Assessment Policy

Introductory Statement and Rationale

This policy was formulated by the staff of St. Patrick’s N.S. during Croke Park Hours in January 2013. The policy is based on advice and information provided in the Primary Curriculum, the NCCA Website, the NCCA document Supporting Assessment in Schools, Circular 0138/2006 and in the Literacy and Numeracy for Learning and Life strategy.

Relationship to characteristic spirit of the school

Assessment activities used in this school will contribute to pupil learning and development by gathering relevant information to guide each pupil’s further learning (assessment for learning) and by providing information on each pupils achievement at a particular point in time (assessment of learning)

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 coordinate assessment procedures on a whole school basis.
  • To determine the appropriate route for students to take through a differentiated curriculum.
  • Inform new Teachers and Parents of assessment procedures.
  • Comply with Dept of Education and Science Literacy and Numeracy for Learning and Life strategy (2011).

Purposes of assessment:

  • To inform planning for, and coverage of, all areas of the curriculum
  • To assess different dimensions of the child’s learning and development including the cognitive, the creative, the affective, the physical and the social.
  • 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 pupils’ progress and attainment
  • To facilitate communication between parents and teachers about pupils’ development, progress and learning needs
  • To facilitate the involvement of pupils in assessment of their own work

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. We concur with their definition of classroom assessment as “the process of gathering, recording, interpreting, using and communicating information about a child’s progress and achievement during the development of knowledge, concepts, skills and attitudes.” Assessment, therefore, involves much more than testing. It is an ongoing process that encompasses many formal and informal activities designed to monitor and improve teaching and learning in all areas of the curriculum (NCCA, Supporting Assessment in Schools, April 2005 p.3).

Range of Assessment Methods used Throughout the School:

In the course of engaging in both assessment of learning and assessment of learning, teachers will use the following to make judgements about pupil achievement/progress:

  • Teacher observation
  • Teacher-designed tasks and tests
  • Oral responses of pupils
  • Peer assessment
  • Pupil self assessment
  • Completed assignments by pupils – projects, copybooks, activities, work samples, homework, portfolios
  • Parental and pupil feedback or observation
  • Standardised tests
  • Diagnostic tests
  • Assessment by psychologist
  • Checklists

Assessment for learning:

  • · The types of informal assessment methods used in the school are:
    • Teacher observation
    • Teacher-designed tasks and tests for all curricular areas
    • Work samples, portfolios and projects.
    • Homework
    • Checklists
    • Parental feedback
  • There are different assessment methods depending on age level ability level and subject.
  • Assessment methods that apply across the whole school: Standardised Tests.
  • Assessment methods that are at the discretion of individual teachers: Teacher designed tests and tasks.
  • Teachers will keep pupil work samples in Maths, English and Gaeilge for permanent records.

Assessment of Learning

(a) Standardised tests

  • Sigma/ Micra maths and reading tests for pupils from first to sixth classes.
  • MIST test is given to students in senior infants by the SET teacher.
  • Standardised tests are administered in the last term.
  • NRIT are administered to 2nd and 5th class in the 1st term.
  • In learning support the following tests are used; Schonell reading and spelling test, Belfield Infant Assessment, Neale Analysis, Diagnostic Reading Analysis, Ladybird Reading Test,Primary School Assessment Kit, MALT, DST-j. These tests are administered at the end of the first and third term and at discretion of the SET teacher.
  • Newcomer pupils, pupils with language/learning difficulties, are tested at the discretion of the class teacher.
  • We keep a full record of the standardised tests.
  • We analyse results in line with teacher observations and this is then referred to the SET Teacher.

(b) Screening: (Refer to Learning Support Guidelines and Circular 02/05)

  • MIST tests are used to facilitate the early identification of pupils’ learning strengths / difficulties and are administered in the third term by the SET teacher.
  • Priority is given to the students in junior classes re learning support
  • Criteria that indicate diagnostic testing is needed is stated in the SEN policy
  • Results are communicated to parents as per SEN policy
  • Parents are consulted if diagnostic testing is considered necessary as per SEN policy

(c) Diagnostic Assessment: (Refer to Learning Support Guidelines, Chapter 4)

  • Schonell Reading and spelling diagnostic tests are used to determine the appropriate learning support for individual pupils who present with learning difficulties
  • The class teacher, SET and principal are involved in selecting children for diagnostic assessment. (See SEN policy for how are parents consulted in advance. )
  • The SET teacher administers the diagnostic tests
  • The class teacher, SET and principal are involved in interpreting results
  • Results are kept on permanent record to ensure that the results of the assessments inform subsequent learning plans.
  • The SEN policy states procedures used for sharing information between teachers, parents and relevant agencies
  • Criteria which are used when deciding which pupils should be referred for supplementary teaching are laid out in the SEN policy
  • In consultation with class teacher and SET the principal consults a psychologist (NEPS or other) about diagnostic test results.
  • The procedures for conducting diagnostic assessments are communicated to teachers and parents by the Principal or teacher .

(d) Psychological Assessment: (Refer to Circular 02/05)

  • The principal liaises with parents if it is felt that a psychological assessment or other assessment is required.
  • The SET teacher is responsible for requesting and arranging an assessment from specialist(s) in conjunction with principal.
  • The assessment will be used in conjunction with other forms of assessment listed in the policy in drafting an educational plan for a pupil.
  • Psychological reports are stored in the school office and class teacher, principal and SET have access to them

(e) Recording the results of assessment

  • Assessment results are recorded in the pupil’s permanent file and are available for the class teacher to access.
  • Teachers are aware of the need to record comments in an objective and instructive manner
  • The school limits access to records of sensitive data to those who are working with the pupil

The Report card A written report is issued to all Parents at the end of the year. This contains relevant information about the child’s interests, strengths, educational progress, and achievements. The purpose of this report is to share assessment information with Parents in an accessible format so that they can use the information to help the child to learn at home, thus strengthening the link between home and school. The assessment methods used in the report are grades and narrative comments. These comments will be objective, instructive and phrased in a positive manner in order to support further learning and maintain positive attitudes towards school. This report shall now issue in Mid June, and shall allow a follow-up meeting between Parents and Teacher should the need arise. This written report has been based on one of the templates from NCCA. Results of standardised tests shall be included in these written reports.

Success Criteria

  • Procedures run smoothly and efficiently because there is clarity about what is expected and who is responsible for different aspects.
  • Transfer of information from class teacher to class teacher happens efficiently at the beginning/end of school year.

Roles and Responsibility

The SET teacher, principal and assistant teacher have responsibility for co-ordinating the policy.

Implementation Date

This policy will be implemented from February 2014

Timetable for Review

This policy will be reviewed in 2017, 2020 and 2023

Reference Section

  • Literacy and Numeracy for Learning and Life
  • Learning Support Guidelines. 2000. DES
  • Circular 02/05 Organisation of Teaching Resources for Pupils who need Additional Support in Mainstream Primary Schools
  • Primary School Curriculum– Section on Assessment for each subject
  • NEPS – Working together to Make a Difference for Children
  • Drumcondra English Profiles. G. Shiel & R. Murphy ERC
  • Commonsense Methods for Children with Special Needs. Peter Westwood. Routledge Falmer · A range of assessment tests are listed on the PDST website www.pdst.ie