Introductory Statement and Rationale

The purpose of this policy is to provide practical guidance to teachers, parents and other interested persons on the assessment of pupils in Bandonbridge National School.

 

Definition of Assessment

 

In line with the NCCA, our staff believe that assessment is integral to teaching and learning and is concerned with children’s progress and achievement.  It involves gathering information to understand how each child is progressing at school and using that information to further a child’s learning. We concur with their definition of classroom assessment as “the process of gathering, recording, interpreting, using and reporting information about a child’s progress and achievement in developing knowledge, concepts, skills and attitudes.”

Assessment, therefore, involves much more than testing. It is an ongoing process that concerns the daily interactions between the teacher and the child that include moment-by moment conversations, observations and actions. (NCCA, Assessment in the Primary School Curriculum – Guidelines for Schools. November 2007, p.7).

 

Aims of our Assessment Policy:

  • To benefit pupil learning

  • To monitor learning processes

  • To generate baseline data that can be used to monitor achievement over time

  • To involve parents and pupils in identifying and managing learning strengths or difficulties 

  • To assist teachers’ long and short term planning 

  • To identify the SEN in our school

  • To coordinate assessment procedures on a whole school basis.

 

Purposes of Assessment:

  • To inform planning for all areas of the curriculum

  • To gather and interpret data at class/whole school level and in relation to national norms

  • To identify the particular learning needs of pupils/groups of pupils including the exceptionally able

  • To enable teachers to modify their programmes and their teaching methodologies in order to ensure that the particular learning needs of individual pupils/groups are being addressed

  • To compile records of individual pupil’s progress and attainment

  • To facilitate communication between parents and teachers about pupils’ development, progress and learning needs

  • To facilitate the active involvement of pupils in the assessment of their own work

 

 

Range of Assessment Methods Used Throughout the School:

 

Both assessment of learning and assessment for learning will be used by teachers to make professional judgements about pupil achievement/progress. The range of assessment methods to be used throughout the school are outlined below. Assessment for each subject is mentioned in the relevant curriculum plans.

 

Assessment for learning may include:

  • Teacher Observation,

  • Self-assessment, 

  • Concept Mapping,

  • Questioning,

  • KWL (What I know, what I want to know, what I have learned)

  • WALT (We Are Learning Today) and WILF (What I Am Looking For)       

  • Homework assignments

  • Self-editing/drafting/redrafting

  • Parental feedback

  • Teacher-designed tasks and tests

  • Standardised tests

  • Diagnostic tests

  • Psychological assessments

 

Assessment of Learning may include: (Pupils aware of their own learning)

  • Teacher designed tasks and tests - weekly spelling test, weekly table test,

  • Termly assessments in Maths, assessments in Irish/English/Maths designed by teachers   

  • Self-assessment 

  • Work samples

  • Self-editing / drafting / redrafting

  • Projects           

  • Checklists

 

  • The above assessment methods may be used at the discretion of individual teachers, depending on the requirements of individual pupils, class level or subject.

  • Pupils are encouraged to become involved in the assessment of their own work / progress. 

              

Further Assessment:

 

  • Preliminary Screening Tests: When identifying pupils who may need additional support in Literacy or Numeracy, the class teacher may administer screening tests. The particular screening measures that are administered will depend on the age and stage of development of the pupils.

 

  • In Infants, Early Intervention Testing may include the Non-Verbal Reasoning Test, especially where a child has little or no language.

 

  • Standardised Tests

    • Test 2R is administered to all pupils in Senior Infants in February of the school year.

    • Drumcondra Test of Early Numeracy is administered to Senior Infants in May.

    • Drumcondra Reading Test 1st – 6th administered in Term 3

    • Drumcondra Maths Test 1st – 6th administered in Term 3

 

  • Diagnostic Tests

  • YARC – York Assessment of Reading & comprehension 5 – 11

  • Non Verbal Reasoning Test

  • Verbal Reasoning Test

  • SWST

 

Outside Professional Services may include:

S&L Assessments

OT Assessments

Physiotherapy Assessments

Play Therapy Assessments

Psychological Assessments

AON services

ASD services (Marian House)

 

  • Children who present with possible SLT needs will be identified by teachers to the Principal.  The Principal and/or the class teacher will advise parents re: getting a medical referral from their G.P. or filling up a referral form available in school.

  • OT needs – direct referral to OT Dept St Finbarr’s Hospital, parents in collaboration with class teacher.

  • AON referral will be made in consultation with professionals.

 

Roles and Responsibilities:

 

Class teachers, Special Education Teachers and the Principal assume shared responsibility.  It is the responsibility of the class teacher to set in train staged interventions at class level.  At Stage 2, the responsibilities are shared with the Special Education Team.  The Principal, SET team and class teacher assumes roles at Stage 3 when a Psychological Assessment may be required.  Parents have a role at all stages.

 

Recording and Storing of Information

 

  • The results of assessments will guide the drafting of an IEP for the pupil if appropriate and determine the level of intervention.

  • All scores from standardised tests are recorded on Aladdin from which a class record sheet can be printed and stored by each individual teacher and the Principal.

  • Results of these most recent standardised tests are gathered, correlated and used as an aid in prioritising learning needs each year. The SET team will analyse these results in June for allocation of resources to pupils in September.

  • Pupil Support Files and Pupil Report booklets are kept securely in the relevant classroom by the class teacher.

  • SET's keep a record of all diagnostic testing and relay information to relevant teachers and parents.

  • The Principal keeps and files all outside professional reports safely in a locked filing cabinet.

 

Reporting:

 

  • Results of the most recent Standardised Test results are reported to Parents at Parent/Teacher meeting in November.

  • Results of the most recent Standardised Tests are included in the end of year school report and discussed at the end of the year. The STEN score is used to explain results to parents.

  • Results of the most recent standardised tests are gathered, correlated and used as an aid in prioritising learning needs each year and the identification of SEN grid is drafted.

  • The Principal will forward the 6th Class Passport to the relevant secondary schools on receipt of a request from those school.

  • The overview of standardised test results will be given to the BOM to review overall school standards in Literacy/Numeracy. 

  • The STEN scores from 2nd, 4th and 6th classes will be uploaded by the principal to the POD system in June.

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