Assessment Without Levels
We have designed a bespoke assessment, recording and reporting system. Assessments are made directly in relation to what children have been taught, against core curriculum content as identified in planning, rather than using levels.
Adderley Primary School's assessment system is known as the 'Rainbow Tracking System'.
Within this system we use a range of assessments:
- Diagnostic – identifying pupils strengths and weaknesses within all learning areas
- Evaluative – making judgements about the effectiveness of learning and teaching
- Formative – informing the planning process of the next steps to learning
- Summative – measuring pupil performance and achievements at a particular stage.
This video from Tim Oates explains the new approach to assessing children's learning and reasons for moving away from a 'one size fits all' curriculum model.
So how are the children at Adderley assessed?
Using the Rainbow Tracking System we can make judgements about children's learning and at what stage they may be. These are typically four categories:
- EMERGING - Yet to be secure in the end of year expectations.
- EXPECTED - Secure in almost all of the end of year expectations.
- EXCEEDING - Secure in all of the end of year expectations and able to use and apply their knowledge and skills confidently.
- MASTERING – Secure at greater depth within age related expectations. Year 6 MASTERING will be the highest grading for the end of Key Stage 2 and will involve preparatory work to get children ready for Secondary School.
During the year, when we have conversations with you about your child’s progress you won’t be given an actual definitive position of where they are on this scale. Instead, you will be told whether your child is on track to meet their end of year target. It may well be that they are above or below where they need to be, in which case their end of year target may be adjusted. We will, however, show you what your child can and cannot do in comparison with age related targets.