This document discusses assessment, recording, and reporting in education. It defines assessment as gathering, analyzing, and reflecting on evidence to make judgments about student learning. Assessment can be formative, diagnostic, or summative. Recording involves summarizing student success and progress, while reporting provides useful feedback to students, parents, and teachers. The document outlines the assessment process and emphasizes planning assessments, incorporating various teaching methods, and using assessment data to evaluate learning and teaching.

1. Recording & Reporting
assessment Results

2. Definition:
Assessment is the ongoing process of
gathering, analyzing and reflecting on
evidence to make consistent judgments
to improve future student learning.

3. Assessment can be:
• Formative – to indicate the effectiveness of
teaching and learning
• Diagnostic – to indicate strengths and
weaknesses
• Summative – for recording and reporting
purposes

4.  to recognize achievement and
progression
to assist pupils to reach learning
targets
 to provide feedback to pupils,
parents and other teachers
 to promote high and realistic
expectations for pupils.

5. Assessment will improve the quality
of learning and teaching if information
gathered has a clear purpose, is
collected systematically and is used
appropriately.

6. 1.PLANNING
Knowing and sharing what
is to be learned
2.TEACHING 5 EVALUATING
Assessment as part of Using assessment to evaluate
effective learning & teaching learning and teaching
3 RECORDING 4 REPORTING
Summarizing success and Providing useful
Progress feedback

7. In planning , Assessment should be
incorporated and evident in our Forward Plans.
we need to plan for groups and where
appropriate individuals. We need to plan
effective tasks and flexible teaching methods
that maintain the correct balance across the
curriculum. We should strive to design tasks
that aid progress and are challenging, yet
attainable.

8. Teaching is the second stage of the assessment
process and is based on the planning already
done.Teachers should encourage a problem
solving approach and create an atmosphere
which promotes the exploration of new ideas
and activities. Teachers should use a variety of
teaching and learning approaches to meet the
needs of all pupils.

9. Our teachers’ forward plans/programmes of
study can serve a dual purpose as plans and
records. Recording will enable teachers to
share with pupils successful learning and
identify development needs and next steps. It
will monitor the effectiveness of teaching and
pupils’ progress in relation to attainment
outcomes and targets. It will enable teachers
to report to parents and other teachers. It will
also inform the Head Teacher about attainment
levels in classwork .

10. a. Teaching records (as part of the forward
plans)
 A brief indication of teaching methods used
 An evaluative comment of how the
class/groups have coped
 A note of next steps
b. Individual Records
 Folios/collections of work
 test results
 Indications of levels of achievement

11. c. Summaries of overall class performance
 Submission of test results to the Head
Teacher 3 times a year

12.  Generally, Records of day-to-day progress
will be kept by staff on a group/individual
basis. At the senior end the pupils
themselves can complete most of these
sheets.

13. Teachers should only note significant
strengths and weaknesses in formal
record sheet and indicate the need for
longer-term action such as
reinforcement. Their strengths and
weaknesses and areas for
development will be reported to
parents through school reports.

14. Teachers should record for each pupil
only what is useful and relevant for
planning next steps in learning and for
reporting progress. This should include
brief comments on progress in relation
to particular strengths and
development needs.

15. Teachers should update their
individual/group pupils records termly.
Recording should also take place prior
to planned parental consultation or
reports to parents.

16.  Conversation with pupils/parents/teachers
 Written evidence (pupil’s work)
 Comments written on pupil’s work
 Oral questioning Extension work – pupils
able to apply knowledge/skills to new
situations
 Cognitive Abilities Tests (C.A.T.) results
 Co-operation in a project

17. Reporting will contribute to communication
and cooperation amongst teachers and parents.
Reporting of pupil reports serves a number of
purposes. They provide feedback to pupils, they
inform parents of their child’s progress and
provide agenda for parents’ meetings, and they
pass information from one teacher to another
for from one school to another.

18. Reporting to Pupils :This can take the
form of discussion, written comments
on work, identifying areas of
strengths and setting targets for areas
needing to be worked on,
encouraging any improvement or task
well done (a simple sticker is very
effective!)

19. Reporting to Parents:
Mostly , It is in the
school policy to issue 2 written reports
per year.

20. Reporting to Teachers: This will take
the form of passed on record sheets,
pupil reports and informal discussions
among the teachers.
Reporting to School Board :The Head
Teacher will provide information to the
principal about overall attainment in
the school.

21. o Daily :Regular feedback to pupils
about success and progress in daily
work.
o WEEKLY :Assess week’s work e.g.
spelling test, teachers worksheets,
meeting of short-term target.

22. o TERMLY :Assess Forward Plans and targets
focused for assessment. strategies. Consider
appropriate assessment Reflect on previous
assessment and evidence to evaluate
effectiveness of teaching.
o AT END OF TOPIC :Oral and written
feedback identifying success and progress
and areas of difficulty for the pupils.