Assessment Policy

Assessment
Assessment Policy
What is Assessment? Assessment is the process of gathering, recording,
interpreting, using and reporting information about a childs progress and
achievement in developing knowledge, skills and attitudes (Assessment in
the Primary School Curriculum, Guidelines for Schools; NCCA, 2007, p.7).
Assessment monitors and evaluates the pupils learning. Self-assessment
through reflection is used by teachers to monitor teaching and learning in
their classrooms and practice (effective or not) shared with
colleagues. Assessment of Learning (AoL) and Assessment For
Learning (AfL) are an integral part of the teaching and learning process. AoL
is summative assessment typically done at the end of an instructional unit.
Formative assessment is used to feedback to the teaching/learning process
and looks forward, informing what will be done next. Teachers in Kyle observe
and discuss weekly with colleagues both work in progress and completed
work. While teacher reflection on practice and learning is on-going .
Why assess learning and teaching?
Our reasons for assessment are as follows:

To inform teachers setting of learning targets and activities for

individual pupils, groups and the whole class

To inform the school improvement plan and to revise and update

whole school improvement targets.

To assist planning, evaluate and modify teaching strategies based on

the outcomes of assessment

To inform class groupings and differentiation of work

To identify pupils with learning difficulties

To use assessment outcomes to assist and improve the effectiveness

of the teaching and learning programmes used in Kyle N.S.

To effectively and sensitively use assessment outcomes to assist

pupils to reflect on their own learning

To be able to provide accurate information about pupils progress to

relevant parties particularly parents

To evaluate pupil achievement in curriculum areas in comparison with

national norms
In Kyle N.S. the gathering of information on pupils learning is timely and
happens at regular intervals.
How do we assess learning and teaching?
A broad range of assessment approaches/strategies/tools are used in Kyle
N.S. in all subjects, to cater for a wide spectrum of needs among the pupils
taking into account their individual learning styles and needs. The pupils may
be assessed with their class or individually out of the classroom, whichever is
deemed the most appropriate for the pupil, at the time. Alternative
assessment tools will be designed altered or sourced by the Special
Education Needs (SEN) and class teachers should the assessments be
deemed inappropriate to the pupils level of ability.
Teachers use many different tools to assess childrens learning and teaching
effectiveness in all subjects including:

Teacher observation

Teacher reflection

Teacher-designed tasks

Work samples

Concept mapping

Curriculum Profiles

Portfolio and project assessment

Conferencing: teacher/pupil, teacher/teacher, teacher/parent

Diagnostic and Standardised Tests

Tracking of reading material

To download a copy of the modes of assessment used by teachers at each

class level click the following:
Junior/Senior infants

1st/2nd classes

3rd/4th classes

5th/6th classes
1. Teacher observation and teacher reflection:
Teachers gave their detailed short-term plans to the principal at the end of
every month, with work covered during the month ticked.
2. Teacher designed tests/surveys
Data from these tests/surveys are used by teachers to inform teaching and
learning, adapting teaching methods/strategies, deciding where to focus their
attention in their teaching and for sharing good practice and seeking advice
with and from colleagues when required.
In October 2014 Google forms was used to upload a survey for staff on
teaching effectiveness in numeracy. Staff completed the survey on-line and
an analysis of the findings was presented at a staff meeting (end of
November). Strengths/Opportunities/ Aspirations and Results (SOAR) were
discussed using this data and priorities identified for attention 2014 2015.
Surveys are also used to give parents a voice in the work of the school.
Parents were surveyed on their attitudes towards Gaeilge and as a result of
this feedback night classes were arranged for parents and children together
(2011 2012). Surveys were also sent to parents on their childrens attitudes
towards literacy and numeracy. Data from these surveys was analysed by
Seefin International. Two areas identified for attention included improving
communication with parents and a need for lessons on Mathematics for
parents. Subsequently more regular newsletters (2-3 a term instead of one
termly) are being sent home to parents and Kate Crehan (class teacher)
delivered classes in mathematics to parents. A survey was also sent to
parents on the use of IT for learning mathematics at home. Subsequently
Sandra Crean introduced Manga High to 2 6 classes in the school and this
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programme continues to be used in school and at home. A Scratch club was

set up in the final term of 2013-2014. Children who attended had to bring a

parent with them and the course was delivered by Padraig Gubbins (parent)
and spearheaded by Sandra Crean (class teacher).
Spelling tests
1 6 Class, weekly, on Fridays
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1st -6th classes mathematics tests

Teachers administer check-up assessments based on objectives covered in
the textbooks throughout the year.

Student surveys
Teachers 3 -6 classes use surveys to gather information on the childrens
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learning.
5. Self-assessment and Self-assessment Learning folders (SALF
folders) New Initiative
It is very important that children are involved in assessing their learning
through self-assessment and/or peer assessment. SALF folders encourage
children to choose their best work and see with help from teachers and peers
where they need to improve. Children in Scoil Mhuire are taught from junior
infants how to assess a fellow pupils work sensitively and constructively.
Such skills are important in life. All children have a SALF folder.
6. Conferencing: teacher/pupil, teacher/teacher, teacher/parent
communication
Pupils work, including non-written work and homework is regularly monitored
and corrected. Pupils are provided with constructive feedback on their
learning. Teaching is amended in the light of feedback. Teachers check pupil
understanding during and at the end of lessons. Pupils are provided with
meaningful feedback on their work to improve their Learning. Station
teaching facilitates teacher/pupil conferencing.

Teachers teaching in Kyle plan together, share good practice and advise each
other. Information regarding pupil progress in the curriculum areas is shared
with relevant staff members as necessary
A written report giving a profile of pupil achievement in each curriculum area
in qualitative and quantitative terms that are easily understood and
meaningful are sent home to parents at the end of the school year. The staff
decided and agreed to use a template from the NCCA (National Council for
Curriculum and Assessment). Parents are informed of the standardised test
score in literacy and numeracy on the end of year report card. The report is
sent home two weeks before the end of the school year to facilitate parents
who wish to respond to the report and meet the class teacher before the end
of June.
7. Standardised tests and diagnostic tests
The DES require all schools to assess children using standardised tests
normed on the Irish population at the end of 2nd, 4th and 6th classes.
To assess literacy, a decision was made to use the Drumcondra test in
annually from 1 6 Classes
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To assess numeracy, The SIGMA T is used. It is administered in May/June to

all pupils from 1 -6 Classes.
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The standardised tests are administered to all classes from 1 -6 Class in midst

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May. They may be used in order to identify pupils for learning support the
following year. MIST is used in Senior Infants
YARK test: (York Assessment of Reading Comprehension) is used in
Senior Infants. The MIST (Middle Infant Screening Test) was used in Scoil
Mhuire up until 2013. In June 2014 a decision was made by the special needs
team after exploring a number of assessments to use YARK for senior
infants. A large majority of children scored well in MIST and teachers felt the
test failed to identify the broad range of reading ability within the senior
infant group. Having used the YARK test it was noted that is showed more
clearly and accurately the range of ability in a class and a decision was made
to continue using this test with Senior Infants from 2014.

Pupils who are absent on the day standardised tests are

administered: If pupils are absent on the day of testing the test will be
administered to them by a SEN teacher at a later date.

How does the data from standardised tests inform teaching and
learning?
At whole school level the scores are used to inform teachers on how the
children are doing in literacy and numeracy compared to their peers
nationally.
The childs standardised test scores are recorded on the front page of their
report card stored on file in individual classrooms. Teachers compare
standardised test scores from one year to the next to identify whether or not
a child is improving or dis-improving. Concerns are discussed with the SEN
team and interventions made where applicable or necessary.
When children score below the 12th percentile a diagnostic test may be used
to explore where his/her difficulties lie. Children, who at the end of Senior
Infants achieve a reading age of less than 6 years, are prioritised for Learning
Support.
Teachers at different class levels use data from the standardised tests to
identify strands/strand units in the curriculum where the children are scoring
well/poorly and adapt their planning accordingly.
Individual educational programmes (IEPs) and group educational
programmes
Children allocated resource hours have specific learning targets set for them.
Attainment of these targets and decisions on what will be done next are
recorded in individual IEPs. Learning support teachers use group educational

programmes and assess the learning outcomes of the children as a group.

Results of assessments are shared with relevant teachers/ personnel.
RECORD KEEPING
Copies of individual end-of-year reports and standardised assessments are
kept in the school for nine years after the pupil leaves 6 class. Results of
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class standardised assessments are kept on file in the principals office and
used by staff to evaluate learning and compare results from one year to the
next. Teachers and school assessment records are useful and easy to
interpret. Parents are entitled to their childs results. Results are given to
them at the parent/teacher meeting in November. However, parents are
welcome to arrange a meeting with teachers to discuss assessment
outcomes at other times during the year and arrangements are made for this
in consultation with the principal. These meetings are arranged generally
outside school hours. If this is not possible, the principal will arrange
supervision of classes to facilitate such a meeting.
STORAGE OF ASSESSMENTS
A file on each child is stored in the office. Teachers on the Special Needs team
also hold relevant documentation on each child. All such information is
treated asconfidential. However, parents may view any information held on
their child by making an appointment with the class teacher and/or learning
support/resource/language support teacher. Two copies only of a childs
psychological/ occupational therapy/speech and language reports etc. are
kept in the school: one in the childs individual file in the office and one in
the filing cabinet accessed by the Special Needs team. No arrangement is
made to assess a child by the school, without parent/s consent. Teachers
treat all such information as confidential and with respect.

C O N TA C T

Kyle National School, Youghal, Co. Cork. Tel: 024 95 198 email: kylens.ias@eircom.net