Assessment
and Reporting
Curriculum for Excellence emphasises that assessment is an integral part of day-to-day teaching and learning. Learners’ progress will be closely monitored by staff, who reflect with them on their strengths, learning needs and next steps, and take action based on this.
Learners themselves will be increasingly involved in this process, as they develop the skills needed to be able to make effective judgments on their own learning; skills that will be important to them throughout life. Testing will continue to be part of the framework of assessment, providing additional evidence of what learners know, understand and are able to do, and helping teachers plan learning experiences which are motivating and challenging.
Gordon Primary fully embraces the national priority Assessment is for Learning.
The progress made by each child is assessed by the staff throughout the session to confirm each pupil’s progress.
Assessments are carried out in many different ways, each appropriate to what is being learned. Assessments are based on what children say, make, write, and do.
For example, practical tests will be given to see whether or not a pupil can measure accurately; teachers will observe pupils in discussion to assess their progress in those skills; a written test may be given to check for progress in spelling.
Our children also have a role in assessment; from the earliest stages we encourage our pupils to consider their own, and others’, performances in whatever tasks they are undertaking.
Assessment then is both formative, as an on-going daily and informal part of our teaching, and also summative, something which we do from time to time as a "spot check" to gain evidence of learning.
We use assessment to ensure that the work being planned will be appropriate for our pupils and often alter our plans in response to assessment to ensure that efficient and effective learning takes place.
Assessment evidence is collated into pupil profiles that will show the progress of an individual child’s learning journey. Primary 7 produce an e-profile to help ensure a smooth transition to secondary school.
For personal learning planning pupils take responsibility by setting their own learning targets on a regular basis in their learning logs or through a learning conversation, whatever is appropriate for age and stage.
Children who may have additional support needs, or who require an Individual Education Plan or Co-ordinated Support Plan will be assessed in a way suited to their individual requirements. Further information is available from the Head Teacher.
Parents' interviews are arranged twice a year in order that staff and parents may exchange views of the children's progress.
The school year is split into four main teaching blocks. Curriculum Overviews are sent home at the beginning of each block to share with you what the children will be learning within all areas of the curriculum. These will come home termly.
Written reports are issued twice per year- one in November and one in May. The November report will focus predominantly on key progress within Maths & Numeracy and Literacy & English. However the report issued in June will focus on every curricular area.
Reports will make reference to the knowledge and skills that your child has acquired over the year as well as the quality of your child’s performance, particularly in the core areas of Language/Literacy, Numeracy and Mathematics and Health & Wellbeing. The report will show how each child is developing in relation to the four capacities as a; successful learner; confident individual, responsible citizen; and effective contributor.
At any time, parents who are concerned about their children's progress are welcome to phone the school and ask for an interview with a member of the school management team. Arrangements can also be made for parents to have an interview with the class teacher at times other than our formal parents' nights. Please do not hesitate to ask.
Open Afternoons are also scheduled throughout the year as an informal chance for children to show and explain their learning to parents. Class teachers may also use these opportunities to demonstrate some of the learning activities for parents to participate in.
Further information for parents and carers on ‘Assessment and Reporting’ can be found on the following websites:
www.parentzonescotland.gov.uk (parents and carers)
www.educationscotland.gov.uk (teaching practice and support)
www.scotland.gov.uk/cfeinaction (real-life examples)
Curriculum for Excellence emphasises that assessment is an integral part of day-to-day teaching and learning. Learners’ progress will be closely monitored by staff, who reflect with them on their strengths, learning needs and next steps, and take action based on this.
Learners themselves will be increasingly involved in this process, as they develop the skills needed to be able to make effective judgments on their own learning; skills that will be important to them throughout life. Testing will continue to be part of the framework of assessment, providing additional evidence of what learners know, understand and are able to do, and helping teachers plan learning experiences which are motivating and challenging.
Gordon Primary fully embraces the national priority Assessment is for Learning.
The progress made by each child is assessed by the staff throughout the session to confirm each pupil’s progress.
Assessments are carried out in many different ways, each appropriate to what is being learned. Assessments are based on what children say, make, write, and do.
For example, practical tests will be given to see whether or not a pupil can measure accurately; teachers will observe pupils in discussion to assess their progress in those skills; a written test may be given to check for progress in spelling.
Our children also have a role in assessment; from the earliest stages we encourage our pupils to consider their own, and others’, performances in whatever tasks they are undertaking.
Assessment then is both formative, as an on-going daily and informal part of our teaching, and also summative, something which we do from time to time as a "spot check" to gain evidence of learning.
We use assessment to ensure that the work being planned will be appropriate for our pupils and often alter our plans in response to assessment to ensure that efficient and effective learning takes place.
Assessment evidence is collated into pupil profiles that will show the progress of an individual child’s learning journey. Primary 7 produce an e-profile to help ensure a smooth transition to secondary school.
For personal learning planning pupils take responsibility by setting their own learning targets on a regular basis in their learning logs or through a learning conversation, whatever is appropriate for age and stage.
Children who may have additional support needs, or who require an Individual Education Plan or Co-ordinated Support Plan will be assessed in a way suited to their individual requirements. Further information is available from the Head Teacher.
Parents' interviews are arranged twice a year in order that staff and parents may exchange views of the children's progress.
The school year is split into four main teaching blocks. Curriculum Overviews are sent home at the beginning of each block to share with you what the children will be learning within all areas of the curriculum. These will come home termly.
Written reports are issued twice per year- one in November and one in May. The November report will focus predominantly on key progress within Maths & Numeracy and Literacy & English. However the report issued in June will focus on every curricular area.
Reports will make reference to the knowledge and skills that your child has acquired over the year as well as the quality of your child’s performance, particularly in the core areas of Language/Literacy, Numeracy and Mathematics and Health & Wellbeing. The report will show how each child is developing in relation to the four capacities as a; successful learner; confident individual, responsible citizen; and effective contributor.
At any time, parents who are concerned about their children's progress are welcome to phone the school and ask for an interview with a member of the school management team. Arrangements can also be made for parents to have an interview with the class teacher at times other than our formal parents' nights. Please do not hesitate to ask.
Open Afternoons are also scheduled throughout the year as an informal chance for children to show and explain their learning to parents. Class teachers may also use these opportunities to demonstrate some of the learning activities for parents to participate in.
Further information for parents and carers on ‘Assessment and Reporting’ can be found on the following websites:
www.parentzonescotland.gov.uk (parents and carers)
www.educationscotland.gov.uk (teaching practice and support)
www.scotland.gov.uk/cfeinaction (real-life examples)