Our principles for assessment
- Assessments must provide actionable insights to improve teacher practice. The purpose of assessment is to inform teachers about the impact of their teaching on pupil knowledge, understanding and application. Whilst there may be other tertiary uses for the information generated, no assessment should be designed solely for the purpose of ‘data collection’
- Assessments must test subject knowledge, understanding and application. They should cover not just the body of knowledge, but the understanding and application of knowledge in the appropriate form (e.g. examination assessment). The relative weighting of these three aspects may change throughout or between year groups however repeated short knowledge checks are only of limited value and should not be used to measure pupil understanding and ability to apply learning.
- During the academic year, one assessment must be standardised within a subject across all Trust academies. This is outlined on the Trust assessment calendar. Other assessments and assessment practice in general (including formative and summative assessment) should be determined by subject communities and teams, with schools checking the impact of practice
- Assessments must test what is most important. Assessments should test the key progression concepts students need to access the curriculum and progress, not interesting, but not essential, hinterland knowledge.
- Questions must elicit the most useful information about what pupils know. The type, wording and demand of all questions should be carefully considered to ensure deep, not superficial, responses. Low-demand and multiple choice questions have their place, but the paper as a whole should be varied in question and required response types.