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Primary Framework for literacy and mathematics

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Assessment

...'assessment' refers to all those activities undertaken by teachers, and by their students in assessing themselves, which provide information to be used as feedback to modify the teaching and learning activities in which they are engaged. (Black and Wiliam, 1998, Inside the Black Box, nferNelson)

The assessment activities referred to above fall into three broad categories.

What type of assessment is it?	What is its purpose?	When will I use it?	What will support me to carry out this form of assessment?	What are the key characteristics of this form of assessment?
Day-to-day assessment	To provide ongoing checks on learning and progress, at the point of learning	You will use a range of assessment strategies on a day-to-day basis as part of your teaching and learning repertoire	The Assessment for learning section provides guidance on developing assessment for learning in schools and classrooms. The planning guidance on the Framework supports teachers with day-to-day assessment at unit level.	It is an essential part of learning and teaching (questioning, discussion, dialogue, feedback). It involves sharing learning goals with learners (e.g. success criteria, curricular targets). It involves learners in peer assessment and self-assessment. It provides feedback that helps learners recognise the next steps they need to take, and how to take them. It is underpinned by the confidence that every learner can improve.
Periodic assessment	To take an overview of progress and to provide diagnostic information about the progress of individual children which is linked to national standards	At regular (half-termly or termly) intervals to provide an overview of performance based on a wide range of evidence	The Assessing pupils' progress materials offer a process of periodic teacher assessment against national standards. The planning guidance at unit level will support you in using the assessment focuses to collect evidence.	It uses teacher assessment to make a periodic review of progress and attainment across a whole task. It identifies gaps in experience and informs planning. It helps learners know and recognise the standards they are aiming for. It involves both learner and teacher reviewing and reflecting on evidence of attainment.
Transitional assessment	To provide a summary of where, in relation to national standards, learners are at a given point in time	At points of transition which might be from year to year, school to school or level to level	The Assessing pupils' progress materials and building on periodic assessment support transitional assessment. QCA website	It brings together a range of evidence, including tests, to reach a view of attainment. It is externally validated and externally communicated. It is set within the framework of national standards.

What type of assessment is it?

What is its purpose?

When will I use it?

What will support me to carry out this form of assessment?

What are the key characteristics of this form of assessment?

Day-to-day assessment

To provide ongoing checks on learning and progress, at the point of learning

You will use a range of assessment strategies on a day-to-day basis as part of your teaching and learning repertoire

The Assessment for learning section provides guidance on developing assessment for learning in schools and classrooms. The planning guidance on the Framework supports teachers with day-to-day assessment at unit level.

It is an essential part of learning and teaching (questioning, discussion, dialogue, feedback).

It involves sharing learning goals with learners (e.g. success criteria, curricular targets).

It involves learners in peer assessment and self-assessment.

It provides feedback that helps learners recognise the next steps they need to take, and how to take them.

It is underpinned by the confidence that every learner can improve.

Periodic assessment

To take an overview of progress and to provide diagnostic information about the progress of individual children which is linked to national standards

At regular (half-termly or termly) intervals to provide an overview of performance based on a wide range of evidence

The Assessing pupils' progress materials offer a process of periodic teacher assessment against national standards.

The planning guidance at unit level will support you in using the assessment focuses to collect evidence.

It uses teacher assessment to make a periodic review of progress and attainment across a whole task.

It identifies gaps in experience and informs planning.

It helps learners know and recognise the standards they are aiming for.

It involves both learner and teacher reviewing and reflecting on evidence of attainment.

Transitional assessment

To provide a summary of where, in relation to national standards, learners are at a given point in time

At points of transition which might be from year to year, school to school or level to level

The Assessing pupils' progress materials and building on periodic assessment support transitional assessment.

QCA website

It brings together a range of evidence, including tests, to reach a view of attainment.

It is externally validated and externally communicated.

It is set within the framework of national standards.

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