THE BIG PICTURE OF ASSESSMENT AND REPORTING

AIM OF to facilitate the monitoring of standards over time in order to inform the development of policy and practice leading to better pupil outcomes
ASSESSMENT

1 2 3 4 5
PRINCIPLES be complementary to, and be fit for purpose be manageable be supported by teacher be appropriate at all
Assessment should: supportive of, the key aims professional judgements that are levels for system-wide
of the NI Curriculum consistent and reliable accountability

Diagnostic Formative Summative Evaluative

PURPOSES To identify strengths and areas To use assessment information to To acknowledge, record and report To inform curriculum planning
for improvement and to inform make specific improvements pupils’ overall performance and and to provide information for
next steps in learning achievement at a point in time monitoring and accountability

Cross-Curricular Skills Other Skills Areas of Learning

What is Pupil performance and (CCS) (Thinking Skills and Personal (AoL)
assessed? achievement in ... Assessment: a robust model of Capabilities: TS&PC) Assessment:
moderated teacher judgement Assessment: delegated to schools delegated to schools

Foundation Stage Key Stage 1 & Key Stage 2 Key Stage 3

Assessment Assessment Assessment
• Assess pupil progress in each CCS • Assess pupil progress in each CCS • Assess pupil progress in each CCS
• Assess pupil progress in each of the • Use of CCEA designed tasks Years 4 & 7 • Use of CCEA approved tasks Year 10
Assessment Other Skills (TS&PC) • Assess pupil progress in each of the • Assess pupil progress in each of the
and Reporting • Assess pupil progress in each AoL Other Skills (TS&PC) Other Skills (TS&PC)
Requirements • Assess pupil progress in each AoL • Assess pupil progress in each AoL
Reporting Reporting Reporting
• Annual Report • Annual Report • Annual Report
• Parent Meetings • Years 4 & 7 numerical outcomes for CCS; and • Year 10 numerical outcomes for CCS; and
• Annual Review* additional school/system information to parents additional school/system information to parents
• Parent Meetings • Parent Meetings
• Annual Review* • Annual Review/Transition Plans*

at Classroom level: What level are my pupils now? Where do they need to be next (with an What are the best strategies to help pupils
Using appropriate level of challenge)? reach the ‘next steps’ in their learning?
Assessment
outcomes How is my area of responsibility performing, How is my area of responsibility performing What are the priorities for improving
at Coordinator level:
to inform compared with recent 3 year trends? compared with other curriculum areas? provision within my area of responsibility?
Next Steps How is our school performing, compared How is our school performing compared What are our whole school priorities for
planning at Whole School level: with recent 3 year trends? with other schools in similar improving pupil outcomes, especially in
circumstances? Literacy and Numeracy?

* EDUCATION (NORTHERN IRELAND) ORDER 1996 Code of Practice on the Identification and Assessment of Special Educational Needs 1 September 1998