Modeligo National School Assessment Policy

Policy Rationale

The core of the policy is that all children should experience success at school. This policy endeavours to identify at the earliest possible opportunity, children who may have learning difficulties and put in place a whole school response to their needs. An effective assessment policy is central to this core objective.

Relationship to School Ethos

The school adopts a holistic approach to the education and development of each child and the enhancement of teaching processes. An effective assessment policy identifies early interventions that need to be put in place to ensure that relative success, increased confidence and raised self esteem is achieved.

Aims and Objectives

The primary objective of this policy is to support the principles of Assessment of Learning and Assessment for Learning to...

• facilitate improved pupil learning

• create a procedure for monitoring achievement

• track learning processes which assist the long and short term planning of teachers

• coordinate assessment procedures on a whole school basis involving parents and pupils in managing strengths and weaknesses.

Principles

1. Careful thought is given to the purpose of assessment, adopting a wide range of methods to reflect the whole curriculum and learning opportunities. The main purpose of assessment must be to facilitate progress in a pupil's learning.

2. Assessment focii that support the current SSE (School Self-Evaluation) process will be a priority.

3. Assessment is an integral part of the teaching and learning process, a valuable formative tool.

4. The range of opportunities for carrying out continuous assessment is increased by good classroom organization, which encourages children to work independently while the teacher is concentrating on a small group.

5. The outcomes of assessment modify our teaching methods, provide feedback on the Curriculum as well as indicate pupil progress.

6. We recognize the potential for assessment in developing a positive self-image in the pupil from positive and constructive feedback and the feeling of success, which encourages further study.

7. In addition to normal assessment, opportunities are taken to record significant points in a child's development, such as:

   • a moment of 'breakthrough' in understanding
   • surprises and unusual reactions
   • interesting examples of strategies for mental calculation
   • difficulties encountered and possible reasons for them.

8. Results of assessment are reported in a way useful for pupils, teachers, parents and other relevant/approved parties.

9. Assessment of behaviour and performance gradually builds up into a profile for each pupil over her/his school career:

   • Assessment records should be easy to interpret, useful, manageable and should not be administratively burdensome.
   • All pupils should be enabled/encouraged to be self-reflective in their learning; using the 'Traffic Lights' system — red = not sure, orange = getting there/need more time, green = good to go/I have it!

Policy Content

This policy is geared towards using assessment to inform planning and identify the needs of all pupils including the very able so that adequate strategies are in place early enough to facilitate remediation. These strategies should include pupil self assessment, conferencing, pupil profiling, two way communication between parents and teachers, modification of teacher programmes, and group/individual education support plans.

Informal Assessment

Homework and class work are marked and comments are made as appropriate. Marks and especially grades are not usually given. Work is ticked to indicate that the teacher has looked at it and a written comment to indicate sources of error, good points etc. will normally be made. The most common form of assessment used in our school is teacher observation, teacher designed tests, projects and homework (informal assessment).

These informal assessments are at the discretion of individual teachers. Records of teacher-designed tests are kept by the individual teachers and communicated to parents as appropriate. Each teacher has discretion as to the format, administration and frequency of in-class testing.

(i) Class Work

Obviously, 'informal' assessment is ongoing during all lessons in response to oral work, team work, skill development, project work etc.

(ii) Homework

Homework is checked both formally and informally in a routine way.

(iii) Project Work

The completed project or notes on a topic is collected and marked. The marking recognizes excellence and indicates the areas that need improvement.

Formal Assessment

Each child undergoes regular assessment in class, as determined by the teacher. Short term assessments may include weekly spellings/litriú/phonics/tricky words/tables/briathra etc.

Tests may be carried out at the end of a unit e.g. History/Geography/Science. Medium-term tests may include Maths (e.g. Busy at Maths)/ focused writing assignments / comprehension & grammar tests (Rainbow English Programme) etc. In collaboration with the class teacher, diagnostic tests may be carried out throughout the year by the Special Education Teacher on individual children, as the need arises.

Standardised Testing / Screening

The school currently administers the Sigma T (Maths) and the Drumcondra profiles (English Comprehension). All classes from First class upwards are tested. The tests are usually administered in May. A STEN score will be written in the end of year reports and all standardized test scores may be orally given to parents/guardians at Parent/Teacher meetings. Pupils in Senior Infants are assessed using the MIST analysis and also the DTEL & DTEN.

Sometimes, standardised tests are also used for screening purposes, as appropriate. The NRIT (old) version may be administered to 2nd & 4th in November, yearly. The SET analyses the results (also Neale Analysis and Education Profiles) in June for allocation of resources to pupils in September.

Diagnostic Assessment

Such tests are administered by the SET Teacher following referral by the class teachers in consultation with parents / guardians. The administration of such tests is in keeping with the approach recommended by The Continuum of Support where a staged approach is used by the individual class teachers before recourse to diagnostic testing /psychological assessment.

Parents are advised of the outcome and if a psychological assessment is warranted, parental permission is sought and a consent form is completed. The Principal will facilitate such an assessment happening.

The diagnostic tests used in the school include -

• Neale Analysis

• Profile of Maths Skills Diagnostic Test (Norman France).

These tests are administered individually or on a whole class basis. The MIST is administered on a whole class basis before Easter of each year, while the Neale Analysis is administered individually by the Learning Support teacher when deemed appropriate. All testing is used by the school to initiate the staged approach to intervention as per *Continuum of Support guidelines. Children undertaking the "Follow-On" programme after MIST testing are retested by the SEN teacher upon completion of the programme.

Psychological Assessment

If *School Support & School Support Plus fail to deliver adequate intervention the class teacher/principal may contact the parents for permission to secure a psychological assessment or outside agency referral. An assessment will hopefully help determine the subsequent level of intervention, be it Learning Support Resource Hours allocation or SNA access.

Pupil Transfer

If a child transfers to another school, then Modeligo National School will complete a progress report, on written request.

Primary to Secondary

The Passport to Education is a comprehensive document that is completed by the pupil, class teacher and parents before the end of 6th Class. It includes a progress report on the pupil as well as them outlining their own strengths/challenges and preferences. It is forwarded to the appropriate secondary school. If there are any significant needs, Modeligo National School will liaise with the relevant secondary school to outline an individual pupil's needs.

Recording

Each pupil has a learning profile. This is a working document for the use of relevant teaching staff. These profiles are a combination of hard copy and electronic format currently but are moving more towards electronic data. All profiles are securely stored in locked filing cabinets or password protected on Aladdin (management system) Test scores are usually stored on a class record sheet and copies are held by the class teacher and principal. Information is passed on from teacher to teacher on a need to know basis. Children receiving SET support in school have an additional file. Procedures are in place to manage sensitive data (see Data Protection Policy).

Success Criteria

This policy is considered successful if -

• Early identification and intervention is achieved

• Clarity is achieved regarding procedures involved in staged approach

• Procedures are clear and roles and responsibilities are defined

• The SET has a clearly defined role

• There is efficient transfer of information between teachers

• Assessment has clearly supported/enhanced the SSE process

Roles and Responsibilities

Special Education Teachers and the Principal assume shared responsibility. It is the responsibility of the class teacher to set in train staged interventions at class level. At School Support level, the responsibilities are shared with the Special Education Teacher. The Principal assumes a primary role at School Support Plus when a psychological / other assessment may be required. Parents have a role at all stages and the lines of communication must be always kept open.

Ratification & Review

This policy was ratified by the Board of Management on 25 March 2021 and communicated to parents thereafter. It will be reviewed in 2023–24 and amended as necessary through collaboration.

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Chairperson, BoM: Sr. Veronica Casey

References

• Continuum of Support — NCSE
• DES Learning Support Guidelines 2000
• www.sess.ie — Working together to make a difference for children — NEPs
• Assessment of Learning and Assessment for Learning (AfL, AoL)