread 5 - Band 4 |
| Early Years Assessment Criteria |
| Keiron (3:11) is learning to match four colours by putting coloured cotton reels into the same coloured bucket. He gets verbal praise when he responds correctly and gestural and physical prompts if necessary. All correct responses are recorded with a tick on a chart and with a star that Kieron sticks on his ‘snake’ chart. |
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| Example |
Thread 5 - Band 4 |
| Key Stage 1 Provision Criteria |
| Staff always devise ways to involve the child in the practical and visual monitoring of their progress towards specific teaching targets. They encourage the child to identify their preferred / most successful learning styles e.g. visual, auditory, kinaesthetic etc. The student's responses are carefully recorded to adapt or change the teaching approach. |
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| Example |
Thread 5 - Band 4 |
| Key Stage 1 Assessment Criteria |
| Elizabeth (Y2) and her teacher are checking together the 12 new words she has been learning on the language master. For every correct response, Elizabeth covers that word with a counter on a lotto board. With the teachers' help, Elizabeth counts up the number of correct responses and plots them on a simple line graph. Elizabeth likes to continue practising the incorrect words by using the language master. She prefers this to writing them down. |
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| Example |
Thread 5 - Band 4 |
| Key Stage 2 Provision Criteria |
| Staff assess students through their daily work using the computer for most recorded work. Only handwriting and drawing skills are assessed using paper and pencil. Software provides a means of giving immediate knowledge of results and of recording progress. Student participation involves selection of tasks within an equal grade of difficulty and estimating the likely progress. |
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| Example |
Thread 5 - Band 4 |
| Key Stage 2 Assessment Criteria |
| Cara (Y5) and her teacher are checking her acquisition of sight words. Cara has been using interactive texts on the computer. She indicates knowledge of the sight words by matching pictures to words or by doing carefully chosen cloze procedure using a concept keyboard. Scores are recorded on the computer and animated characters give praise for success. Cara prints out her record chart and discusses with her teacher new sight words and her target for the next week. |
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| Example |
Thread 5 - Band 4 |
| Key Stage 3 Provision Criteria |
| Staff have developed record schedules, relating to the detailed curriculum programmes that are organised in learning modules. This allows the student and teacher to review progress at the end of the module. During the module, finer changes to the programme can be agreed, based on daily assessment at the end of each teaching session. |
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| Example |
Thread 5 - Band 4 |
| Key Stage 3 Assessment Criteria |
| Tina (Y7) is working on a computer programmed precision teaching approach to building up her word reading fluency. As she hears a word she scans the line and clicks on the word. Her score is recorded automatically and at the end of the probe she discusses her score with her teacher and compares it with yesterday’s before they chart it on a graph. |
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| Example |
Thread 5 - Band 4 |
| Key Stage 4 Provision Criteria |
| The school has organised access to ICT and provided hand-held tape recorders for students who would otherwise find it difficult to record their learning. There is flexibility about the way that students make and present notes, avoiding over reliance on extensive written note taking. Opportunities are provided using a computer for joint recording with an adult or a peer. |
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| Example |
Thread 5 - Band 4 |
| Key Stage 4 Assessment Criteria |
| Mark (Y10) is an able student who struggles to express his ideas in writing. He can read adequately and he absorbs and retains aural information copiously. His subject teachers have been helped to devise other means of recording, using audiotapes and mind maps. He is learning to use a speech operated word processing program. |
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