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Assessment

Assessment and Evidence for Learning

Evidence for Learning has transformed how we are able to evidence, assess, review and plan for meeting the unique needs of our SEND learners.

It supports an Enquiry-based approach to education and provision, which allows ALL stakeholders in a child, young person or adult’s learning and development to quickly and easily gather photo and video evidence, linked to the individual’s learning goals as well as key skills frameworks. Observations can be annotated and tagged in an instant. What’s more, teachers can easily amend and add to these goals over time in order to respond to a learners’ ongoing needs and development.

All evidence gathered is automatically organised by the app and is readily available on-demand to anyone in the school. Stakeholders can search for and sort evidence by any attribute, and we use these features to be better informed during planning and moderation.

EfL has also transformed how parents/carers, external stakeholders and the learner themselves are engaged and involved in the entire learning process and journey – a multi-agency approach. Not only can photos, videos and notes be easily and securely shared by the school, but parents/carers can capture and submit their own photos, videos and notes to reflect the learner’s development and experiences at home and outside in the community. Invaluable collaboration and powerful at showing where learning and knowledge is beginning to be generalised.

Assessment

Assessment is individualised and tailored to the unique needs of every child within the SPT. To ensure progress is accurately monitored, EfL (Evidence for Learning) allows for the mark books to sit alongside the recorded evidence. Within PLGs (Personal Learning Goals), this allows progress to be monitored and quality assured on a wide-ranging set of targets with the same measure. We use a four-point measure of progress indicator across the entire SPT. These are: Emerging, Developing, Established, and Generalised. The SPT has high expectations of progress backed by clear evidence that demonstrates that targets are both appropriately set and focussed upon.

With English, Maths and other core subjects, the progress is measured against a seven-step scale which we call P-CAS (Pencalenick Cognitive Assessment Steps). These seven steps are linked with Blooms Taxonomy, a hieratical model used for classification of educational learning objectives into levels of complexity and specificity. Again, students are measured against these steps using the four main progress indicators. Below is an overview of what would be expected of students operating at each step:

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Subject Specific Steps Examples

Below are some of the seven steps we use for P-CAS with an overview of what these look like for different subjects.

 

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