Glow login button
Journey to Excellence

Assessing progress and achievement

Transformational Grid
Practice is good to the extent that... Practice is excellent to the extent that...
Learners and staff use evidence from day-to-day learning activities in planning and agreeing the next steps in learning. Learners and staff plan for, collect and use a wide range of evidence from learning activities across the four contexts of learning (ethos and life of the school, curriculum areas and subjects, interdisciplinary learning and opportunities for personal achievement). Learners and staff regularly gather, reflect on and evaluate evidence of learning to identify steps for raising learners’ standards of achievement and identifying who can best help.
Assessment is well planned and used to assess the key points of learning. Staff have a clear assessment strategy to deliver a joined-up approach to planning learning, teaching and assessment. They ensure an appropriate balance between the on-going assessment that supports learning and the periodic assessment that takes a closer look at individual learner’s progress and the assessment of key milestones in learning.                                                                                                  The assessment strategy and planning takes account of individual learner’s needs and preferences and recognises that children and young people progress in different ways. Staff carefully plan to ensure that learners can progress and demonstrate evidence across the breadth, challenge and application of learning with an emphasis on higher order thinking skills.
Staff use a range of assessment approaches to gather evidence of progress. This evidence is appropriate to the context of learning and to the learner. Staff work with colleagues to determine the quality of the evidence in demonstrating standards and expectations. Staff design assessments which are fit for purpose, and are appropriately valid, reliable and proportionate. Evidence comes from day-to-day learning as well as specifically designed assessment tasks, activities, tests and examinations. The nature of evidence gathered is appropriate to the type of learning being assessed, the learning context and the learners’ preferences about how to show what they know, understand and can do.                                                                                Periodically, staff evaluate a range of evidence of learning. By taking a holistic approach and using their professional judgement staff determine the sufficiency and quality of the evidence in demonstrating standards and expectations. They use benchmarking materials and moderation activities. This focuses on significant aspects of learning required to ensure successful progression to arrive at their overall judgements in a consistent way.

Download this improvement guide:

Files

Watch examples of excellence in this area

Learning and Teaching videos