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How we Assess


ASSESSMENT WITHOUT LEVELS AT WARDLEY

What is assessed in the curriculum at Wardley?

At Wardley CE Primary School each subject is divided into three sections:

  • Essential opportunities (Breadth of study) are not assessed. This is because this statement does not include any qualitative statements to describe pupil’s accomplishment. This area of the curriculum is monitored by subject leaders to ensure coverage takes place.
  • Essential learning Objectives are the assessment foci in our curriculum. These are taken from the purposes and aims of study in the national curriculum. These objectives are not achieved. They are advanced: systematically from Year 1 through to Year 6.
  • The milestones provide assessment criteria for each learning objective. They describe progression as follows:
  • Milestone 1 – the expected attainment by the end of Y2
  • Milestone 2 – the expected attainment by the end of Y4
  • Milestone 3 – the expected attainment by the end of Y6

How is depth of learning assessed?

  • In each milestone pupils demonstrate three levels of understanding of content: basic, advancing & deep learning.
  • These three levels of understanding represent cognitive domains:
  • Basic represents a low level cognitive demand and involves following instructions and acquiring skills and knowledge. The predominant teaching style is modelling and explaining.
  • Advancing represents a higher level of cognitive demand. This involves mental processing beyond recall. It requires some degree of decision making. There is practising to underpin progress. The predominant teaching style is reminding and guiding.
  • Deep represents complex and abstract cognitive demands. It requires justification of answers. Progress rests upon a deepening of understanding. . The predominant teaching style is coaching and mentoring.
  • Each of the cognitive domains Basic, Advancing and Deep are split into 2 which gives a quantification of a pupil’s depth of learning.

 

Depth of Learning

DOL index

Meaning

Basic

1

Some examples

2

Widespread examples

Advancing

3

Some examples

4

Widespread examples

Deep

5

Some examples

6

Widespread examples

 

  • The current Depth of Learning (DOL) index. This shows a pupil’s level of understanding of the milestone content.

This model is shown below:

Essential Opportunities

(Breadth of Study)

Learning Objectives

Planning foci, Assessment foci

Milestone 1

The standard to reach by the end of Y2

Milestone 2

The standard to reach by the end of Y4

Milestone 3

The standard to reach by the end of Y6

B

Basic

A

Advancing

D

Deep

B

Basic

A

Advancing

D

Deep

B

Basic

A

Advancing

D

Deep

1

2

3

4

5

6

1

2

3

4

5

6

1

2

3

4

5

6

This is the current DOL index

How is the Depth of Learning Index used?

  • In reading, writing and maths on-going assessment notes are made throughout each term on the depth of learning tracker. These are used to inform the final end of term DOL index judgement.
  • In the foundation subjects at the end of each unit the teacher makes an assessment judgement against the essential learning objectives that have been taught. These are recorded in the pupil’s books.
  • The assessment judgements are informed by pupil’s work in lessons, teacher observations and assessment records. These include: weekly times tables, spellings, comprehension tests, end of unit assessments and mid-term tests.
  • These on-going formative assessment judgements are used to inform teaching & learning.
  • At the end of each a term the depth of learning is used to gain a summative picture of attainment & progress across the school. Subject leaders use this to help them answer the question – ‘How well do pupils attain in the subject.’

How do we know the judgements are accurate?

  • Mid-term standardised tests (PUMA & PIRA) are used to generate a standardised score to compare against the DOL index. The outcomes from this are discussed at a termly pupil progress meeting between the class teacher and SLT.
  • The school is also involved in cross-school moderation with a cluster of local schools for writing.
  • Mrs K Walker is the lead KS2 writing moderator for the local authority 
  • The school’s work on writing moderation in 14/15 was part of the NAHT project on writing moderation.

How are parents informed of attainment and progress?

  • Termly report cards are sent home after the assessment judgements have been finalised at the end of each term. These report cards give parents & carers information on their child’s achievement and attainment.

There is also the opportunity to talk to the class teacher and see the children’s work each half-term at either a class drop in or a parents’ evening