Assessment Policy

St. Rynagh’s Primary School, Banagher, Co. Offaly

Rationale

Assessment is an integral part of teaching and learning and we recognise the importance of assessment in enabling the teacher to extend and enrich learning across all curriculum areas. The assessment is then used to make learning more enjoyable, more motivating and more successful for each child.

Our school policy on assessment which was previously updated following the implementation of “The National Strategy to improve literacy and Numeracy among children and young people 2011-2020” is currently being updated following publication of circular 0045/2019 which offers support and information on the implementation  for the Primary Language Curriculum and Circular 0052/ 2019 (which is a revision of circular of 12/96 re exemptions from the study of Irish) in addition to the publication of the Preparation for Teaching and Learning Guidance and Webinar 3 on Primary Language Curriculum.

Aims

• To improve pupil learning
• To monitor learning processes
• To enable the child to take greater responsibility for his /her own learning
• To involve parents and pupils in identifying and managing learning strengths or difficulties
• To assist teachers’ long and short-term planning
• To coordinate assessment procedure on a whole school basis
• To coordinate the use of assessment data to guide differentiation

Assessment for learning

Assessment for Learning emphasises the child’s active role in his/her own learning.  This level of involvement, in shaping their own learning, can heighten children’s awareness of themselves as learners and encourage them to take more personal responsibility for, and pride in, their learning. By interacting with the children in such a way, the teacher can gain invaluable information as to how best to deliver the curriculum in their classroom.

The following are assessment for learning strategies used in our school for different subjects and at different class levels.

Assessment of learning

Assessment of Learning generally involves assessing a child’s learning at the end of a given period, such as the end of a unit of work, a week, a term, or a year.  Assessment of Learning is more about measuring a child’s cumulative progress towards objectives, often in the form of a grade or score.  Assessment of Learning also helps the teacher to plan future work, to set new targets, and to provide feedback and information for end-of-year assessment.

Children are involved in self-assessment when they look at their own work in a reflective way, identify aspects of it that are good and that could be improved, and then set personal learning targets for themselves. 

Methods of AOL used include

1. Teacher observation
2. Questioning
3. Teacher designed tasks and tests
4. Feedback-individual and/or group feedback at the end of a lesson
5. Dialogue and Discussion
6. Focused Correction of Work
7. Visual Aids in Juniors Classes
8. Completion of the student support file
9. Traffic Light System
10. KWL grid
11. English Language Proficiency Benchmarks for non-English speaking pupils

• Up and Away,
• I.L.T.     
• Additional details on testing and levels are in our E.A.L Policy

 Standardised Tests

• The Micra T will be administered to 1^st class pupils in September to aid support teaching.  We have been conducting Micra T and Sigma T tests with all our pupils from 1^st to 6^th at the end of the school year.  From June 2021 we have begun a change to Drumcondra Tests.  We will phase in the Drumcondra tests for all our pupils as they travel through the school starting with our 1^st class pupils in June 2021.
• Pupils exempt from these tests are pupils with mild general learning disability.
• A standardised test for a lower age group may be given to pupils with MGLD or to those pupils who are struggling significantly with their class work.  This will be explained to the parents.
• Special provisions are made for children with physical disability.
• The results of tests administered in May are communicated to parents in the end of year report using the standard score and an explanatory note is enclosed.
• In accordance with circular 56/2011 the Principal will report the annually aggregated assessment data from the standardised tests to the Board of Management.
• Also, in accordance with this circular following enrolment in another primary or post primary school a copy of the pupil’s report card which contains the standard score from the standardised test will be forwarded to the school.
• St. Rynagh’s N.S. completed Education Passports for its pupils who leave 6^th class when they are enrolled in a second level school.  St. Rynagh’s also accepts and makes use of Mo scéal reports along with infant enrolment forms.

Diagnostic Assessment

• NRIT is administered to all pupils in October in second class and results compared to standardised tests to ensure children are achieving their potential.

• NRIT diagnostic tests, Dyslexia Screening tests and teacher judgement are used to determine the appropriate learning support for individual pupils.
• Maths Tracker is used as a diagnostic test in maths at all levels.
• Single word spelling test.
• Single word spelling test – in line with Circular 52/2019 we will conduct the aforementioned 2 tests are used to assess children in advance of their application for exemption from the study of Irish.
• Single word reading test 6 – 16.

• Diagnostic Reading analysis.

• Pupils are selected for diagnostic assessment based on class teachers’ observation and on Micra T and Sigma T results.
• Parents are consulted in advance of administration of the test.
• The diagnostic tests are administered by SEN teachers.
• The information about the test is shared with the principal, class teacher and with the parents.
• If necessary, the principal arranges for consultation with external agencies in line with our special education policy.

• The criteria used to decide which pupils should be referred for supplementary teaching is as follows for standardised test results

• SET in Maths and English for pupils in 1^st and 2^nd class who are at or below 30^th
• SET in Maths and English pupils in 3^rd to 6^th class who are at or below 10^th percentile – this may be extended to 20^th percentile numbers permitting.
• Our special education policy is also used to determine the correct level of support for pupils including differentiation.

Recording and Storage of Results

• The pupils’ completed Micra T and Sigma T booklets are kept for one year following completion of the test.
• The results of the standardised tests are kept on computer in the office and a hard copy in the filing cabinet in the SEN room for five years following the child reaching their eighteenth birthday.
• Annual reports cards are sent home for all pupil’s infants to sixth and if they have done a standardised test the test result (standard score) is recorded on the report card and a note of explanation is included.  An abbreviated copy of this information including standard score result from standardised test and if the pupil attended LS is transferred to the pupil’s school report card which is kept in the office for 5 years after the child has reached their eighteenth birthday.
• Student support files are established and maintained in line with our special education policy.
• “The teacher can judge what assessment information is important for recording in his or her notes.” (Assessment in the Primary school Curriculum NCCA P 70)

Review

This Assessment policy has been revised in 2021-2022 school year in order to achieve the aims set out on our first page.  Assessment is continuous and integral to all effective teaching.   Assessment varies from the ERC conducting NAMER assessments, to standardised tests to teacher observation.  The policy has been reviewed since the publication of the preparation for Teaching and Learning documents and the PLC Webinar 3.

“Intuitive assessment and planned assessment are complimentary and both are necessary if the teacher is to gain a comprehensive picture of each child’s progress and achievement.”(Assessment in the Primary School Curriculum NCCA P 12)

We believe our policy strikes the correct balance between AFL, AOL, informal and formal assessment.  We also believe our policy ensures that “the school gathers only information that is appropriate to judge the quality of practice in the area being evaluated”(School Self-evaluation guidelines 2016-2020 Primary P36.

We are aware that “too much information can lead to an unmanageable, unsustainable and unproductive school self-evaluation process.”(School Self-evaluation guidelines for Primary schools P48)

We will continue to update this policy in line with any future directives from the department of education and skills relating directly or indirectly to assessment.