The purpose of this

guide is to develop your

confidence in assessment
and effective assessment
strategies during your
initial teacher education.
Developing your
understanding of the
purposes and principles of
assessment, and how it is
related to planning and
curriculum design, is an
essential part of your
training. This guide
considers the differences
between formative and
summative assessments,

Guide to and explores some of the

technical terminology
linked to assessment.
Furthermore, it aims to

Effective extend your knowledge

about policy and
practice linked to the
external assessments.

Assessment
Finally, the guide aims to
develop understanding of
monitoring and recording
assessment for

Practice
documenting learners’
progress.

LJMU Secondary Team1

A companion guide to support assessment Postgraduate Secondary
practice on your PGCE/PGDE Programmes (Initial
Teacher Education) 2018

1 Developed by Andrea Pratt, Gillian Peiser, Matt McLain and Ken Clays
“If the teacher assumes that knowledge is to
be transmitted and learned, that
understanding will develop later, and that
clarity of exposition accompanied by
rewards for patient receptions are the
essentials of good teaching, then formative
assessment is hardly necessary.”
Black and Wiliam (1998)

“Getting evidence of understanding means

crafting assessments to evoke
transferability: finding out if students can
take their learning and use it wisely,
flexibly, creatively.”
Wiggins and McTighe (2005)

“Not everything that counts can be counted

and not everything that can be counted
counts”
Attributed to Albert Einstein

Page 2 of 27
Contents

Introduction ............................................................................... 4

What is Assessment?................................................................. 5

The Purpose of Assessment ..................................................... 5

Technical terminology ............................................................. 8

Assessment and Learning ...................................................... 11

Assessment for learning ......................................................... 12

Principles of AfL ....................................................................... 13

Inclusive assessment ............................................................... 15

Aspects of AfL ......................................................................... 16

Feedback and marking......................................................... 18

Homework................................................................................ 19

Curriculum and Assessment .................................................. 21

Reporting to Parents and Carers ......................................... 22

External Assessment and RQF Levels ................................... 23

Final Thoughts .......................................................................... 24

References ............................................................................... 25

Further reading........................................................................ 27

Page 3 of 27
Introduction
The purpose of this guide is to develop your confidence in assessment and
effective assessment strategies during your initial teacher education.
Developing your understanding of the purposes and principles of assessment,
and how it is related to planning and curriculum design, is an essential part of
your training. This guide considers the differences between formative and
summative assessments, and explores some of the technical terminology
linked to assessment. Furthermore, it aims to extend your knowledge about
policy and practice linked to the external assessments. Finally, the guide aims
to develop understanding of monitoring and recording assessment for
documenting learners’ progress.

Standard S6 of the Teachers’ Standards (DfE, 2011) requires you to:

Make accurate and productive use of assessment

 Know and understand how to assess the relevant subject and
curriculum areas, including statutory assessment requirements
 Make use of formative and summative assessment to secure
pupils’ progress
 Use relevant data to monitor progress, set targets, and plan
subsequent lessons
 Give pupils regular feedback, both orally and through accurate
marking, and encourage pupils to respond to the feedback.

This guide is designed to help you to reflect on your own progress, over time,
as you develop your formative and summative assessment practice. It also
aims to establish your emerging professional development needs both during
and at the end of your initial teacher education. During your training, you will
be asked to regularly reflect on your progress, with regard to assessment,
working with your mentor to set appropriate targets.

“Assessment for learning is the process of seeking

and interpreting evidence for use by learners and

their teachers to decide where the learners are in
their learning, where they need to go and how best
to get there.”
Assessment Reform Group (2002)

Page 4 of 27
What is Assessment?
Assessment can be broadly described as formative and summative and
includes a range of activities including:

 Teacher monitoring and assessment of learning intentions;

 Teacher assessment of classwork, such as tests/quizzes, written work,
products, objects, artefacts, experiments, photographs etc.;
 Peer and self-assessment to better understand the assessment criteria;
 Learning outside the classroom, such as homework, education visits,
etc.
 External/terminal assessments, such as examinations (e.g. GCSE),
certificates (e.g. Crest Awards), etc.;

The Association of School and College Leaders (ASCL) describes four pillars of
assessment:
 Purpose (ASCL, 2017a)
 Validity (ASCL, 2017b)
 Reliability (ASCL, 2017e)
 Value (ASCL, 2017d)

The Purpose of Assessment

Assessment is complex and varied, but typically provides information to
indicate the extent of learning (e.g. recall, application and evaluation) and
progress over time. Assessments that are formative or summative have
different purposes. The former are used to inform learners and teachers in
order to improve. The latter focus on measurement, such as examinations, at
the end of a period of learning and often have extrinsic purposes, such as
formally recognising learners’ attainment and publication of performance
measures (e.g. league tables for schools).

Therefore, it is essential to be clear about the function and purpose of an

assessment. Questions to ask yourself are:
 What is the knowledge to be assessed? Knowledge may be
declarative (knowing that, recall, etc.) or procedural (knowing how,
application, ‘skills’, etc.), as well tacit (sub/semi-conscious, embodied,
etc.)
 Who is the assessment for? Is it for the classroom (learners and
teachers), parents, senior leaders, authorities (multi-academy trusts,
local authorities, etc.)?
 What is the most appropriate tool? What will accurately indicate or
demonstrate the extent of learning and progress?

Page 5 of 27
The Validity of Assessment

When considering the validity of an assessment, one must ask:

 Is it capable of measuring what it intends to?
 Will it provide information that is valuable and appropriate for the
intended purpose?

Messick (1989) also questions the social value of an assessment, including the
moral questions about whether a particular assessment should be used.
Rasooli, Zandi and DeLuca (2018) consider the fairness of assessment,
identifying the following factors:
 Opportunity for learning and access to demonstrate learning, including
access to quality resources (including the teacher) to prepare for
assessment and information about summative assessments;
 Transparency, consistency and justification for grading criteria and
feedback enhances access to learning.

McAlpine (2002) identifies three forms of validity for assessments:

 Curricular: do the aims, learning outcomes, content and assessment of
a course align?
 Construct: is the form/format of assessment appropriate for the
discipline?
 Predictive: does the assessment accurately predict future
performance?

The Reliability of Assessment

No assessment is completely reliable. External factors, such as the time of day

and personal circumstances, can affect how pupils perform. Also, and most
important to you as an assessment designer are:
 Are the questions/prompts/cues sufficiently precise and inclusive to
elicit an accurate response for each learner? For example, certain
British idioms or phrase (like “over the moon”) may be impenetrable for
EAL learners.
 Are you able to accurately and consistently interpret learners’
responses? Are set phrases in a mark scheme preventing you awarding
marks for correct understanding of responses that do not use specific
words or phrases?

McAlpine (2002) identifies three forms of reliability for assessments:

 Test-retest: is there a correlation between repeated attempts at the
same test?

Page 6 of 27
  Parallel Forms: is there a correlation between repeated attempts at the
different tests that purport to test the same content at the same level?
 Internal consistency: is there a, notional, correlation between the
actual test and other possible tests for the same content?

The latter two forms of reliability are particularly relevant to external

examinations that change each year.

The Value of Assessment

Assessment that does not provide useful formative or summative information

could and should be questioned as unnecessary workload for both learners
and teachers. The Commission on Assessment Without Levels (DfE, 2015)
determined that ensuring that formative assessment is acted on is more
important and there is “no intrinsic value in recording” it. When judging the
value of assessment, one should ask: Does it provide any new information?
And should the answer be “no”, is there anything more productive that the
time can be used for?

Page 7 of 27
Technical terminology
The informed use of technical assessment terminology to describe and justify
assessment strategies will be evident in your planning. You will have by now
started to develop a range of strategies and knowledge of concepts and
approaches to assessment through lectures, mentoring on placement and
active engagement with pedagogic, policy and research literature. These
might include, but are not limited to:

Formative Assessment
Formative assessment uses evidence to evaluate, inform and adapt teaching
to meet the needs of learners. It should be integrated into the process of
teaching and learning and does not directly contribute to a summative
assessment (see below); rather, it contributes to learning through providing
feedback. Effective formative assessment should indicate what is effective
about a ‘piece of work’ and why this is the case. It should also indicate what
is less effective and how it might be improved (e.g. targets, ‘next steps’ or
‘feed-forward’).

Summative Assessment
Summative assessment demonstrates the extent to which learners have met
the assessment criteria at the end of a stage of learning. It typically involves a
‘terminal’ assessment when learners make the transition from one stage of
learning to another (e.g. moving from primary to secondary or external
examinations such as GCSE or A Level). However, internal school assessments,
such as end of unit or year tests, have a summative role, which also provide
formative and diagnostic information. The validity and reliability of summative
assessment need to be evaluated and monitored to ensure that they are
assessing what they claim to.

Assessment for Learning

Assessment for Learning (AfL) is the process of seeking and interpreting
evidence for use by learners and their teachers to decide where they are in
their learning, where they need to go next and how best to get there. AfL
relates to but is not synonymous with, formative assessment.

Assessment of Learning
Assessment of Learning (AoL) is carried out for the purposes of grading and
reporting at the end of a period of learning. AoL relates to, but is not
synonymous with, summative assessment.

Page 8 of 27
Criterion referencing
Criterion referencing is relating a candidates’ performance to pre-
determined criteria that can be standardised and is transferable e.g. across
classes in a school, or between schools, etc. This type of referencing can be
seen as limited in scope as it is only assesses the pre-determined criteria. The
need for standardisation is therefore essential, to ensure correct/shared
interpretation of criteria. Moderation is also required to monitor the accuracy
of marking and to make appropriate adjustments.

Normative referencing
This is the comparison of students’ responses and individual success, relative
to performance of all other candidates. It could involve, for example, rank
orders, percentage bands or percentiles. This type of analysis of data and
assessment is used by exam boards to consider results year-on-year, as the
distribution of marks for large cohorts may vary, whilst typically following a
‘bell curve distribution’. By comparison, a purely criterion referenced
assessment does not necessarily account for potential differences between
the difficulty of one examination compare to another.

Diagnostic assessment
Diagnostic assessment (also known as pre-assessment) provides teachers with
information about learners’ prior knowledge and misconceptions before
beginning a learning activity. It also provides a baseline for understanding
and evaluating learning and progress during and after a period of learning
(e.g. unit or work, year or key stage).

Ipsative assessment
An ipsative assessment compares a test-taker’s results against his or her
previous results. An advantage of ipsative assessment is that it measures
personal progress and development – the learner can see their improvement,
and the teacher can see the extent to which they are responding to
feedback from previous assessments.

Page 9 of 27
Record Keeping
Record keeping provides teachers with data (including formative
assessment, and other data, such as attendance, attitude to learning, etc.)
to monitor progress. It also demonstrates teachers’ and schools’
accountability for children’s learning. Records may be in different forms,
including electronic and paper-based formats, including:
 Pupil records (e.g. pupils make notes on verbal or written feedback in
workbooks, etc.).
 Pupil profiles (developing and adding to an evidence base tracking
progress).
 Portfolios (learner selecting 'best' work, under the direction of the
teacher).
 Record book (attendance, attitude to learning, achievement and
attainment).
 Checklist (records of competence-based skills demonstrated by
learners).

School assessment
Schools are expected to have an assessment framework as part of their
school curriculum – informed by National Curriculum programmes of study,
examination specifications, etc. ‘Level descriptors’ are popular in schools, as
a legacy to previous ‘attainments targets’ incorporated into National
Curriculum programmes of study prior to 2014 (AAIA, 2011). Level descriptors
describe how learners progress across each key stage. Effective school
assessment rubrics should be integrated to the school curriculum and be
congruent with the assessment framework in the school, taking into account
the differences between curriculum and knowledge in subjects. Essentially,
assessment criteria should describe how learners would demonstrate
progression against the learning outcomes.

Page 10 of 27
Assessment and Learning
The table below (NFER, 2007) considers the differences between formative
and summative assessment.

Purposes
Processes Formative Summative
Informal Questioning Essays in uncontrolled
conditions Portfolios
Feedback
Coursework
Peer-assessment
National Curriculum teacher
Self-assessment
assessment

Formal Analysis of tests, exams, essays Tests

Target setting Exams
Essays in controlled conditions

“There is no evidence that increasing the amount of testing

will enhance learning. Instead the focus needs to be on helping
teachers use assessment, as part of teaching and learning, in
ways that will raise pupils’ achievement.”
(Black and Wiliam, 2002)

Assessment OF Learning Assessment FOR Learning

Summative Formative2
Numbers/levels/grades Verbal and Written Feedback
Comparison of the student to Comparison of the student to their
others own prior performance
Sums up what has been learned to Forms a focus on the students’
date learning and how to improve it
Date used for parents, league Data used for the student and the
tables, Ofsted, threshold teacher
Purpose: To MEASURE learning Purpose: To IMPROVE Learning

2Note: Assessment for Learning is not synonymous with formative assessment, but rather a
category within it.

Page 11 of 27
Assessment for learning
Assessment for learning (AfL) is the process of seeking and interpreting
evidence for use by learners and their teachers to decide ‘where‘ the
learners are in their learning , where they need to go and how best to get
there. The term Assessment for Learning became popular through the
National Strategies in England in the early to mid 2000s. The seminal work on
AfL was Inside the Black Box (Black and Wiliam, 1998)3 and a draft of a
summary of this provided by the British Educational Research Association
(BERA) can be downloaded
https://weaeducation.typepad.co.uk/files/blackbox-1.pdf

Learning intentions
Learning intentions typically communicate planned learning outcomes and
success criteria (see LJMU Guide to Lesson Planning and page 1 of the LJMU
lesson plan pro forma). Clear learning intentions ensure that:
 Learning episodes within lessons do what you intend and pupils make
progress (page 2 of the lesson plan);
 Learning can be measured and progress evaluated (page 3 of the
lesson plan);

Learning outcomes (and success criteria) should be specific, measurable and

achievable, within the lesson4. Therefore, the impact of teaching and
learning should be observable and measurable as part of your formative
assessment. Assessment for learning (AfL) activities built into the lesson
schedule also help the learners and teacher to evaluate learning and
progress. Learning intentions should be evaluated on a lesson-by-lesson basis,
using appropriate formative assessments.

3 See https://www.gl-assessment.co.uk/products/black-box-series/ for subject specific ‘Inside

the Black Box’ publications.
4 Using activity language (doing works – verbs) and taxonomies of learning objective, such as

Bloom’s cognitive domain, can be helpful in writing explicitly outcomes and progressive
criteria.

Page 12 of 27
Principles of AfL
As stated above, assessment for learning is the process of seeking and
interpreting evidence for use by learners and their teachers to decide where
the learners are in their learning, where they need to go and how best to get
there. AfL strategies ensure all learners participate in the processes of learning,
sharing success criteria, and using peer-evaluation and self-evaluation.

Research based principles of assessment for learning to guide classroom

practice are (ARG, 2002):

1. It is part of effective planning: A teacher‘s planning should provide

opportunities for both learner and teacher to obtain and use information
about progress towards learning goals. Planning should include strategies
to ensure that learners understand the goals they are pursuing and the
criteria that will be applied in assessing their work. Teachers should also
plan for how learners will receive and respond to feedback.

2. Focuses on how students learn: Teachers should be conscious of how

children learn as part of curriculum and assessment design, ensuring that
assessment promotes the learning goals. Learners should become aware
of how they are learning (metacognition) as well as what they are
learning.

3. Is central to classroom practice: Much of what teachers and learners do

in classrooms can be described as assessment, i.e. it involves tasks and
questions that prompt learners to demonstrate their knowledge,
understanding and skills. What learners say and do is then observed and
interpreted and judgements are made about how learning can be
improved. These processes involve both teachers and learners in
reflection, dialogue and decision making.

4. Is a key professional skill: Teachers require the professional knowledge

and skills to plan for assessment, observe learning, analyse and interpret
evidence of learning, give feedback to learners and support learners in
self-assessment. Teachers should be supported in developing these skills
through initial and continuing professional development.

5. Is sensitive and constructive: Assessment has an emotional impact and

teachers should be aware of the impact that comments, marks and
grades can have on learners’ confidence and enthusiasm. Therefore,
feedback should be as constructive as possible. Comments that focus on

Page 13 of 27
 the work rather than the person are more constructive for both learning
and motivation.

6. Fosters motivation: Assessment should take into account the importance

of learner motivation and foster it by emphasising progress and
achievement rather than failure. Comparison with others who have been
more successful is unlikely to motivate learners and may demotivate.

7. Promotes understanding of goals and criteria: Developing and

communicating a shared understanding of the learning goals and
criteria and providing examples of how these can be met in practice,
help learners to understand what it is they are trying to achieve and how
to achieve it. Understanding and commitment follow when learners have
some part in deciding goals and identifying criteria for assessing progress.

8. Helps learners to know how to improve: Learners should receive

constructive guidance about how to improve, including information and
guidance on the next steps in their learning. Clear and constructive
feedback enables learners to address and improve weaknesses.

9. Develops the capacity of self-assessment: This helps learners to become

more reflective and autonomous self-managers, with capacity to seek
out and gain new skills, knowledge and understanding.

10. Recognises all educational achievement: Assessment for learning should

be used to encourage all learners to achieve their best and have their
efforts recognised.

Page 14 of 27
Inclusive assessment
Black and Wiliam (1998) identify the benefits of AfL to support and enhance
pupil performance in summative tests and examinations and how it can
particularly support low-achieving students to enhance their learning.

A fully inclusive approach to assessment in all mainstream and specialist

settings is one where policy and practice are designed to promote the
aspirational outcomes of all pupils. Effective assessment should enable
schools to articulate the progress of all pupils, including low attaining pupils
and those with special educational needs and disabilities (SEND) in more
individualised ways. For example, literacy may impede learners with English as
an additional language (EAL), because they are unable to articulate what
they know. Those students who have a disability, such as visual impairment,
may also be prevented from accessing and engaging successfully with
assessment. Consider what adjustments you can make to include all learners
and assess what really matters.

“Pupils can only achieve a learning goal if

they understand that goal and can assess
what they need to do to reach it.”
(Black and Wiliam, 2002)

Page 15 of 27
Aspects of AfL

Questioning

Questioning is an essential skill for teacher for finding out what pupils know
and understand about a topic/subject. As you progress in your training, it is
important to consider how planned questioning can reveal pupils’ learning
and progress in relation to learning goals and criteria, contributing to
assessment data and records.

There are two broad categories of questioning to consider: open and closed
questioning. Early in your teaching practice you may have used more closed
questions, requiring short answers and typically involving recall and memory
of a key piece of information. As you develop your questioning, you will make
more sophisticated and deliberate choices, including the use of open
questions, which typically have multiple or longer answers and can facilitate
dialogue and opportunities to challenge all learners.

Effective questioning also provides an ideal opportunity to identify and

address misconceptions. ‘No hands’ approaches can help do this without
publically exposing pupils, such as individual mini whiteboards where all pupils
can privately answer and show their response.

Self-assessment

Self-assessment encourages learners to evaluate their work in relation to the

assessment criteria. It is an ideal opportunity to support learners to reflect on
their learning and progress. When you plan for self-assessment you should
consider it as an opportunity for pupils to make the connections between
what they are learning in the current lesson(s), their prior learning and how
toimprove. Through self-assessment, you are developing autonomy and
reflection. As with any strategy, however, this needs to be planned in terms of
linking it to success criteria and providing a structure that encourages an
independent and conscientious approach.

Peer-assessment
Peer assessment is similar to self-assessment, but also enables pupils to learn
from each other and learn from the process of being the provider of
feedback. Effective peer feedback requires an understanding of the

Page 16 of 27
assessment criteria and how they are related to a particular piece of work.
When planning for peer-assessment, it is essential that a you provide an
appropriate structure to ensure learners respond appropriately, such as ‘the
purple pen of progress’, ‘two stars and a wish’ or ‘what when well / even
better if’. However, simply using one of these techniques without equipping
learners with the language to articulate effective feedback will lead to
limited and tokenistic feedback.

Page 17 of 27
Feedback and marking
Hattie and Timperley (2007) propose that feedback is one of the most
influential aspects on pupil achievement and learning. They conclude that
the way teachers provide feedback has a significant impact and this also
requires teachers to consider circumstances and the context. Hattie and
Timperley (2007) suggested ways in which teachers can enhance their
practice of feedback as well as exploring the benefits and limitations,
including the timing and the effects of positive/negative feedback.

Following on from this research, Hattie (2019; 2011; 2009) returned to research
on the impact of feedback. In a series of ranking of educational strategies to
improve progress, feedback received the ranking of 10th out of 150. This
research indicates that:
 the most effective feedback provides cues or reinforcement to the
learner and are related to the learning goals,
 the key is that feedback is received, interpreted and acted upon,
 praise, punishment and extrinsic rewards are the least effective forms of
feedback,
 tangible rewards potentially undermine intrinsic motivation, whereas
verbal rewards (e.g. praise) appear to have a positive effect,
 feedback is providing information about the task, rather than giving a
reward,
 the key questions are “Where am I going?” (learning intentions), ‘How
am I going?” (self-assessment) and “Where to next?” (progression)

As you begin to think about developments in your training, have a look at

examples of your own marking or that of others in a scrutiny exercise and
consider whether comments:
• provide information about the task?
• use language that encourages and promotes intrinsic motivation?
• reflect the learning intentions? (Feed-up)
• indicate how students are doing? (Feed-back)
• outline next steps clearly? (Feed-forward)
• provide support and/or promote challenge?

Page 18 of 27
Homework
Homework is a common activity for learners in school, and can be a political
‘hot potato’ in national dialogues between politicians and parents
(especially around election time!), as one of the key points where school and
the home meet. According to Mujis and Reynolds (2017), homework is used
for a variety of purposes including:
• Increasing pupil achievement;
• Reinforcing and strengthening topics taught in class;
• Completing unfinished work;
• Developing independent study skills and self-regulation;
• Developing self-discipline;
• Developing time management skills;
• Involving parents in helping their children’s learning;
• Allowing preparation for future lessons and topics;
• Developing pupils’ research skills;
• Reviewing and practising topics taught in school;
• Extending the school day;

Cooper (2006) stresses that homework that is checked contributes more to

pupil achievement than homework that is assigned but not checked.

Hattie’s (2009) meta-analysis of international education research on

homework raises some serious question marks over the practice, noting that:
 homework is more effective in some subjects than others;
 the positive effects of homework are negatively related to duration;
 poorly design and monitored homework risks internalising
misconceptions or incorrect routines;
 homework potentially undermines motivation and does not develop
time management;
 however, homework has more impact for secondary than for primary
pupils;

In summary, poorly designed homework could (at best) be a waste of time

and (at worst) be detrimental to motivation and learning. Lots of homework
combined with a lack of monitoring is an ineffective method of teaching,
learning and assessment.
Research by Vasagar (2012) indicates a potentially positive impact of more
than two hours of homework per evening in relation to achievement in
English, maths and science examinations. However, other research points to
the social inequity for disadvantaged learners from lower socioeconomic

Page 19 of 27
status (SES) backgrounds, who receive significantly less help at home from
parents, than ‘better-off’ classmates (UCL, 2017).

Current educational policy does not prescribe how much homework children
should be set by schools and the current Ofsted inspection framework states
that:
“Teachers set challenging homework, in line with the school’s policy and
as appropriate for the age and stage of pupils, that consolidates
learning, deepens understanding and prepares pupils very well for work
to come.”

When planning homework consider the following:

• How long it takes. Ask the students to log how long homework took
them. This gives you an indication of the relationship between effort
and attainment and what they are having difficulty with.
• The school policy. Most schools should have a policy (e.g., no more
than 90 minutes per evening). Where you are expected to set
homework for your classes, give pupils a time limit.
• Quality over quantity. Take time to produce effective resources that
relate to lessons you have planned, either to consolidate learning or as
preparation for new learning5.
• Gender bias. Be aware that girls have a tendency to take more care
with homework than boys do. Are you assessing presentation or
learning?
• Integration with the curriculum. Ensure that the homework is planned as
an extension of learning in the classroom, to consolidate and reinforce
learning (e.g. as discovery learning or spaced/retrieval practice)
• Support and challenge. Ensure there is challenge for all learners
(irrespective of their prior or current attainment), considering how best
to support all learners to be successful in achieving the desired
outcome.
• Personalisation to the pupils. Are you tailoring homework to all pupils’
needs? Consider the age and prior learning for younger children,
including reading ages.
• Monitoring of engagement and responses. Check on homework and
follow up on incomplete or missing work (be consistent). If you are not
checking (marking and/or providing feedback) and recording
homework, should you be setting it in the first place?

5 Be aware that unstructured or vague preparatory tasks can be more detrimental to

learning than none.

Page 20 of 27
Curriculum and Assessment
The assessment and recording of attainment and progress should be integral
to curriculum design (DfE, 2015). This approach relies on the school curriculum
being carefully designed to promote progression and build on prior learning,
whether knowledge is hierarchical (i.e. foundational knowledge that needs
to be acquired and/or mastered before moving on to other knowledge) or
non-hierarchical (i.e. knowledge and skills are built up in tandem or revisited
adding depth and sophistication e.g. in a ‘spiral’ curriculum). In this model,
subject curricula must be planned across and between key stages to
promote transition.

This is more than, for example, reverse engineering a key stage 3 curriculum
from the GCSE specification, as this approach potentially devalues the
broader aspects of learning experienced in subjects and the thinking and
dispositions – i.e. art and design is about more than training future a artist,
and history’s sole aim is not to train learners for a career as a historian. A well-
designed broad and balanced curriculum should be aware of the aims of
the subject(s) and the prior and subsequent learning.

Curriculum and assessment in the medium and long term

In the medium-term, assessment evidence accumulates over a sequence of

lessons, providing information indicating attainment (against assessment
criteria) and progress (demonstrated through recall, application and
evaluations) in relation to the learning intentions in your medium term planning
(i.e. units of work). Whilst still having a formative purpose, assessment begins to
be more summative. The evidence that accumulates over time provides
information indicating the extent to which pupils are making the expected
progress. In a well-designed curriculum, this evidence quantifies whether pupils
are working towards (below target/expectations), achieving (on
target/expectations) or exceeding (above target/expectations) planned
outcomes. Retrieval practice and low-stakes testing use assessment as a tool
to reinforce learning and memory.

In the long-term, the assessment evidence serves a summative purpose to

indicate attainment and progress in relation to the overarching curriculum
aims, at the end of year or the end of a key stage. Testing (in its broadest
sense) can indicate of the proportions of pupils working towards, achieving or
exceeding, and be supported by testing.

Page 21 of 27
Reporting to Parents and Carers
There are many reasons for schools reporting to parents and carers, including:
 maintaining effective relationships
 developing partnership in children’s learning
 raising awareness of issues (potential or actual)
 gaining support for action by the school
 verifying what a child has communicated

Schools are required to provide written reports to parents on their child’s

progress for each school year, by the end of each summer term. Often
parents receive reports on a termly basis, with some briefer reports supplying
quantitative data in two terms and a fuller report, with qualitative comments
in one term.

Information that must be reported Key stage 3 Key Stage 4

Pupils’ general progress, including attendance,
 
attitude to learning and attainment in subjects
Brief particulars of achievements, highlighting
 
strengths and developmental needs
How to arrange a discussion about the report with
 
a teacher at the school (e.g. parents’ evenings)
The predicted/target grades and progress

towards them in GCSE subjects
Any other qualification, or unit towards a

qualification, and the grade achieved

The school may include additional information about a pupil’s progress,

beyond the minimum required.

It is important to take a professional approach to reporting. You should use:

 inclusive language
 clear/unambiguous language6
 positive language7
 evidence rather than value judgements

6 Including correctly using should/must statements.

7 This means, for example, describing behaviour (constructive or disruptive) rather than being
positive and saying nice things – e.g. “Jamila must make effective use of lesson time,
refraining from distracting herself and others, and should be confident to ask questions where
she is unclear about an explanation.”

Page 22 of 27
External Assessment and RQF Levels
There is a national qualification framework that defines and links the levels
and credit values of different qualifications. In the secondary education,
sector external assessment is arranged in a hierarchy known as the Regulated
Qualifications Framework (RQF) for general and vocational qualifications.
External assessment based on the RQF takes place via Examination Boards
such as AQA, Edexcel and OCR. Standards are maintained by the regulatory
body, Ofqual. The table shows the broad level descriptors in the RQF.

Holder has factual, procedural and theoretical knowledge and understanding of a

Level 3 (e.g. A Levels)

subject or field of work to complete tasks and address problems that while well-
defined, may be complex and non-routine. Holder can interpret and evaluate
relevant information and ideas. Holder is aware of the nature of the area of study or
work. Holder is aware of different perspectives or approaches within the area of
study or work. AND/OR Holder can identify, select and use appropriate cognitive
and practical skills, methods and procedures to address problems that while well-
defined, may be complex and non-routine. Holder can use appropriate
investigation to inform actions. Holder can review how effective methods and
actions have been.
Has knowledge and understanding of facts, procedures and ideas in an area of
Level 2 (e.g. GCSE)

study or field of work to complete well-defined tasks and address straightforward

problems. Holder can interpret relevant information and ideas. Holder is aware of a
range of information that is relevant to the area of study or work. AND/OR Holder
can select and use relevant cognitive and practical skills to complete well-defined,
generally routine tasks and address straightforward problems. Holder can identify
how effective actions have been. Holder can identify, gather and use relevant
information to inform actions.

Holder has basic factual knowledge of a subject and/or knowledge of facts,

procedures and ideas to complete well-defined routine tasks and address simple
Level 1

problems; and is aware of aspects of information relevant to the area of study or

work. AND/OR Holder can use basic cognitive and practical skills to complete well-
defined routine tasks and procedures. Holder can identify whether actions have
been effective. Holder can select and use relevant information.
Holder has basic knowledge and understanding to carry out structured tasks and
Entry Level

activities in familiar contexts; and knows and understands the steps needed to
complete structured tasks and activities in familiar contexts. AND/OR Holder can
carry out structured tasks and activities in familiar contexts. Holder can be aware of
the consequences of actions for self and others.

See https://www.gov.uk/what-different-qualification-levels-mean

Undergraduate studies are Levels 4, 5 and 6, with postgraduate studies

(certificates, diplomas and masters) Level 7 and doctoral studies Level 8.

Page 23 of 27
Final Thoughts

Grading students

Is assessment really may put a stop to

ever summative if learning; feedback

we are learning all allows them to

the time? progress.

Feedback can be more

Good teaching is
powerful when it comes
more about asking
from peers; invest time in
the right questions
developing students’
than giving the right
feedback skills.
answers.

Page 24 of 27
References

AAIA (2011). How can pupils’ attainment and progress be assessed without
levels? [online article]. Retrieved from https://www.aaia.org.uk/assessing-
without-levels/do-the-outcomes-of-pupils-learning-provide-information-that-
over-time-gives-a-cumulative-picture-of-their-attainment-and-progress/

Rasooli, A. Zandi, H. and DeLuca, C. (2018). Re-conceptualizing classroom

assessment fairness: A systematic meta-ethnography of assessment literature
and beyond. Studies in Educational Evaluation, 56(2018), pp.164-181.
https://doi.org/10.1016/j.stueduc.2017.12.008.

ARG (2002). Assessment for Learning: 10 Principles - Research-based principles

to guide classroom practice. Assessment Reform Group

ARG (1999). Assessment for Learning: Beyond the Black Box. Cambridge:
University of Cambridge School of Education. Available at
http://www.aaia.org.uk/afl/assessment-reform-group/

ASCL (2017a). The Four Pillars of Great Assessment: Purpose [online article].
Retrieved at https://www.ascl.org.uk/news-and-
views/blogs_detail.html?shorturl=the-four-pillars-of-great-assessment-purpose

ASCL (2017b). The Four Pillars of Great Assessment: Validity [online article].
Retrieved at https://www.ascl.org.uk/news-and-
views/blogs_detail.html?shorturl=the-four-pillars-of-great-assessment-validity

ASCL (2017c). The Four Pillars of Great Assessment: Reliability [online article].
Retrieved at https://www.ascl.org.uk/news-and-
views/blogs_detail.html?shorturl=the-four-pillars-of-great-assessment-reliability

ASCL (2017d). The Four Pillars of Great Assessment: Value [online article].
Retrieved at https://www.ascl.org.uk/news-and-
views/blogs_detail.html?shorturl=the-four-pillars-of-great-assessment-value

Black, P. and Wiliam, D. (1998). Inside the black box: Raising Standards
through the classroom assessment. Phi Delta Kappan, 80(2), 139-148

Black, P., Harrison et al. (2004). Working Inside the Black Box: Assessment for
Learning in the Classroom. Phi Delta Kappan, 86 (1), 9-21

DfE (2015). Commission on Assessment Without Levels: final report. London:

Crown copyright. Retrieved from

Page 25 of 27
https://www.gov.uk/government/publications/commission-on-assessment-
without-levels-final-report

DfE (2011). Teachers' standards: guidance for school leaders, school staff and
governing bodies [online]. Retrieved from
https://www.gov.uk/government/publications/teachers-standards

Hattie, J. and Clarke, S. (2019). Visible Learning: Feedback. London, UK:

Routledge.

Hattie, J. (2012). Visible Learning for Teachers. London, UK: Routledge.

Hattie, J. (2009). Visible Learning: A synthesis of over 800 meta-analyses

relating to achievement. Abingdon, UK: Taylor & Francis Books.

Hattie, J. and Timperley, H. (2007). The Power of Feedback. Review of

Educational Research, 77(1), pp.81-112. DOI: 10.3102/003465430298487

McAlpine, M. (2002). Principles of Assessment. Luton, UK: CAA Centre.

Retrieved from https://studylib.net/doc/18421173/principles-of-assessment

Messick, S. (1989). Meaning and Values in Test Validation: The Science and
Ethics of Assessment. Educational Researcher, 18(2), pp.5-11.
https://doi.org/10.3102/0013189X018002005

Muijs, D. & Reynolds, D. (2017). Effective teaching: Evidence and practice (4th
edition). London, UK: Sage.

NFER (2007). NFER Position Paper on Assessment [online]. Retrieved from

https://www.nfer.ac.uk/media/2326/99904.pdf

Petty, G. (2009). Teaching Today (Fourth Edition). Cheltenham, UK: Nelson

Thorne.

UCL (2017). Poorer pupils get less help with homework than better-off peers,
study finds [online article]. Retrieved from
https://www.ucl.ac.uk/ioe/news/2017/sep/poorer-pupils-get-less-help-
homework-better-peers-study-finds

Vasagar, J. (2012). Two hours' homework a night linked to better school results
[online article]. Retrieved from
https://www.theguardian.com/education/2012/mar/29/homework-linked-
better-school-results

Wiggins, G. and McTighe, J. (2005). Understanding by Design (Expanded 2nd

Edition). Alexandria, USA: Association for Supervision and Curriculum
Development.

Page 26 of 27
Further reading

DfES (2004). Pedagogy and practice: Teaching and learning in secondary

schools – Unit 12: Assessment for Learning. Retrieved from
https://webarchive.nationalarchives.gov.uk/20110812095903/http://nsonline.
org.uk/node/96853?uc=force_uj

EBE and SW (2018). What every teacher needs to know about assessment: an
evidence based education and SchoolsWeek event hosted by St Matthias
Primary School, Bethnal Green [electronic document]. Retrieved from
https://evidencebased.education/what-everyteacher-needs-to-know-about-
assessment-a-panel-event/

Gipps, C. (1995). Beyond Testing: towards a theory of educational

assessment. London: The Falmer Press.

Haydn, T. (2013). ‘First Do No Harm’: Assessment, pupil motivation and

learning. In: Capel, S., Leask, M. & Turner, T. (Eds) (2013). Learning to teach in
the secondary school (6th Ed): a companion to the school experience.
Abingdon, UK: Routledge. Pp.417-438

Taras, M. (2009). Summative assessment: the missing link for formative

assessment, Journal of Further and Higher Education, 33(1), pp.57-69, DOI:
10.1080/03098770802638671

Page 27 of 27