At Benedict Academy, we understand that learning is a change in long term memory. Our understanding of assessment is based on cognitive science and how children learn. Therefore, we believe that ongoing formative assessment and responsive teaching results in learning over time.
The purpose of formative assessment is to monitor student learning and provide ongoing feedback between staff and students.
At Benedict, we have ongoing professional development for all teaching staff to maximise opportunities for formative assessment. This includes:
Crucial to formative assessment is that teaching staff make inferences about what a child has learnt, and then plans what to do next to fill any gaps in their schema. This may take place through whole class feedback or live marking.
Summative assessment is used to evaluate a pupil's long-term knowledge retention.
There are nationally standardised summative assessment points throughout primary school. These currently include:
Nationally standardised summative assessment helps teachers understand national expectations and assess their own performance in the broader national context.
We also have more frequent summative assessment points planned into our curriculum, that includes:
In-school summative assessment enables teachers to evaluate both pupil learning at the end of an instructional unit or period (based on pupil-level outcomes) and the impact of their own teaching (based on class-level outcomes). Both these purposes help teachers to plan for subsequent teaching and learning to ensure that the needs of all groups of pupils are met within the subject.