St. John the Baptist Junior Boys’ National SchoolIntroduction
This policy was originally drafted in 2004. The policy was redrafted in 2012 on foot of new developments in the area of assessment (NCCA, 2007) as well as changes necessitated by the Revised Literacy and Numeracy Strategy (DES, 2011).
Policy Rationale
The core of the policy is that each child should experience success at school. This policy seeks to identify at the earliest possible opportunity, children who may have learning difficulties and put in place a school response to their needs. It also seeks to employ an array of assessment techniques in order to cater for the different learning styles of the pupils in the School.
Relationship to School Ethos
The school adopts a holistic approach to the education and development of each child and the enhancement of teaching processes. An effective Assessment policy identifies early interventions that need to be put in place to ensure that increased confidence and enhanced self-esteem is achieved. Our Mission Statement speaks of our aspiration that this School should be a place where children can grow and where they can learn. It speaks of our aspiration that they should feel cherished while they were with us. This policy is a core element of meeting these aspirations.
Aims and Objectives:
The primary aims/objectives of the policy are;
Policy Content
This policy is geared towards using assessment to inform planning and identify the needs of all pupils, so that adequate strategies are put in place early enough to facilitate remediation as well as catering for boys who are the exceptionally gifted. These strategies may include pupil self-assessment, two way communication between parents and teachers, modification of teacher programmes and the drawing up and implementation of individual education plans.
Classroom Assessment Methods
(Assessment in the Primary School Curriculum: Guidelines for Schools. NCCA: 2007)
The following are the assessment methods currently in use in the School:
Portfolio Assessment will be introduced in September 2012. Some of these assessment methods are more relevant and practicable in older classes (e.g. concept mapping would be more useful in 1st and 2nd classes) while some have applicability in all year groups (e.g. questioning, conferencing, portfolio assessment)
Types of assessment
There are two principal approaches to assessment. Assessment Of Learning which is generally formal, takes place at the end of a learning phase or unit of instruction and usually involves a test or an external evaluative instrument e.g. a standardised test, teacher-designed test.
Assessment For Learning involves the learner actively monitoring and evaluating his own learning and is an informal method.
Informal Assessment Of Learning
In Junior and Senior Infants informal assessment methods are used.
In 1st & 2nd classes-
-Oral tests
-written tests
-problem-solving
-projects
In addition to these methods, Assessment For Learning now forms a new element in our assessment system.
Assessment for learning
Among the methods of AFL which will be used are
Assessment and selection of pupils for supplementary teaching.
From Senior Infants onwards, all pupils are screened annually using standardised tests or screening instruments. The tests currently used are
Where pupils are identified as possibly needing Learning Support on the basis of scores in the foregoing tests, further diagnostic testing may be undertaken by LS teacher in consultation with class teacher and following parental consent. The following tests, or aspects of them, may then be administered-
Standardised Testing:
Standard and percentile ranking scores are recorded on the class record template and stored by each individual teacher with a copy held in the administration office and also with LS team. LS/resource teachers analyse the results in September to determine the allocation of hours to pupils. The test booklets are then shredded , except for the front cover which is stored securely in the Principal’s Office.
Psychological Assessment:
If neither intervention by Class Teacher nor by Learning Support teacher brings about significant improvement in pupil learning or where a teacher expresses concerns to the Principal in respect of the progress/behavior of a pupil, the Principal will contact the parents for permission to apply for a psychological assessment for their child. The School currently is allocated seven assessments per year based on its enrolment.
Communication
As per the Revised National Strategy on Literacy and Numeracy, School Reports have been designed using the drafting tool downloaded from NCCA website. The School is also obliged to make known the results of Standardised Tests to parents and at the Staff Meeting of May 2012, it was decided that the 2nd class STEN* Scores should be communicated to parents as part of the School report, and that these should be posted at or about June 15th.
Recording:
Each pupil attending LS/Resource has a file which is stored in the administration office. A file is also kept in the LS room of the relevant teacher. This file records standardized as well as any diagnostic test results and end of year reports.
Success Criteria:
This policy is considered successful if
Roles and Responsibilities:
Mainstream, Special Education Teachers and the Principal assume shared responsibility. It is the responsibility of the class teacher to set in train staged interventions at class level. At Stage 2, the responsibilities are shared with the Special Education Team. The Principal assumes a primary role at Stage 3 when a Psychological Assessment may be required. Parents have a role at all stages and the lines of communication must be always kept open.
Implementation:
This policy supersedes the policy drawn up in 2004 and is effective from
Ratification & Communication:
This policy was ratified by the Board of Management in ___________and communicated to parents thereafter.
Review Timetable:
This policy will be reviewed in 2 years time and amended as necessary by means of a whole school collaborative process.
References:
DES Circular 56/2011
DES Circular 02/05 – 24/03
DES Learning Support Guidelines 2000
Working Together to make a Difference for Children – NEPS
Revised Literacy & Numeracy Strategy. DES: 2011
APPENDIX 1
Your child and standardised testing
Understanding the STen score
During your child’s time in primary school he/she will complete standardised tests in English reading and in maths. Children in Irish medium schools will also complete standardised tests in Irish reading. Schools must use the tests in 2nd, 4th and 6th classes and share the results with you. This leaflet explains what standardised tests are and how they can help your child’s learning.
What is a standardised test?
We are all familiar with the idea of tests in school. Your child probably tells you how he/she did in a spelling or tables test prepared by the teacher. A standardised test is another kind of test. The standardised tests in English reading and maths measure a child’s achievement compared to other children in all schools at the same class level or age level. The standardised test in Irish reading measures a child’s achievement compared to other children in Irish medium schools at the same class level or age level. The English reading and Irish reading tests give information about how well your child can understand what he/she has read. The tests do not gather information on your child’s written or spoken English and Irish. The maths test finds out how well your child can use numbers for different purposes and solve maths problems.
Schools can choose from a number of standardised tests which have been developed for use in primary schools in Ireland. These tests are based on the curriculum. There are different levels of the tests so, for example, the test your child does in first/second class will relate to your child’s age and the curriculum for that class level.
Will all children complete all the standardised tests?
No. Children in English medium schools will complete standardised tests in English reading and maths. Children in Irish medium schools will complete standardised tests in English reading, maths and Irish reading.
Are standardised tests the same as intelligence tests?
No. Standardised tests are not intelligence tests. The main purposes of using standardised tests are to help the teacher plan your child’s learning, and to inform you about how well your child is doing in English reading, maths and Irish reading. When the test scores are used alongside other information gathered by the teacher through observing your child at work, talking with him/her and looking at his/her work, they show how your child is getting on in English reading, maths, and Irish reading, and help the teacher to identify your child’s strengths and needs.
What are standardised tests used for?
Standardised tests are used to
When are standardised tests carried out?
Schools are required to use standardised tests at three identified stages during your child’s time at primary school:
Many schools use standardised tests in other classes too.
| Do all children take standardised tests?A small number of children might not take the tests. For example, if your child’s first language is not English, the teacher may decide that he/she should not take the English reading test. Your child may, however, take the maths test. If your child has a learning or physical disability, the teacher may decide not to give the test but to use a different way to check on your child’s progress. In all cases, the teacher will use the information he/she has about your child to decide whether or not your child should take the English reading test, the maths test and Irish reading test.
Should I help my child prepare for standardised tests? No. Standardised tests are one source of information about your child’s achievement in English reading, maths and Irish reading. The teacher gathers information about your child’s learning all the time. Your child will take the standardised tests on a regular school day as part of his/her daily work in the classroom. Indeed, your child may not even realise he/she has taken the tests! |
How will I know how my child has done on the standardised tests?
Your child’s class teacher will share the test results with you, typically at a parent/teacher meeting or in a school report. You will see the results of the tests on your child’s school report at the end of 2nd, 4th and 6th classes.
How will I know what the test scores mean?
You will be familiar with hearing your child say he/she got 62% in a maths test or 9 out of 15 in a spelling test. Standardised tests generally use other types of scores. Your child’s teacher may tell you how your child did in the test using a STen (standard ten) score.
Understanding STen scores
STen scores go from 1 to 10. The table below describes what the different STen scores tell you about your child’s achievement in English reading, maths and Irish reading.
| STen score | What the score means | Proportion of children who get this score |
|
8-10 |
Well above average |
|
|
7 |
High average |
|
|
5-6 |
Average |
|
|
4 |
low average |
|
|
1-3 |
Well below average |
If your child’s STen score is 5 or 6, you will know that his/her performance on the test is average. About one third of children in Ireland have STen scores in this band. You can see from the table that there are also STen scores above and below the average.
As with other tests your child does in school, his/her result on a standardised test can be affected by how he/she feels on the test day or by worry or excitement about a home or school event. This means that each test result is an indication of your child’s achievement in English reading, maths and Irish reading. You play an important role in encouraging and supporting your chiId no matter what he/she scores on the test.
If my child’s score is low, what does this tell me?
A STen score of 1, 2 or 3 suggests that your child may have difficulties in English reading or in maths or Irish reading. One test score by itself does not give a complete picture of your child’s learning in English reading, maths and Irish reading. The teacher might decide to gather more information about your child from other tests, as well as his/her observations in class. You too will have additional information from helping your child with homework, and hearing him/her talking about school work. The teacher may ask a colleague called the learning support teacher to look at your child’s test scores and other assessment information. They may decide that your child would benefit from extra support with reading or maths. This extra support may be given by the learning support teacher. Your child’s teacher will talk to you about this.
You may find the DVD for parents, The What, Why and How of children’s learning in primary school helpful in talking to your child about working with the learning support teacher. Courtney, a girl in second class, and her mum talk on the DVD about their experience in getting extra help with Courtney’s English reading. If you don’t have a copy of the DVD, you can view an internet video of it from the NCCA website homepage at: www.ncca.ie. (Click on the button for Primary School Curriculum: Information for parents.)
If my child’s score is high, what does this tell me?
A high score on the test may suggest that your child is a high achiever in English reading or maths or Irish reading. As with low scores, one high score is not enough to confirm this. Your child’s teacher will use information from other classroom assessments to understand more clearly how well your child is doing in English reading, maths and Irish reading.
Should I share the score with my child?
You know your child best. No matter what the score is, you play an important role in encouraging your child to do his/her best, and in helping your child with English reading, maths and Irish reading. If the score is low and your child needs extra help with reading or maths, it may be helpful to talk to him/her about this and to see the help in a positive way.
Helping my child to enjoy school and to succeed in learning
Using standardised tests at least twice during primary school to gather information on your child’s achievement in English reading, maths and Irish reading can play a vital part in supporting your child’s learning. Ultimately, this support can help your child enjoy school and make the most of the many opportunities to learn created by you and by your child’s teachers.
APPENDIX 2
Your child and standardised testing
Understanding the standard score
During your child’s time in primary school he/she will complete standardised tests in English reading and in maths. Children in Irish medium schools will also complete standardised tests in Irish reading. Schools must use the tests in 2nd, 4th and 6th classes and share the results with you. This leaflet explains what standardised tests are and how they can help your child’s learning.
What is a standardised test?
We are all familiar with the idea of tests in school. Your child probably tells you how he/she did in a spelling or tables test prepared by the teacher. A standardised test is another kind of test. The standardised tests in English reading and maths measure a child’s achievement compared to other children in all schools at the same class level or age level. The standardised test in Irish reading measures a child’s achievement compared to other children in Irish medium schools at the same class level or age level. The English reading and Irish reading tests give information about how well your child can understand what he/she has read. The tests do not gather information on your child’s written or spoken English and Irish. The maths test finds out how well your child can use numbers for different purposes and solve maths problems.
Schools can choose from a number of standardised tests which have been developed for use in primary schools in Ireland. These tests are based on the curriculum. There are different levels of the tests so, for example, the test your child does in first/second class will relate to your child’s age and the curriculum for that class level.
Will all children complete all the standardised tests?
No. Children in English medium schools will complete standardised tests in English reading and maths. Children in Irish medium schools will complete standardised tests in English reading, maths and Irish reading.
Are standardised tests the same as intelligence tests?
No. Standardised tests are not intelligence tests. The main purposes of using standardised tests are to help the teacher plan your child’s learning, and to inform you about how well your child is doing in English reading, maths and Irish reading. When the test scores are used alongside other information gathered by the teacher through observing your child at work, talking with him/her and looking at his/her work, they show how your child is getting on in English reading, maths, and Irish reading, and help the teacher to identify your child’s strengths and needs.
What are standardised tests used for?
Standardised tests are used to
| • report to you as a parent on your child’s achievement in English reading, maths and Irish reading | ||||||||||||||||||||||||||||
| • help to find out if your child has learning difficulties in English reading, maths and Irish reading so that the school can put appropriate supports in place | ||||||||||||||||||||||||||||
| • help to find out if your child is a high achiever in English reading, maths and Irish reading so that appropriate learning experiences can be provided for him/her | ||||||||||||||||||||||||||||
| • help your child’s teacher plan for further learning across the curriculum because your child’s achievement in English reading, maths and Irish reading is important for all his/her learning.
When are standardised tests carried out? Schools are required to use standardised tests at three identified stages during your child’s time at primary school:
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St. John the Baptist Junior Boys' School
Seafield Road
Clontarf
Dublin 3
T: 01 8336539
E: info@belgrovejbs.ie
