September 1994

AIM	POSITION	DEVELOPMENT
1. Learning and assessment objectives are identified for units of work	Forecast Individual targets Assessment activities exist in the majority of curriculum areas although their use is not consistent throughout the whole school.	Identify individual targets as a negotiated process. Assessment activities should be part of the topic and should not be used as a separate activity completed at the end of the unit of work.
2. Learning outcomes are shared with students at the beginning or during a unit of work.	Target setting Lesson / topic introduction	Re-wording of target objectives in order to increase children's understanding and facilitate greater sharing.
3. A variety of assessment techniques are used to ensure equality of access and are appropriate to the nature of the work	Variety of assessment techniques used, but the approach is sometimes haphazard.	Assessment techniques should be more carefully planned and reviewed across the year.
4. There is an opportunity for student self assessment as well as teacher assessment.	Some assessment through target setting and record of achievement.	Rewording of target objectives in order to allow children to self assess. Consider place of peer assessment.

5. There should be opportunities for students and teachers to be involved together in assessment.	Design and Technology evaluation sheets. Target setting.	Art experience / evaluation sheet. Negotiation of personal targets. Termly reviews should be introduced to discuss goals as part of the R. of A. process.
6. Short term achievement targets are set so that the students can work towards and recognise their own attainment.	Targets are set half termly, mostly by teachers, using National Curriculum wording. Teachers usually acknowledge the attainment.	Target should be agreed jointly by the student and teachers using 'user friendly' language. Students should be encouraged to recognise their own achievements and share responsibility for up dating their records.
7. Records are regularly updated.	Teachers update National Curriculum records on their own time scale.	National Curriculum records need to be reviewed in the light of new government documentation.

8. The school has an agreed evaluating and responding policy which reflects the ethos.	'E' is for Excellence is an example of individual strategies to motivate pupils.	To move towards consistent use of the new policy.
9. The school has an agreed marking policy which makes clear to staff the criteria for success and includes the use of comments to identify student strengths and help in overcoming weaknesses.	Marking is done sensitively to maintain self esteem and the original presentation e.g. in pencil
10. Each student, parent and teacher understands the marking system used.	Established staff understand the present system, most children realise its purpose, but are less aware of the system used.	Immediate awareness of the newly agreed policy on responding and evaluating by teachers and then communicated to students and parents as soon as possible.
11. Curriculum personnel identify and implement strategies for standardising judgement of student work.	Some standardisation in Science. English and Maths has been done at Partnership ( old 'cluster' ) level. Science is available from the School Reference Library. Other standardisation has occurred on ad hoc basis internally. Sharing and displaying work provides opportunities for reflection by both students and teachers on their achievements.	Maths and English 'assessment Files' to be completed and accessible in the Reference Library. Teachers familiarise themselves with and use the Core Subject Assessment files to help in their judgement of student work.