Planning for Assessment

Recently, I asked my team about their views on assessment and how they use it to help them to plan. There were many things that came up but luckily there were some great conversations about how we can do it, especially as the curriculum is sequenced, built upon and challenging.

I think most schools have a progression of skills nowadays and these are more than likely from the National curriculum. Using these to assess against is key.

One thing that I found was in some subjects there were skills that were done in Year 1 and later in Year 5 for instance. We may want children to show control over their drawing techniques in art but subject knowledge is key. It’s all about knowledge and skills.

This is where key vocabulary can come in very handy for each year group showing a progression in this area.

From the vocabulary and the skills we can build upon what children already know and what we are teaching them at that moment. A success criteria based on Bloom’s taxonomy shows children, teaching assistants and the teacher how they can support children within the lesson or series of lessons to reach their full potential.

In structuring it this way, it has a range of benefits such as assessing, planning, focusing teaching and learning but it needs to be shared well so that there is a understanding amongst all stakeholders.

I have found it hugely beneficial for children too. If you are giving children more independence in their learning then giving them the tools to be able to do this is so important. Eventually as the children go through the school, especially if they are immersed in the ideas of Bloom’s Taxonomy, the skills and the knowledge, they may very well be able to take control of their own learning.

Even within a Year 2 lesson, you can open it up and give them real purpose for their learning by showing them greater depth, real life, in the work place (whatever you see fit) examples.

Assessing within learning is huge and opens up so many opportunities.