RMDS policy on assessment (Updated 2014)

 

Context

 

This policy was reviewed in light of changes to assessment practice following the publication of Assessment in the Primary School: Guidelines for Learning (2007) and the requirements of the National Literacy and Numeracy Strategy (Circular 0018/2012, Circular 0056/2011 and Circular 0066/2011).  This required all schools to implement standardised testing in English Reading and Mathematics with effect from 2012[1]. Gathering evidence about how well children are learning, and using this information to improve learning opportunities we provide for them are essential to best practice. Therefore the emphasis is on using assessment to inform planning and to identify learning needs at the earliest possible opportunity so that strategies are put in place to help children achieve to their potential.

 

Why do we assess?

• Assessment is central to the process of teaching and learning.
• Assessment gives the teacher a fuller picture of the learning needs of the child and enables the teacher to plan future work accordingly.
• Assessment assists communication about children’s progress between the teacher and the child, between the teacher and the parent/guardian and between teacher and teacher.
• Assessment enables teachers to monitor their own approaches and methodologies.
• Assessment helps the child to become more self aware as a learner.
• Assessment helps to ensure quality in education.

 

 

What do we assess?

Assessment is integral to all areas of the curriculum and it encompasses all the diverse aspects of learning. Assessment procedures are in accordance with those outlined for each curricular area in the Primary School Curriculum (1999) and Assessment in the Primary School Curriculum- Guidelines for Schools (2007).

 

Who is responsible for what?

The Principal has overall responsibility to ensure that the assessment policy in the school is properly managed and implemented.

Class teachers have primary responsibility for ongoing assessment of all their pupils, as outlined in the Learning Support Guidelines (2000), Circular 02/05 and the Assessment in the Primary School – Guidelines for Assessment (2007). The class teacher is also responsible for the administration, correction and compilation of standardized English Reading and Mathematics tests.

 

The SEN team has specific responsibility for co-ordinating the quality control checks and compliance with the test kit instructions for the annual standardised testing and for all diagnostic testing, in consultation with the class teacher and the principal.

 

Parents and guardians have a key role to play in supporting their children’s learning by providing the school with relevant information about their children and by co-operating with any individualised strategies put in place to optimise their children’s learning and integration into the school community.

 

Children have a responsibility to engage with the self assessment process, in line with their developmental stage, in order to begin to learn how to reflect on their learning, to identify aspects that are going well for them and to aspire towards setting personal learning targets for themselves. (See p. 14, Assessment in the Primary School (2007).

 

 

 

 

 

How do we assess?

 

Assessment is an ongoing part of the teacher’s interaction with the child.  It is both intuitive and planned. Both approaches are needed in order for the teacher to gain a comprehensive picture of the teaching and learning needs of the children in the class. Further, no one method of assessment will provide all the information needed and any one method may involve elements of another. Assessment methods used must be appropriate to children’s learning needs and developmental stage. Formal tests are never interpreted in isolation, but instead must be interpreted alongside the outcomes of other assessment methods. Where the outcome of assessment is a cause for concern, a staged process for referral is used, as outlined in Circular 02/05.  See SEN policy.  Both Assessment of Learning and Assessment for Learning are integral components of the teaching and learning process.

• Assessment for learning (formative assessment) takes place when the teacher shares information about the child’s learning with the child and when the teacher uses this information to plan next steps in teaching and learning for the student.

 

• Assessment of learning (summative assessment) is used to provide a summary of what the child has learnt at fixed pints, such as following the completion of a module or at the end of the term or the school year. Such assessment can be shared with parent(s)/guardian(s), other teachers and outside agencies.

 

Here in RMDS, we are committed to keeping our assessment methods under review and will continue to develop the full range of methods from self-assessment to standardised testing as outlined in the NCCA document Assessment in the Primary School Curriculum – Guidelines for Schools (2007). Assessment will continue to feature regularly as a topic for discussion at RMDS staff meetings.

See Principal’s file for details of ongoing initiatives regarding assessment undertaken in RMDS.

 

Assessment for Learning

Here in RMDS the main methods used to help teachers assess their pupils are as follows:

• Observation of pupils in the classroom and at play (Teacher observation)
• Proper maintenance and correction  of copybooks, including homework copies, work samples and art portfolios (Portfolio assessment)
• Questioning
• Administration of regular teacher designed and textbook assessments in the various subject areas, as agreed in the School Plan, for example termly checkups in mathematics, regular spelling and tables’ tests, checklists of phonics, the correction of class work and homework and the subsequent provision of feedback to the child, parent(s)/guardian(s) and colleagues as appropriate. (Teacher designed tests and tasks)
• Discussion with the pupils themselves prior to and following the completion of tasks. Self assessment and peer assessment are encouraged in all classes. For example, see self-report sheets used for annual reports and write a book project at Appendix X. (Self Assessment)
• Consultation with support teachers, principal and previous teachers, as well as parent(s)/guardian(s), prior to and after learning activities. (Conferencing )
• Formal assessment procedures, including standardised tests and diagnostic assessment.(Standardised and Diagnostic testing)

 

 

Standardised Assessment (Assessment of Learning)

See Appendix A for sample guidelines for testing procedures

In the summer term each year, standard tests in English Reading and Mathematics are administered by the class teachers in all classes from rang 1 to rang 6.   These tests are designed and standardised for use in Irish primary schools.

We use these tests to:

 

• Provide teachers with information about how literacy and numeracy performance here in RMDS compares with national norms.
• Provide information regarding individual pupil performance in English Reading and Mathematics.
• Assist teachers in identifying those children who would benefit from supplementary teaching
• Establish the literacy and numeracy levels of advanced pupils and to assist teachers in making decisions regarding appropriate materials and strategies.
• To enable teachers to chart the progress of children over time.

 

In order to be described as a standardised test, such tests must be administered under test conditions – i.e. conducted according to the manual.  If it is not conducted according to the manual, this should be recorded on the test booklet and on the child’s file. For example, if the test was done individually or in a small group or where a test level below the recommended age was given. It is not, in these cases, a ‘standardised test’ but it does nevertheless provide useful diagnostic information to the teacher.

 

Standardised tests only measure certain skills and tasks. For that reason it is recommended that where results are at variance with other assessment methods, results are given at a meeting with parent(s)/guardian(s) so that the context and the particular skills measured can be explained and discussed.

 

 

The tests currently in use are:

 

Drumcondra Early Numeracy                                                       Senior Infants

Drumcondra Early Literacy                                               Senior Infants

Drumcondra English                                                            Rang 1 – Rang 6

Drumcondra Maths                                                                          Rang 1 – Rang 6

 

See Appendix B for information about what these tests measure

 

Screening tests/ Stage 1

In all classes, the class teacher informally assesses all children on a regular basis. The teacher checks for the pupil’s existing knowledge – by talking to and questioning individual’s and groups in the class, by appraising their class work and homework, written and oral. Teachers devise and use checklists, tasks and tests, for example blending of sounds, knowledge of table facts, letter recognition). In addition, to complement this process a formal screening process takes place in all classes as follow:

 

Junior Infants

In Junior Infants, the purpose of screening is to help in the early identification of difficulties – hearing, vision, speech, language, social skills, learning readiness, perceptual processes.

In January, the Belfield Infant Assessment (BIAP) is administered to the whole class.

The class teacher consults with SEN team/principal with regard to pupils presenting with obvious difficulties.

The class teacher will then complete an individual profile on the child.

The outcome of the BIAP is discussed with parents at a meeting, where there is concern

 

 

Senior Infants

The purpose of screening in Senior Infants is to identify pupils needing supplementary teaching or in class support in English and maths, as well as identifying other needs that may be apparent, for example gross or fine motor skills, language skills social and emotional needs.

 

The class teacher informally assesses all children on a regular basis.

 

In the second term, children who are presenting with difficulties based on this ongoing assessment are assessed in greater detail by the Learning Support teacher, using the Middle Infant Screening Test (MIST) or other appropriate test, for example QUEST 11. Appropriate intervention follows in the latter part of the school year.

 

Subsequently, all children in Senior Infants are screened formally by the class teacher to assess literacy and numeracy levels in May, using the Drumcondra Early Literacy and the Drumcondra Early Numeracy Tests.

 

Following this, the Drumcondra Early Literacy and Numeracy Diagnostic assessments are used with the pupils who are presenting with difficulties.

 

Rang 1 – Rang 6

 

The purpose of screening from rang 1 to rang 6 is to identify pupils needing supplementary teaching or in-class support who may not have been picked us under the Early Intervention programme in the infant classes.  This screening may also reinforce concerns about individual children who have already accessed additional supports and who may need to move to stage three of the assessment process and access outside support/educational psychology assessment.

 

The class teacher informally assesses all children on a regular basis, as already outlined.

 

The New Non Reading Intelligence Test (NNRIT) is used to inform this process in rang 1, rang 3 and rang 5. The Drumcondra Primary Spelling Test (DPST) is used in rang 2.

 

See Appendix B for information about what these tests measure

 

Diagnostic Assessment /Stage 2

 

Informal Individual Assessment of Literacy and Numeracy – all classes

 

Following whole class screening, informal, individual assessment of literacy and numeracy takes place between the class teacher and the SEN teacher, to determine if a child might benefit from supplementary teaching. Information is shared regarding the child’s abilities, specific problems, progress to date, etc. Consulatation with parents takes place as part of this process. Children’s progress is monitored on an on-going basis in the main classroom and Learning Support Room. For example, for those with literacy difficulties, listening to reading and observing the learner helps to detect the presence or absence of particular strategies for word attack, use of context, prediction, comprehension, general fluency and expression.  The learner’s general approach to the task of reading, (e.g. hasty and careless, hesitant and unwilling to risk a guess), is also noted.   On-going evaluation takes place to determine whether the programme being worked on is effective and to assess the child’s progress. With regard to numeracy, in class support might be provided by the SEN team and particular attention paid to a specific child and to the approach they take to tasks, for example, their ability to manipulate concrete materials or an analysis of how they come up with a response to a question.

 

 

 

 

Formal Individual Assessment of Literacy and Numeracy – all classes

 

The SEN team use a range of diagnostic tests, to diagnose specific reading or learning disabilities.  A full list of screeners and diagnostic tests available in the school are included in the Inventory of SEN resources in RMDS (July 2013). See SEN policy. The administration of such tests is in keeping with the staged approach recommended by NEPS and reiterated in Circular 23/03 and 02/05.  Close observation of how children approach these formal assessments is an important part of the diagnostic assessment process. For children presenting with social and emotional and behavioural needs, a similar process of diagnostic assessment is carried out. See SEN policy.

 

 

Referral to outside agencies/Stage 3

 

There are a number of types of assessment which might be recommended by teachers or raised by parent(s)guardian(s) in discussion with teachers, such as vision, hearing, physical issues, occupational therapy, speech and language, gifted and talented pupils, learning difficulties, emotional / behavioural difficulties (associated with anxiety, concentration, attention, bereavement, separation, family trauma), specific or general learning difficulties.  Some children may present with a complexity of the above. The early identification of difficulty should be a priority as failure is a cumulative process.

How should this early identification take place?

A combination of screening and vigilant teacher observation, together with a partnership relationship with parents, which is established at the earliest opportunity, within a whole school approach, is essential. A procedure such as this, used systematically and properly recorded will ensure that:

• At risk pupils are discovered
• Decisions are taken and communicated with a view to preventing learning problems of a serious kind developing
• Decisions are implemented

 

In Junior Infants parent(s)/guardian(s) will be informed at the class meeting and again at the parent-teacher meeting in November that the BIAP will be carried out in term two. If concerns arise following the BIAP, the parent (s)/guardian(s) will be invited to a meeting to discuss future plans.

 

 

 

At what age should a child be referred for assessment?

It will vary, depending upon kind of assessment. However, early intervention is important for ameliorating for speech and language difficulties and general learning difficulties. Specific learning difficulties may not manifest themselves until a later stage.

Emotional and behavioural difficulties may emerge early or they may be short term and related to particular stresses the child is experiencing at any time of their primary schooling. Therefore teachers must remain vigilant and maintain close contract with all of the parent(s)/guardian(s) of the children in their classes.

Recommendations should always be discussed with SEN team and the Principal before discussion with parent(s)/guardian(s).

 

What are the options if psychological assessment is recommended?

Since 2001 RMDS has had access to the National Educational Psychological Service (NEPS) for approximately four school days per year for an individual casework, consultations and advice.

Parents/guardians can also contact the local health clinic and ask that the child be referred for psychological assessment.  A recommendation / letter of referral from the school stating why assessment is warranted should be sent by us.  The parent/guardian could contact also their GP and see a referral to the local Child and Adolescent Mental Health Services. Alternatively, the parent/guardian can contact the local Early Intervention Team (EIT) or 6-18 where such exists. .

The parent/guardian can opt to attend an Educational Psychologist privately. (Approximate cost - €400).  In cases of exceptional need, Board of Management support will be available.  A referral letter is usually required.

Where parent(s)/guardian(s) approach the school with concerns or with copies of assessments which they have themselves had carried out, each case is dealt with individually. Recommendations in professional reports are implemented subject to the available resource provision in the school, the professional opinion of the teaching staff and a consideration of what is feasible and appropriate within the school setting.

 

What do we do with test scores?

Reporting to parents

Circular 0056/2011 requires that schools adopt one of the NCCA report templates (see school report policy). The results of any standardised tests administered by the school must be included on the report template (Data Protection Act 1998 and 2003). End of year reports are issued to parents in sufficient time before the closure of the school for the summer vacation to allow parents a reasonable opportunity to seek meeting with the teachers/principal to discuss the report if necessary.   The school provides a link to the NCCA explanatory leaflet when issuing reports (Copy attached at Appendix E or see www.ncca.ie) and an accompanying letter of explanation of school policy (See note for parents on standardised testing at Appendix B ). A hard copy is given to all parents when their child starts in the school.

Here in RMDS, the test scores are given to parents as a STen (Standard ten score). STen scores go from 1to 10. If a child’s score is 5-6, you will know that their test performance is average – about one third of children in Ireland have test scores in that band. A STen of four is below average. About one sixth of comparable children have scores in this band A STen of seven is above average and 8-10 ‘well above average – about one sixth of comparable children have scores in each of these bands. A STen score of 1, 2, or 3 suggests that a child may have difficulties in English reading or maths. About one sixth of children of comparable age share this score. In such cases, following class screening, individual assessment of literacy and numeracy by the learning support teacher, as well as consultation with parents, is carried out to determine next steps, including whether a child might benefit from supplementary teaching.

In all cases where results are significantly different to that anticipated or are at variance with previous standardised test scores or other assessment methods, a face to face meeting with the parents to discuss next steps will be set up before summer. Such children are also prioritised for re-testing following the summer break.

Reporting to children

The aim of all feedback should be to empower children and to encourage them to learn and to be in tune with their learning style. Teachers give appropriate feedback on assessment to pupils on an ongoing and informal basis. We do not feel that sharing test scores of standard tests is useful for children.  However an explanation of where they did well and where they made errors may be useful. This decision will be made by the class teacher in consultation with the SEN team and the principal. With regard to advising parents on this issue, the NCCA recommends that parents know their own children best. Where scores are low, the advice is that it may be helpful to talk to the child about this and to help them to see additional help in a positive way. .

Reporting at school level

The class teacher maintains an assessment file which contains any screening test scores for the class, class records from the previous teacher, such as reading records, core curriculum copies, notes from handover meetings etc as well as information from the SEN team or the principal regarding individual pupils. Standardised test scores and screening test outcomes and any other key information including work samples, are placed in the pupil’s report file.

The SEN team keep detailed records regarding pupils, with whom they are working, including IEPs.

The principal maintains a whole school assessment profile. This is used to track the general achievement of all students, to identify patterns over time and to track the achievements of particular students, for example students who have attended learning support or  particular groups within classes. In this way assessment can be used to identify priorities for development, for example, changes to teaching approaches, the need for staff training or the acquisition of resources. These are then incorporated into the school development plan as areas for improvement.

In order to do this, the member of the SEN team with responsibility for collating the test scores each year meets with the principal in the first instance to begin to analyse the scores. Test scores are used to plan interventions as well as to assess progress. Consultation with class teachers and parent(s)/guardian(s) and, where appropriate, pupils, take place as part of this process. Out of this a ‘watch list’ for the coming year is compiled. This is further refined each September and again the following January. The ‘watch list’ is available in the Principal’s assessment file.  

Reporting to the Board of Management.

At the June meeting, the principal reports to the Board of Management the aggregated data from standard tests. This is an opportunity for the principal to advise the Board on any particular measures that should be implemented in the school in order to support the staff to maximise positive learning outcomes for all pupils. Since June 2013, as part of the School Self Evaluation process, aggregated results are reported to parents and to the school community following this meeting.

Reporting to the DES

The school reports aggregated results to the DES in line with the guidelines issued by the DES.

Reporting individual scores to other schools.

From June 2012, the principal must send a copy of the end of year report card (including standardised test scores) to the primary or second level school to which a student transfers. This must be done on request and following confirmation that the child has been enrolled in the relevant school.

 

Recording of test scores and management of records

The results of standardised assessment must be carefully maintained in the school in order that they are available to the DES for inspection. An assessment file for this purpose is kept in the principal’s office. Each teacher also maintains an assessment file with their planning notes. All standardised test scores are entered on the school’s Aladdin data base. The school maintains an individual report file for each pupil, which is held securely in a file cabinet. Individual pupil scores are also written into this file.  Staff work in partnership at all times to share relevant information about children. For example, there is an end of year handover meeting with the previous year’s teacher and a handover meeting during the first weeks of each new school year to facilitate this process.

See data protection and record keeping policy.

DES policy (Circular 0138/2006) also states that:

• Score sheets should be kept until the child is 21 years old

• Children (over 18) and parent(s)/guardian(s) are entitled to their own child’s scores.
• Two copies of scores must be kept i.e. hard and soft or two soft copies.
• The test booklet should be kept for the year in which it was carried out. 

 

 

How do we know if this policy is successful?

• Early identification and intervention is achieved
• Clarity around the procedures involved in the staged approach as advised in Circualr 02/05.
• Procedures, roles and responsibilities are clear
• The SEN team have clearly defined roles and objectives and lines of communication with the class teachers, parents and principal.
• Information is properly transferred between teachers.
• Analysis of individual scores indicates that pupils over the course of primary school are maintaining or improving their scoring pattern in line with their ability.
• Analysis of aggregated scores indicates that classes are maintaining / improving their scoring patterns each year and year on year.
• Parents express satisfaction that their child is achieving success and making progress.
• Procedures for standardised testing, correction and analysis of results are being followed.

 

Review

This policy will be regularly reviewed as appropriate.

Reference materials

DES circular 02/05 re the staged approach

DES Circular 0138/2006 re Standardised Testing

DES Circular 56/2011 Initial Steps in the Implementation of the National Literacy and Numeracy Strategy

DES Circular 66/2011 Initial Steps in the Implementation of the National Literacy and Numeracy Strategy

Circular 0018/2012,

Assessment in the Primary School Curriculum- Guidelines for Teachers (NCCA 2007)

 

 

Ratification

This policy was ratified by the Board of Management at its meeting of 7^th April 2014

Signed:

Principal Joan Whelan

Chairperson Colm Healy

 

 

 

RMDS policy on assessment (Updated 2014)

Context

This policy was reviewed in light of changes to assessment practice following the publication of Assessment in the Primary School: Guidelines for Learning (2007) and the requirements of the National Literacy and Numeracy Strategy (Circular 0018/2012, Circular 0056/2011 and Circular 0066/2011). This required all schools to implement standardised testing in English Reading and Mathematics with effect from 2012 . Gathering evidence about how well children are learning, and using this information to improve learning opportunities we provide for them are essential to best practice. Therefore the emphasis is on using assessment to inform planning and to identify learning needs at the earliest possible opportunity so that strategies are put in place to help children achieve to their potential.

Why do we assess?
• Assessment is central to the process of teaching and learning.
• Assessment gives the teacher a fuller picture of the learning needs of the child and enables the teacher to plan future work accordingly.
• Assessment assists communication about children’s progress between the teacher and the child, between the teacher and the parent/guardian and between teacher and teacher.
• Assessment enables teachers to monitor their own approaches and methodologies.
• Assessment helps the child to become more self aware as a learner.
• Assessment helps to ensure quality in education.

What do we assess?
Assessment is integral to all areas of the curriculum and it encompasses all the diverse aspects of learning. Assessment procedures are in accordance with those outlined for each curricular area in the Primary School Curriculum (1999) and Assessment in the Primary School Curriculum- Guidelines for Schools (2007).

Who is responsible for what?
The Principal has overall responsibility to ensure that the assessment policy in the school is properly managed and implemented.
Class teachers have primary responsibility for ongoing assessment of all their pupils, as outlined in the Learning Support Guidelines (2000), Circular 02/05 and the Assessment in the Primary School – Guidelines for Assessment (2007). The class teacher is also responsible for the administration, correction and compilation of standardized English Reading and Mathematics tests.

The SEN team has specific responsibility for co-ordinating the quality control checks and compliance with the test kit instructions for the annual standardised testing and for all diagnostic testing, in consultation with the class teacher and the principal.

Parents and guardians have a key role to play in supporting their children’s learning by providing the school with relevant information about their children and by co-operating with any individualised strategies put in place to optimise their children’s learning and integration into the school community.

Children have a responsibility to engage with the self assessment process, in line with their developmental stage, in order to begin to learn how to reflect on their learning, to identify aspects that are going well for them and to aspire towards setting personal learning targets for themselves. (See p. 14, Assessment in the Primary School (2007).

How do we assess?

Assessment is an ongoing part of the teacher’s interaction with the child. It is both intuitive and planned. Both approaches are needed in order for the teacher to gain a comprehensive picture of the teaching and learning needs of the children in the class. Further, no one method of assessment will provide all the information needed and any one method may involve elements of another. Assessment methods used must be appropriate to children’s learning needs and developmental stage. Formal tests are never interpreted in isolation, but instead must be interpreted alongside the outcomes of other assessment methods. Where the outcome of assessment is a cause for concern, a staged process for referral is used, as outlined in Circular 02/05. See SEN policy. Both Assessment of Learning and Assessment for Learning are integral components of the teaching and learning process.
• Assessment for learning (formative assessment) takes place when the teacher shares information about the child’s learning with the child and when the teacher uses this information to plan next steps in teaching and learning for the student.

• Assessment of learning (summative assessment) is used to provide a summary of what the child has learnt at fixed pints, such as following the completion of a module or at the end of the term or the school year. Such assessment can be shared with parent(s)/guardian(s), other teachers and outside agencies.

Here in RMDS, we are committed to keeping our assessment methods under review and will continue to develop the full range of methods from self-assessment to standardised testing as outlined in the NCCA document Assessment in the Primary School Curriculum – Guidelines for Schools (2007). Assessment will continue to feature regularly as a topic for discussion at RMDS staff meetings.
See Principal’s file for details of ongoing initiatives regarding assessment undertaken in RMDS.

Assessment for Learning
Here in RMDS the main methods used to help teachers assess their pupils are as follows:
• Observation of pupils in the classroom and at play (Teacher observation)
• Proper maintenance and correction of copybooks, including homework copies, work samples and art portfolios (Portfolio assessment)
• Questioning
• Administration of regular teacher designed and textbook assessments in the various subject areas, as agreed in the School Plan, for example termly checkups in mathematics, regular spelling and tables’ tests, checklists of phonics, the correction of class work and homework and the subsequent provision of feedback to the child, parent(s)/guardian(s) and colleagues as appropriate. (Teacher designed tests and tasks)
• Discussion with the pupils themselves prior to and following the completion of tasks. Self assessment and peer assessment are encouraged in all classes. For example, see self-report sheets used for annual reports and write a book project at Appendix X. (Self Assessment)
• Consultation with support teachers, principal and previous teachers, as well as parent(s)/guardian(s), prior to and after learning activities. (Conferencing )
• Formal assessment procedures, including standardised tests and diagnostic assessment.(Standardised and Diagnostic testing)

Standardised Assessment (Assessment of Learning)
See Appendix A for sample guidelines for testing procedures
In the summer term each year, standard tests in English Reading and Mathematics are administered by the class teachers in all classes from rang 1 to rang 6. These tests are designed and standardised for use in Irish primary schools.
We use these tests to:

• Provide teachers with information about how literacy and numeracy performance here in RMDS compares with national norms.
• Provide information regarding individual pupil performance in English Reading and Mathematics.
• Assist teachers in identifying those children who would benefit from supplementary teaching
• Establish the literacy and numeracy levels of advanced pupils and to assist teachers in making decisions regarding appropriate materials and strategies.
• To enable teachers to chart the progress of children over time.

In order to be described as a standardised test, such tests must be administered under test conditions – i.e. conducted according to the manual. If it is not conducted according to the manual, this should be recorded on the test booklet and on the child’s file. For example, if the test was done individually or in a small group or where a test level below the recommended age was given. It is not, in these cases, a ‘standardised test’ but it does nevertheless provide useful diagnostic information to the teacher.

Standardised tests only measure certain skills and tasks. For that reason it is recommended that where results are at variance with other assessment methods, results are given at a meeting with parent(s)/guardian(s) so that the context and the particular skills measured can be explained and discussed.

The tests currently in use are:

Drumcondra Early Numeracy Senior Infants
Drumcondra Early Literacy Senior Infants
Drumcondra English Rang 1 – Rang 6
Drumcondra Maths Rang 1 – Rang 6

See Appendix B for information about what these tests measure

Screening tests/ Stage 1
In all classes, the class teacher informally assesses all children on a regular basis. The teacher checks for the pupil’s existing knowledge – by talking to and questioning individual’s and groups in the class, by appraising their class work and homework, written and oral. Teachers devise and use checklists, tasks and tests, for example blending of sounds, knowledge of table facts, letter recognition). In addition, to complement this process a formal screening process takes place in all classes as follow:

Junior Infants
In Junior Infants, the purpose of screening is to help in the early identification of difficulties – hearing, vision, speech, language, social skills, learning readiness, perceptual processes.
In January, the Belfield Infant Assessment (BIAP) is administered to the whole class.
The class teacher consults with SEN team/principal with regard to pupils presenting with obvious difficulties.
The class teacher will then complete an individual profile on the child.
The outcome of the BIAP is discussed with parents at a meeting, where there is concern

Senior Infants
The purpose of screening in Senior Infants is to identify pupils needing supplementary teaching or in class support in English and maths, as well as identifying other needs that may be apparent, for example gross or fine motor skills, language skills social and emotional needs.

The class teacher informally assesses all children on a regular basis.

In the second term, children who are presenting with difficulties based on this ongoing assessment are assessed in greater detail by the Learning Support teacher, using the Middle Infant Screening Test (MIST) or other appropriate test, for example QUEST 11. Appropriate intervention follows in the latter part of the school year.

Subsequently, all children in Senior Infants are screened formally by the class teacher to assess literacy and numeracy levels in May, using the Drumcondra Early Literacy and the Drumcondra Early Numeracy Tests.

Following this, the Drumcondra Early Literacy and Numeracy Diagnostic assessments are used with the pupils who are presenting with difficulties.

Rang 1 – Rang 6

The purpose of screening from rang 1 to rang 6 is to identify pupils needing supplementary teaching or in-class support who may not have been picked us under the Early Intervention programme in the infant classes. This screening may also reinforce concerns about individual children who have already accessed additional supports and who may need to move to stage three of the assessment process and access outside support/educational psychology assessment.

The class teacher informally assesses all children on a regular basis, as already outlined.

The New Non Reading Intelligence Test (NNRIT) is used to inform this process in rang 1, rang 3 and rang 5. The Drumcondra Primary Spelling Test (DPST) is used in rang 2.

See Appendix B for information about what these tests measure

Diagnostic Assessment /Stage 2

Informal Individual Assessment of Literacy and Numeracy – all classes

Following whole class screening, informal, individual assessment of literacy and numeracy takes place between the class teacher and the SEN teacher, to determine if a child might benefit from supplementary teaching. Information is shared regarding the child’s abilities, specific problems, progress to date, etc. Consulatation with parents takes place as part of this process. Children’s progress is monitored on an on-going basis in the main classroom and Learning Support Room. For example, for those with literacy difficulties, listening to reading and observing the learner helps to detect the presence or absence of particular strategies for word attack, use of context, prediction, comprehension, general fluency and expression. The learner’s general approach to the task of reading, (e.g. hasty and careless, hesitant and unwilling to risk a guess), is also noted. On-going evaluation takes place to determine whether the programme being worked on is effective and to assess the child’s progress. With regard to numeracy, in class support might be provided by the SEN team and particular attention paid to a specific child and to the approach they take to tasks, for example, their ability to manipulate concrete materials or an analysis of how they come up with a response to a question.

Formal Individual Assessment of Literacy and Numeracy – all classes

The SEN team use a range of diagnostic tests, to diagnose specific reading or learning disabilities. A full list of screeners and diagnostic tests available in the school are included in the Inventory of SEN resources in RMDS (July 2013). See SEN policy. The administration of such tests is in keeping with the staged approach recommended by NEPS and reiterated in Circular 23/03 and 02/05. Close observation of how children approach these formal assessments is an important part of the diagnostic assessment process. For children presenting with social and emotional and behavioural needs, a similar process of diagnostic assessment is carried out. See SEN policy.

Referral to outside agencies/Stage 3

There are a number of types of assessment which might be recommended by teachers or raised by parent(s)guardian(s) in discussion with teachers, such as vision, hearing, physical issues, occupational therapy, speech and language, gifted and talented pupils, learning difficulties, emotional / behavioural difficulties (associated with anxiety, concentration, attention, bereavement, separation, family trauma), specific or general learning difficulties. Some children may present with a complexity of the above. The early identification of difficulty should be a priority as failure is a cumulative process.
How should this early identification take place?
A combination of screening and vigilant teacher observation, together with a partnership relationship with parents, which is established at the earliest opportunity, within a whole school approach, is essential. A procedure such as this, used systematically and properly recorded will ensure that:
• At risk pupils are discovered
• Decisions are taken and communicated with a view to preventing learning problems of a serious kind developing
• Decisions are implemented

In Junior Infants parent(s)/guardian(s) will be informed at the class meeting and again at the parent-teacher meeting in November that the BIAP will be carried out in term two. If concerns arise following the BIAP, the parent (s)/guardian(s) will be invited to a meeting to discuss future plans.

At what age should a child be referred for assessment?
It will vary, depending upon kind of assessment. However, early intervention is important for ameliorating for speech and language difficulties and general learning difficulties. Specific learning difficulties may not manifest themselves until a later stage.
Emotional and behavioural difficulties may emerge early or they may be short term and related to particular stresses the child is experiencing at any time of their primary schooling. Therefore teachers must remain vigilant and maintain close contract with all of the parent(s)/guardian(s) of the children in their classes.
Recommendations should always be discussed with SEN team and the Principal before discussion with parent(s)/guardian(s).

What are the options if psychological assessment is recommended?
Since 2001 RMDS has had access to the National Educational Psychological Service (NEPS) for approximately four school days per year for an individual casework, consultations and advice.
Parents/guardians can also contact the local health clinic and ask that the child be referred for psychological assessment. A recommendation / letter of referral from the school stating why assessment is warranted should be sent by us. The parent/guardian could contact also their GP and see a referral to the local Child and Adolescent Mental Health Services. Alternatively, the parent/guardian can contact the local Early Intervention Team (EIT) or 6-18 where such exists. .
The parent/guardian can opt to attend an Educational Psychologist privately. (Approximate cost - €400). In cases of exceptional need, Board of Management support will be available. A referral letter is usually required.
Where parent(s)/guardian(s) approach the school with concerns or with copies of assessments which they have themselves had carried out, each case is dealt with individually. Recommendations in professional reports are implemented subject to the available resource provision in the school, the professional opinion of the teaching staff and a consideration of what is feasible and appropriate within the school setting.

What do we do with test scores?
Reporting to parents
Circular 0056/2011 requires that schools adopt one of the NCCA report templates (see school report policy). The results of any standardised tests administered by the school must be included on the report template (Data Protection Act 1998 and 2003). End of year reports are issued to parents in sufficient time before the closure of the school for the summer vacation to allow parents a reasonable opportunity to seek meeting with the teachers/principal to discuss the report if necessary. The school provides a link to the NCCA explanatory leaflet when issuing reports (Copy attached at Appendix E or see www.ncca.ie) and an accompanying letter of explanation of school policy (See note for parents on standardised testing at Appendix B ). A hard copy is given to all parents when their child starts in the school.
Here in RMDS, the test scores are given to parents as a STen (Standard ten score). STen scores go from 1to 10. If a child’s score is 5-6, you will know that their test performance is average – about one third of children in Ireland have test scores in that band. A STen of four is below average. About one sixth of comparable children have scores in this band A STen of seven is above average and 8-10 ‘well above average – about one sixth of comparable children have scores in each of these bands. A STen score of 1, 2, or 3 suggests that a child may have difficulties in English reading or maths. About one sixth of children of comparable age share this score. In such cases, following class screening, individual assessment of literacy and numeracy by the learning support teacher, as well as consultation with parents, is carried out to determine next steps, including whether a child might benefit from supplementary teaching.
In all cases where results are significantly different to that anticipated or are at variance with previous standardised test scores or other assessment methods, a face to face meeting with the parents to discuss next steps will be set up before summer. Such children are also prioritised for re-testing following the summer break.
Reporting to children
The aim of all feedback should be to empower children and to encourage them to learn and to be in tune with their learning style. Teachers give appropriate feedback on assessment to pupils on an ongoing and informal basis. We do not feel that sharing test scores of standard tests is useful for children. However an explanation of where they did well and where they made errors may be useful. This decision will be made by the class teacher in consultation with the SEN team and the principal. With regard to advising parents on this issue, the NCCA recommends that parents know their own children best. Where scores are low, the advice is that it may be helpful to talk to the child about this and to help them to see additional help in a positive way. .
Reporting at school level
The class teacher maintains an assessment file which contains any screening test scores for the class, class records from the previous teacher, such as reading records, core curriculum copies, notes from handover meetings etc as well as information from the SEN team or the principal regarding individual pupils. Standardised test scores and screening test outcomes and any other key information including work samples, are placed in the pupil’s report file.
The SEN team keep detailed records regarding pupils, with whom they are working, including IEPs.
The principal maintains a whole school assessment profile. This is used to track the general achievement of all students, to identify patterns over time and to track the achievements of particular students, for example students who have attended learning support or particular groups within classes. In this way assessment can be used to identify priorities for development, for example, changes to teaching approaches, the need for staff training or the acquisition of resources. These are then incorporated into the school development plan as areas for improvement.
In order to do this, the member of the SEN team with responsibility for collating the test scores each year meets with the principal in the first instance to begin to analyse the scores. Test scores are used to plan interventions as well as to assess progress. Consultation with class teachers and parent(s)/guardian(s) and, where appropriate, pupils, take place as part of this process. Out of this a ‘watch list’ for the coming year is compiled. This is further refined each September and again the following January. The ‘watch list’ is available in the Principal’s assessment file.
Reporting to the Board of Management.
At the June meeting, the principal reports to the Board of Management the aggregated data from standard tests. This is an opportunity for the principal to advise the Board on any particular measures that should be implemented in the school in order to support the staff to maximise positive learning outcomes for all pupils. Since June 2013, as part of the School Self Evaluation process, aggregated results are reported to parents and to the school community following this meeting.
Reporting to the DES
The school reports aggregated results to the DES in line with the guidelines issued by the DES.
Reporting individual scores to other schools.
From June 2012, the principal must send a copy of the end of year report card (including standardised test scores) to the primary or second level school to which a student transfers. This must be done on request and following confirmation that the child has been enrolled in the relevant school.

Recording of test scores and management of records
The results of standardised assessment must be carefully maintained in the school in order that they are available to the DES for inspection. An assessment file for this purpose is kept in the principal’s office. Each teacher also maintains an assessment file with their planning notes. All standardised test scores are entered on the school’s Aladdin data base. The school maintains an individual report file for each pupil, which is held securely in a file cabinet. Individual pupil scores are also written into this file. Staff work in partnership at all times to share relevant information about children. For example, there is an end of year handover meeting with the previous year’s teacher and a handover meeting during the first weeks of each new school year to facilitate this process.
See data protection and record keeping policy.
DES policy (Circular 0138/2006) also states that:
• Score sheets should be kept until the child is 21 years old
• Children (over 18) and parent(s)/guardian(s) are entitled to their own child’s scores.
• Two copies of scores must be kept i.e. hard and soft or two soft copies.
• The test booklet should be kept for the year in which it was carried out.

How do we know if this policy is successful?
• Early identification and intervention is achieved
• Clarity around the procedures involved in the staged approach as advised in Circualr 02/05.
• Procedures, roles and responsibilities are clear
• The SEN team have clearly defined roles and objectives and lines of communication with the class teachers, parents and principal.
• Information is properly transferred between teachers.
• Analysis of individual scores indicates that pupils over the course of primary school are maintaining or improving their scoring pattern in line with their ability.
• Analysis of aggregated scores indicates that classes are maintaining / improving their scoring patterns each year and year on year.
• Parents express satisfaction that their child is achieving success and making progress.
• Procedures for standardised testing, correction and analysis of results are being followed.

Review
This policy will be regularly reviewed as appropriate.
Reference materials
DES circular 02/05 re the staged approach
DES Circular 0138/2006 re Standardised Testing
DES Circular 56/2011 Initial Steps in the Implementation of the National Literacy and Numeracy Strategy
DES Circular 66/2011 Initial Steps in the Implementation of the National Literacy and Numeracy Strategy
Circular 0018/2012,
Assessment in the Primary School Curriculum- Guidelines for Teachers (NCCA 2007)

Ratification
This policy was ratified by the Board of Management at its meeting of 7th April 2014
Signed:
Principal Joan Whelan
Chairperson Colm Healy

RMDS policy on assessment (Updated 2014)

Context

This policy was reviewed in light of changes to assessment practice following the publication of Assessment in the Primary School: Guidelines for Learning (2007) and the requirements of the National Literacy and Numeracy Strategy (Circular 0018/2012, Circular 0056/2011 and Circular 0066/2011). This required all schools to implement standardised testing in English Reading and Mathematics with effect from 2012 . Gathering evidence about how well children are learning, and using this information to improve learning opportunities we provide for them are essential to best practice. Therefore the emphasis is on using assessment to inform planning and to identify learning needs at the earliest possible opportunity so that strategies are put in place to help children achieve to their potential.

Why do we assess?
• Assessment is central to the process of teaching and learning.
• Assessment gives the teacher a fuller picture of the learning needs of the child and enables the teacher to plan future work accordingly.
• Assessment assists communication about children’s progress between the teacher and the child, between the teacher and the parent/guardian and between teacher and teacher.
• Assessment enables teachers to monitor their own approaches and methodologies.
• Assessment helps the child to become more self aware as a learner.
• Assessment helps to ensure quality in education.

What do we assess?
Assessment is integral to all areas of the curriculum and it encompasses all the diverse aspects of learning. Assessment procedures are in accordance with those outlined for each curricular area in the Primary School Curriculum (1999) and Assessment in the Primary School Curriculum- Guidelines for Schools (2007).

Who is responsible for what?
The Principal has overall responsibility to ensure that the assessment policy in the school is properly managed and implemented.
Class teachers have primary responsibility for ongoing assessment of all their pupils, as outlined in the Learning Support Guidelines (2000), Circular 02/05 and the Assessment in the Primary School – Guidelines for Assessment (2007). The class teacher is also responsible for the administration, correction and compilation of standardized English Reading and Mathematics tests.

The SEN team has specific responsibility for co-ordinating the quality control checks and compliance with the test kit instructions for the annual standardised testing and for all diagnostic testing, in consultation with the class teacher and the principal.

Parents and guardians have a key role to play in supporting their children’s learning by providing the school with relevant information about their children and by co-operating with any individualised strategies put in place to optimise their children’s learning and integration into the school community.

Children have a responsibility to engage with the self assessment process, in line with their developmental stage, in order to begin to learn how to reflect on their learning, to identify aspects that are going well for them and to aspire towards setting personal learning targets for themselves. (See p. 14, Assessment in the Primary School (2007).

How do we assess?

Assessment is an ongoing part of the teacher’s interaction with the child. It is both intuitive and planned. Both approaches are needed in order for the teacher to gain a comprehensive picture of the teaching and learning needs of the children in the class. Further, no one method of assessment will provide all the information needed and any one method may involve elements of another. Assessment methods used must be appropriate to children’s learning needs and developmental stage. Formal tests are never interpreted in isolation, but instead must be interpreted alongside the outcomes of other assessment methods. Where the outcome of assessment is a cause for concern, a staged process for referral is used, as outlined in Circular 02/05. See SEN policy. Both Assessment of Learning and Assessment for Learning are integral components of the teaching and learning process.
• Assessment for learning (formative assessment) takes place when the teacher shares information about the child’s learning with the child and when the teacher uses this information to plan next steps in teaching and learning for the student.

• Assessment of learning (summative assessment) is used to provide a summary of what the child has learnt at fixed pints, such as following the completion of a module or at the end of the term or the school year. Such assessment can be shared with parent(s)/guardian(s), other teachers and outside agencies.

Here in RMDS, we are committed to keeping our assessment methods under review and will continue to develop the full range of methods from self-assessment to standardised testing as outlined in the NCCA document Assessment in the Primary School Curriculum – Guidelines for Schools (2007). Assessment will continue to feature regularly as a topic for discussion at RMDS staff meetings.
See Principal’s file for details of ongoing initiatives regarding assessment undertaken in RMDS.

Assessment for Learning
Here in RMDS the main methods used to help teachers assess their pupils are as follows:
• Observation of pupils in the classroom and at play (Teacher observation)
• Proper maintenance and correction of copybooks, including homework copies, work samples and art portfolios (Portfolio assessment)
• Questioning
• Administration of regular teacher designed and textbook assessments in the various subject areas, as agreed in the School Plan, for example termly checkups in mathematics, regular spelling and tables’ tests, checklists of phonics, the correction of class work and homework and the subsequent provision of feedback to the child, parent(s)/guardian(s) and colleagues as appropriate. (Teacher designed tests and tasks)
• Discussion with the pupils themselves prior to and following the completion of tasks. Self assessment and peer assessment are encouraged in all classes. For example, see self-report sheets used for annual reports and write a book project at Appendix X. (Self Assessment)
• Consultation with support teachers, principal and previous teachers, as well as parent(s)/guardian(s), prior to and after learning activities. (Conferencing )
• Formal assessment procedures, including standardised tests and diagnostic assessment.(Standardised and Diagnostic testing)

Standardised Assessment (Assessment of Learning)
See Appendix A for sample guidelines for testing procedures
In the summer term each year, standard tests in English Reading and Mathematics are administered by the class teachers in all classes from rang 1 to rang 6. These tests are designed and standardised for use in Irish primary schools.
We use these tests to:

• Provide teachers with information about how literacy and numeracy performance here in RMDS compares with national norms.
• Provide information regarding individual pupil performance in English Reading and Mathematics.
• Assist teachers in identifying those children who would benefit from supplementary teaching
• Establish the literacy and numeracy levels of advanced pupils and to assist teachers in making decisions regarding appropriate materials and strategies.
• To enable teachers to chart the progress of children over time.

In order to be described as a standardised test, such tests must be administered under test conditions – i.e. conducted according to the manual. If it is not conducted according to the manual, this should be recorded on the test booklet and on the child’s file. For example, if the test was done individually or in a small group or where a test level below the recommended age was given. It is not, in these cases, a ‘standardised test’ but it does nevertheless provide useful diagnostic information to the teacher.

Standardised tests only measure certain skills and tasks. For that reason it is recommended that where results are at variance with other assessment methods, results are given at a meeting with parent(s)/guardian(s) so that the context and the particular skills measured can be explained and discussed.

The tests currently in use are:

Drumcondra Early Numeracy Senior Infants
Drumcondra Early Literacy Senior Infants
Drumcondra English Rang 1 – Rang 6
Drumcondra Maths Rang 1 – Rang 6

See Appendix B for information about what these tests measure

Screening tests/ Stage 1
In all classes, the class teacher informally assesses all children on a regular basis. The teacher checks for the pupil’s existing knowledge – by talking to and questioning individual’s and groups in the class, by appraising their class work and homework, written and oral. Teachers devise and use checklists, tasks and tests, for example blending of sounds, knowledge of table facts, letter recognition). In addition, to complement this process a formal screening process takes place in all classes as follow:

Junior Infants
In Junior Infants, the purpose of screening is to help in the early identification of difficulties – hearing, vision, speech, language, social skills, learning readiness, perceptual processes.
In January, the Belfield Infant Assessment (BIAP) is administered to the whole class.
The class teacher consults with SEN team/principal with regard to pupils presenting with obvious difficulties.
The class teacher will then complete an individual profile on the child.
The outcome of the BIAP is discussed with parents at a meeting, where there is concern

Senior Infants
The purpose of screening in Senior Infants is to identify pupils needing supplementary teaching or in class support in English and maths, as well as identifying other needs that may be apparent, for example gross or fine motor skills, language skills social and emotional needs.

The class teacher informally assesses all children on a regular basis.

In the second term, children who are presenting with difficulties based on this ongoing assessment are assessed in greater detail by the Learning Support teacher, using the Middle Infant Screening Test (MIST) or other appropriate test, for example QUEST 11. Appropriate intervention follows in the latter part of the school year.

Subsequently, all children in Senior Infants are screened formally by the class teacher to assess literacy and numeracy levels in May, using the Drumcondra Early Literacy and the Drumcondra Early Numeracy Tests.

Following this, the Drumcondra Early Literacy and Numeracy Diagnostic assessments are used with the pupils who are presenting with difficulties.

Rang 1 – Rang 6

The purpose of screening from rang 1 to rang 6 is to identify pupils needing supplementary teaching or in-class support who may not have been picked us under the Early Intervention programme in the infant classes. This screening may also reinforce concerns about individual children who have already accessed additional supports and who may need to move to stage three of the assessment process and access outside support/educational psychology assessment.

The class teacher informally assesses all children on a regular basis, as already outlined.

The New Non Reading Intelligence Test (NNRIT) is used to inform this process in rang 1, rang 3 and rang 5. The Drumcondra Primary Spelling Test (DPST) is used in rang 2.

See Appendix B for information about what these tests measure

Diagnostic Assessment /Stage 2

Informal Individual Assessment of Literacy and Numeracy – all classes

Following whole class screening, informal, individual assessment of literacy and numeracy takes place between the class teacher and the SEN teacher, to determine if a child might benefit from supplementary teaching. Information is shared regarding the child’s abilities, specific problems, progress to date, etc. Consulatation with parents takes place as part of this process. Children’s progress is monitored on an on-going basis in the main classroom and Learning Support Room. For example, for those with literacy difficulties, listening to reading and observing the learner helps to detect the presence or absence of particular strategies for word attack, use of context, prediction, comprehension, general fluency and expression. The learner’s general approach to the task of reading, (e.g. hasty and careless, hesitant and unwilling to risk a guess), is also noted. On-going evaluation takes place to determine whether the programme being worked on is effective and to assess the child’s progress. With regard to numeracy, in class support might be provided by the SEN team and particular attention paid to a specific child and to the approach they take to tasks, for example, their ability to manipulate concrete materials or an analysis of how they come up with a response to a question.

Formal Individual Assessment of Literacy and Numeracy – all classes

The SEN team use a range of diagnostic tests, to diagnose specific reading or learning disabilities. A full list of screeners and diagnostic tests available in the school are included in the Inventory of SEN resources in RMDS (July 2013). See SEN policy. The administration of such tests is in keeping with the staged approach recommended by NEPS and reiterated in Circular 23/03 and 02/05. Close observation of how children approach these formal assessments is an important part of the diagnostic assessment process. For children presenting with social and emotional and behavioural needs, a similar process of diagnostic assessment is carried out. See SEN policy.

Referral to outside agencies/Stage 3

There are a number of types of assessment which might be recommended by teachers or raised by parent(s)guardian(s) in discussion with teachers, such as vision, hearing, physical issues, occupational therapy, speech and language, gifted and talented pupils, learning difficulties, emotional / behavioural difficulties (associated with anxiety, concentration, attention, bereavement, separation, family trauma), specific or general learning difficulties. Some children may present with a complexity of the above. The early identification of difficulty should be a priority as failure is a cumulative process.
How should this early identification take place?
A combination of screening and vigilant teacher observation, together with a partnership relationship with parents, which is established at the earliest opportunity, within a whole school approach, is essential. A procedure such as this, used systematically and properly recorded will ensure that:
• At risk pupils are discovered
• Decisions are taken and communicated with a view to preventing learning problems of a serious kind developing
• Decisions are implemented

In Junior Infants parent(s)/guardian(s) will be informed at the class meeting and again at the parent-teacher meeting in November that the BIAP will be carried out in term two. If concerns arise following the BIAP, the parent (s)/guardian(s) will be invited to a meeting to discuss future plans.

At what age should a child be referred for assessment?
It will vary, depending upon kind of assessment. However, early intervention is important for ameliorating for speech and language difficulties and general learning difficulties. Specific learning difficulties may not manifest themselves until a later stage.
Emotional and behavioural difficulties may emerge early or they may be short term and related to particular stresses the child is experiencing at any time of their primary schooling. Therefore teachers must remain vigilant and maintain close contract with all of the parent(s)/guardian(s) of the children in their classes.
Recommendations should always be discussed with SEN team and the Principal before discussion with parent(s)/guardian(s).

What are the options if psychological assessment is recommended?
Since 2001 RMDS has had access to the National Educational Psychological Service (NEPS) for approximately four school days per year for an individual casework, consultations and advice.
Parents/guardians can also contact the local health clinic and ask that the child be referred for psychological assessment. A recommendation / letter of referral from the school stating why assessment is warranted should be sent by us. The parent/guardian could contact also their GP and see a referral to the local Child and Adolescent Mental Health Services. Alternatively, the parent/guardian can contact the local Early Intervention Team (EIT) or 6-18 where such exists. .
The parent/guardian can opt to attend an Educational Psychologist privately. (Approximate cost - €400). In cases of exceptional need, Board of Management support will be available. A referral letter is usually required.
Where parent(s)/guardian(s) approach the school with concerns or with copies of assessments which they have themselves had carried out, each case is dealt with individually. Recommendations in professional reports are implemented subject to the available resource provision in the school, the professional opinion of the teaching staff and a consideration of what is feasible and appropriate within the school setting.

What do we do with test scores?
Reporting to parents
Circular 0056/2011 requires that schools adopt one of the NCCA report templates (see school report policy). The results of any standardised tests administered by the school must be included on the report template (Data Protection Act 1998 and 2003). End of year reports are issued to parents in sufficient time before the closure of the school for the summer vacation to allow parents a reasonable opportunity to seek meeting with the teachers/principal to discuss the report if necessary. The school provides a link to the NCCA explanatory leaflet when issuing reports (Copy attached at Appendix E or see www.ncca.ie) and an accompanying letter of explanation of school policy (See note for parents on standardised testing at Appendix B ). A hard copy is given to all parents when their child starts in the school.
Here in RMDS, the test scores are given to parents as a STen (Standard ten score). STen scores go from 1to 10. If a child’s score is 5-6, you will know that their test performance is average – about one third of children in Ireland have test scores in that band. A STen of four is below average. About one sixth of comparable children have scores in this band A STen of seven is above average and 8-10 ‘well above average – about one sixth of comparable children have scores in each of these bands. A STen score of 1, 2, or 3 suggests that a child may have difficulties in English reading or maths. About one sixth of children of comparable age share this score. In such cases, following class screening, individual assessment of literacy and numeracy by the learning support teacher, as well as consultation with parents, is carried out to determine next steps, including whether a child might benefit from supplementary teaching.
In all cases where results are significantly different to that anticipated or are at variance with previous standardised test scores or other assessment methods, a face to face meeting with the parents to discuss next steps will be set up before summer. Such children are also prioritised for re-testing following the summer break.
Reporting to children
The aim of all feedback should be to empower children and to encourage them to learn and to be in tune with their learning style. Teachers give appropriate feedback on assessment to pupils on an ongoing and informal basis. We do not feel that sharing test scores of standard tests is useful for children. However an explanation of where they did well and where they made errors may be useful. This decision will be made by the class teacher in consultation with the SEN team and the principal. With regard to advising parents on this issue, the NCCA recommends that parents know their own children best. Where scores are low, the advice is that it may be helpful to talk to the child about this and to help them to see additional help in a positive way. .
Reporting at school level
The class teacher maintains an assessment file which contains any screening test scores for the class, class records from the previous teacher, such as reading records, core curriculum copies, notes from handover meetings etc as well as information from the SEN team or the principal regarding individual pupils. Standardised test scores and screening test outcomes and any other key information including work samples, are placed in the pupil’s report file.
The SEN team keep detailed records regarding pupils, with whom they are working, including IEPs.
The principal maintains a whole school assessment profile. This is used to track the general achievement of all students, to identify patterns over time and to track the achievements of particular students, for example students who have attended learning support or particular groups within classes. In this way assessment can be used to identify priorities for development, for example, changes to teaching approaches, the need for staff training or the acquisition of resources. These are then incorporated into the school development plan as areas for improvement.
In order to do this, the member of the SEN team with responsibility for collating the test scores each year meets with the principal in the first instance to begin to analyse the scores. Test scores are used to plan interventions as well as to assess progress. Consultation with class teachers and parent(s)/guardian(s) and, where appropriate, pupils, take place as part of this process. Out of this a ‘watch list’ for the coming year is compiled. This is further refined each September and again the following January. The ‘watch list’ is available in the Principal’s assessment file.
Reporting to the Board of Management.
At the June meeting, the principal reports to the Board of Management the aggregated data from standard tests. This is an opportunity for the principal to advise the Board on any particular measures that should be implemented in the school in order to support the staff to maximise positive learning outcomes for all pupils. Since June 2013, as part of the School Self Evaluation process, aggregated results are reported to parents and to the school community following this meeting.
Reporting to the DES
The school reports aggregated results to the DES in line with the guidelines issued by the DES.
Reporting individual scores to other schools.
From June 2012, the principal must send a copy of the end of year report card (including standardised test scores) to the primary or second level school to which a student transfers. This must be done on request and following confirmation that the child has been enrolled in the relevant school.

Recording of test scores and management of records
The results of standardised assessment must be carefully maintained in the school in order that they are available to the DES for inspection. An assessment file for this purpose is kept in the principal’s office. Each teacher also maintains an assessment file with their planning notes. All standardised test scores are entered on the school’s Aladdin data base. The school maintains an individual report file for each pupil, which is held securely in a file cabinet. Individual pupil scores are also written into this file. Staff work in partnership at all times to share relevant information about children. For example, there is an end of year handover meeting with the previous year’s teacher and a handover meeting during the first weeks of each new school year to facilitate this process.
See data protection and record keeping policy.
DES policy (Circular 0138/2006) also states that:
• Score sheets should be kept until the child is 21 years old
• Children (over 18) and parent(s)/guardian(s) are entitled to their own child’s scores.
• Two copies of scores must be kept i.e. hard and soft or two soft copies.
• The test booklet should be kept for the year in which it was carried out.

How do we know if this policy is successful?
• Early identification and intervention is achieved
• Clarity around the procedures involved in the staged approach as advised in Circualr 02/05.
• Procedures, roles and responsibilities are clear
• The SEN team have clearly defined roles and objectives and lines of communication with the class teachers, parents and principal.
• Information is properly transferred between teachers.
• Analysis of individual scores indicates that pupils over the course of primary school are maintaining or improving their scoring pattern in line with their ability.
• Analysis of aggregated scores indicates that classes are maintaining / improving their scoring patterns each year and year on year.
• Parents express satisfaction that their child is achieving success and making progress.
• Procedures for standardised testing, correction and analysis of results are being followed.

Review
This policy will be regularly reviewed as appropriate.
Reference materials
DES circular 02/05 re the staged approach
DES Circular 0138/2006 re Standardised Testing
DES Circular 56/2011 Initial Steps in the Implementation of the National Literacy and Numeracy Strategy
DES Circular 66/2011 Initial Steps in the Implementation of the National Literacy and Numeracy Strategy
Circular 0018/2012,
Assessment in the Primary School Curriculum- Guidelines for Teachers (NCCA 2007)

Ratification
This policy was ratified by the Board of Management at its meeting of 7th April 2014
Signed:
Principal Joan Whelan
Chairperson Colm Healy
RMDS policy on assessment (Updated 2014)

Context

This policy was reviewed in light of changes to assessment practice following the publication of Assessment in the Primary School: Guidelines for Learning (2007) and the requirements of the National Literacy and Numeracy Strategy (Circular 0018/2012, Circular 0056/2011 and Circular 0066/2011). This required all schools to implement standardised testing in English Reading and Mathematics with effect from 2012 . Gathering evidence about how well children are learning, and using this information to improve learning opportunities we provide for them are essential to best practice. Therefore the emphasis is on using assessment to inform planning and to identify learning needs at the earliest possible opportunity so that strategies are put in place to help children achieve to their potential.

Why do we assess?
• Assessment is central to the process of teaching and learning.
• Assessment gives the teacher a fuller picture of the learning needs of the child and enables the teacher to plan future work accordingly.
• Assessment assists communication about children’s progress between the teacher and the child, between the teacher and the parent/guardian and between teacher and teacher.
• Assessment enables teachers to monitor their own approaches and methodologies.
• Assessment helps the child to become more self aware as a learner.
• Assessment helps to ensure quality in education.

What do we assess?
Assessment is integral to all areas of the curriculum and it encompasses all the diverse aspects of learning. Assessment procedures are in accordance with those outlined for each curricular area in the Primary School Curriculum (1999) and Assessment in the Primary School Curriculum- Guidelines for Schools (2007).

Who is responsible for what?
The Principal has overall responsibility to ensure that the assessment policy in the school is properly managed and implemented.
Class teachers have primary responsibility for ongoing assessment of all their pupils, as outlined in the Learning Support Guidelines (2000), Circular 02/05 and the Assessment in the Primary School – Guidelines for Assessment (2007). The class teacher is also responsible for the administration, correction and compilation of standardized English Reading and Mathematics tests.

The SEN team has specific responsibility for co-ordinating the quality control checks and compliance with the test kit instructions for the annual standardised testing and for all diagnostic testing, in consultation with the class teacher and the principal.

Parents and guardians have a key role to play in supporting their children’s learning by providing the school with relevant information about their children and by co-operating with any individualised strategies put in place to optimise their children’s learning and integration into the school community.

Children have a responsibility to engage with the self assessment process, in line with their developmental stage, in order to begin to learn how to reflect on their learning, to identify aspects that are going well for them and to aspire towards setting personal learning targets for themselves. (See p. 14, Assessment in the Primary School (2007).

How do we assess?

Assessment is an ongoing part of the teacher’s interaction with the child. It is both intuitive and planned. Both approaches are needed in order for the teacher to gain a comprehensive picture of the teaching and learning needs of the children in the class. Further, no one method of assessment will provide all the information needed and any one method may involve elements of another. Assessment methods used must be appropriate to children’s learning needs and developmental stage. Formal tests are never interpreted in isolation, but instead must be interpreted alongside the outcomes of other assessment methods. Where the outcome of assessment is a cause for concern, a staged process for referral is used, as outlined in Circular 02/05. See SEN policy. Both Assessment of Learning and Assessment for Learning are integral components of the teaching and learning process.
• Assessment for learning (formative assessment) takes place when the teacher shares information about the child’s learning with the child and when the teacher uses this information to plan next steps in teaching and learning for the student.

• Assessment of learning (summative assessment) is used to provide a summary of what the child has learnt at fixed pints, such as following the completion of a module or at the end of the term or the school year. Such assessment can be shared with parent(s)/guardian(s), other teachers and outside agencies.

Here in RMDS, we are committed to keeping our assessment methods under review and will continue to develop the full range of methods from self-assessment to standardised testing as outlined in the NCCA document Assessment in the Primary School Curriculum – Guidelines for Schools (2007). Assessment will continue to feature regularly as a topic for discussion at RMDS staff meetings.
See Principal’s file for details of ongoing initiatives regarding assessment undertaken in RMDS.

Assessment for Learning
Here in RMDS the main methods used to help teachers assess their pupils are as follows:
• Observation of pupils in the classroom and at play (Teacher observation)
• Proper maintenance and correction of copybooks, including homework copies, work samples and art portfolios (Portfolio assessment)
• Questioning
• Administration of regular teacher designed and textbook assessments in the various subject areas, as agreed in the School Plan, for example termly checkups in mathematics, regular spelling and tables’ tests, checklists of phonics, the correction of class work and homework and the subsequent provision of feedback to the child, parent(s)/guardian(s) and colleagues as appropriate. (Teacher designed tests and tasks)
• Discussion with the pupils themselves prior to and following the completion of tasks. Self assessment and peer assessment are encouraged in all classes. For example, see self-report sheets used for annual reports and write a book project at Appendix X. (Self Assessment)
• Consultation with support teachers, principal and previous teachers, as well as parent(s)/guardian(s), prior to and after learning activities. (Conferencing )
• Formal assessment procedures, including standardised tests and diagnostic assessment.(Standardised and Diagnostic testing)

Standardised Assessment (Assessment of Learning)
See Appendix A for sample guidelines for testing procedures
In the summer term each year, standard tests in English Reading and Mathematics are administered by the class teachers in all classes from rang 1 to rang 6. These tests are designed and standardised for use in Irish primary schools.
We use these tests to:

• Provide teachers with information about how literacy and numeracy performance here in RMDS compares with national norms.
• Provide information regarding individual pupil performance in English Reading and Mathematics.
• Assist teachers in identifying those children who would benefit from supplementary teaching
• Establish the literacy and numeracy levels of advanced pupils and to assist teachers in making decisions regarding appropriate materials and strategies.
• To enable teachers to chart the progress of children over time.

In order to be described as a standardised test, such tests must be administered under test conditions – i.e. conducted according to the manual. If it is not conducted according to the manual, this should be recorded on the test booklet and on the child’s file. For example, if the test was done individually or in a small group or where a test level below the recommended age was given. It is not, in these cases, a ‘standardised test’ but it does nevertheless provide useful diagnostic information to the teacher.

Standardised tests only measure certain skills and tasks. For that reason it is recommended that where results are at variance with other assessment methods, results are given at a meeting with parent(s)/guardian(s) so that the context and the particular skills measured can be explained and discussed.

The tests currently in use are:

Drumcondra Early Numeracy Senior Infants
Drumcondra Early Literacy Senior Infants
Drumcondra English Rang 1 – Rang 6
Drumcondra Maths Rang 1 – Rang 6

See Appendix B for information about what these tests measure

Screening tests/ Stage 1
In all classes, the class teacher informally assesses all children on a regular basis. The teacher checks for the pupil’s existing knowledge – by talking to and questioning individual’s and groups in the class, by appraising their class work and homework, written and oral. Teachers devise and use checklists, tasks and tests, for example blending of sounds, knowledge of table facts, letter recognition). In addition, to complement this process a formal screening process takes place in all classes as follow:

Junior Infants
In Junior Infants, the purpose of screening is to help in the early identification of difficulties – hearing, vision, speech, language, social skills, learning readiness, perceptual processes.
In January, the Belfield Infant Assessment (BIAP) is administered to the whole class.
The class teacher consults with SEN team/principal with regard to pupils presenting with obvious difficulties.
The class teacher will then complete an individual profile on the child.
The outcome of the BIAP is discussed with parents at a meeting, where there is concern

Senior Infants
The purpose of screening in Senior Infants is to identify pupils needing supplementary teaching or in class support in English and maths, as well as identifying other needs that may be apparent, for example gross or fine motor skills, language skills social and emotional needs.

The class teacher informally assesses all children on a regular basis.

In the second term, children who are presenting with difficulties based on this ongoing assessment are assessed in greater detail by the Learning Support teacher, using the Middle Infant Screening Test (MIST) or other appropriate test, for example QUEST 11. Appropriate intervention follows in the latter part of the school year.

Subsequently, all children in Senior Infants are screened formally by the class teacher to assess literacy and numeracy levels in May, using the Drumcondra Early Literacy and the Drumcondra Early Numeracy Tests.

Following this, the Drumcondra Early Literacy and Numeracy Diagnostic assessments are used with the pupils who are presenting with difficulties.

Rang 1 – Rang 6

The purpose of screening from rang 1 to rang 6 is to identify pupils needing supplementary teaching or in-class support who may not have been picked us under the Early Intervention programme in the infant classes. This screening may also reinforce concerns about individual children who have already accessed additional supports and who may need to move to stage three of the assessment process and access outside support/educational psychology assessment.

The class teacher informally assesses all children on a regular basis, as already outlined.

The New Non Reading Intelligence Test (NNRIT) is used to inform this process in rang 1, rang 3 and rang 5. The Drumcondra Primary Spelling Test (DPST) is used in rang 2.

See Appendix B for information about what these tests measure

Diagnostic Assessment /Stage 2

Informal Individual Assessment of Literacy and Numeracy – all classes

Following whole class screening, informal, individual assessment of literacy and numeracy takes place between the class teacher and the SEN teacher, to determine if a child might benefit from supplementary teaching. Information is shared regarding the child’s abilities, specific problems, progress to date, etc. Consulatation with parents takes place as part of this process. Children’s progress is monitored on an on-going basis in the main classroom and Learning Support Room. For example, for those with literacy difficulties, listening to reading and observing the learner helps to detect the presence or absence of particular strategies for word attack, use of context, prediction, comprehension, general fluency and expression. The learner’s general approach to the task of reading, (e.g. hasty and careless, hesitant and unwilling to risk a guess), is also noted. On-going evaluation takes place to determine whether the programme being worked on is effective and to assess the child’s progress. With regard to numeracy, in class support might be provided by the SEN team and particular attention paid to a specific child and to the approach they take to tasks, for example, their ability to manipulate concrete materials or an analysis of how they come up with a response to a question.

Formal Individual Assessment of Literacy and Numeracy – all classes

The SEN team use a range of diagnostic tests, to diagnose specific reading or learning disabilities. A full list of screeners and diagnostic tests available in the school are included in the Inventory of SEN resources in RMDS (July 2013). See SEN policy. The administration of such tests is in keeping with the staged approach recommended by NEPS and reiterated in Circular 23/03 and 02/05. Close observation of how children approach these formal assessments is an important part of the diagnostic assessment process. For children presenting with social and emotional and behavioural needs, a similar process of diagnostic assessment is carried out. See SEN policy.

Referral to outside agencies/Stage 3

There are a number of types of assessment which might be recommended by teachers or raised by parent(s)guardian(s) in discussion with teachers, such as vision, hearing, physical issues, occupational therapy, speech and language, gifted and talented pupils, learning difficulties, emotional / behavioural difficulties (associated with anxiety, concentration, attention, bereavement, separation, family trauma), specific or general learning difficulties. Some children may present with a complexity of the above. The early identification of difficulty should be a priority as failure is a cumulative process.
How should this early identification take place?
A combination of screening and vigilant teacher observation, together with a partnership relationship with parents, which is established at the earliest opportunity, within a whole school approach, is essential. A procedure such as this, used systematically and properly recorded will ensure that:
• At risk pupils are discovered
• Decisions are taken and communicated with a view to preventing learning problems of a serious kind developing
• Decisions are implemented

In Junior Infants parent(s)/guardian(s) will be informed at the class meeting and again at the parent-teacher meeting in November that the BIAP will be carried out in term two. If concerns arise following the BIAP, the parent (s)/guardian(s) will be invited to a meeting to discuss future plans.

At what age should a child be referred for assessment?
It will vary, depending upon kind of assessment. However, early intervention is important for ameliorating for speech and language difficulties and general learning difficulties. Specific learning difficulties may not manifest themselves until a later stage.
Emotional and behavioural difficulties may emerge early or they may be short term and related to particular stresses the child is experiencing at any time of their primary schooling. Therefore teachers must remain vigilant and maintain close contract with all of the parent(s)/guardian(s) of the children in their classes.
Recommendations should always be discussed with SEN team and the Principal before discussion with parent(s)/guardian(s).

What are the options if psychological assessment is recommended?
Since 2001 RMDS has had access to the National Educational Psychological Service (NEPS) for approximately four school days per year for an individual casework, consultations and advice.
Parents/guardians can also contact the local health clinic and ask that the child be referred for psychological assessment. A recommendation / letter of referral from the school stating why assessment is warranted should be sent by us. The parent/guardian could contact also their GP and see a referral to the local Child and Adolescent Mental Health Services. Alternatively, the parent/guardian can contact the local Early Intervention Team (EIT) or 6-18 where such exists. .
The parent/guardian can opt to attend an Educational Psychologist privately. (Approximate cost - €400). In cases of exceptional need, Board of Management support will be available. A referral letter is usually required.
Where parent(s)/guardian(s) approach the school with concerns or with copies of assessments which they have themselves had carried out, each case is dealt with individually. Recommendations in professional reports are implemented subject to the available resource provision in the school, the professional opinion of the teaching staff and a consideration of what is feasible and appropriate within the school setting.

What do we do with test scores?
Reporting to parents
Circular 0056/2011 requires that schools adopt one of the NCCA report templates (see school report policy). The results of any standardised tests administered by the school must be included on the report template (Data Protection Act 1998 and 2003). End of year reports are issued to parents in sufficient time before the closure of the school for the summer vacation to allow parents a reasonable opportunity to seek meeting with the teachers/principal to discuss the report if necessary. The school provides a link to the NCCA explanatory leaflet when issuing reports (Copy attached at Appendix E or see www.ncca.ie) and an accompanying letter of explanation of school policy (See note for parents on standardised testing at Appendix B ). A hard copy is given to all parents when their child starts in the school.
Here in RMDS, the test scores are given to parents as a STen (Standard ten score). STen scores go from 1to 10. If a child’s score is 5-6, you will know that their test performance is average – about one third of children in Ireland have test scores in that band. A STen of four is below average. About one sixth of comparable children have scores in this band A STen of seven is above average and 8-10 ‘well above average – about one sixth of comparable children have scores in each of these bands. A STen score of 1, 2, or 3 suggests that a child may have difficulties in English reading or maths. About one sixth of children of comparable age share this score. In such cases, following class screening, individual assessment of literacy and numeracy by the learning support teacher, as well as consultation with parents, is carried out to determine next steps, including whether a child might benefit from supplementary teaching.
In all cases where results are significantly different to that anticipated or are at variance with previous standardised test scores or other assessment methods, a face to face meeting with the parents to discuss next steps will be set up before summer. Such children are also prioritised for re-testing following the summer break.
Reporting to children
The aim of all feedback should be to empower children and to encourage them to learn and to be in tune with their learning style. Teachers give appropriate feedback on assessment to pupils on an ongoing and informal basis. We do not feel that sharing test scores of standard tests is useful for children. However an explanation of where they did well and where they made errors may be useful. This decision will be made by the class teacher in consultation with the SEN team and the principal. With regard to advising parents on this issue, the NCCA recommends that parents know their own children best. Where scores are low, the advice is that it may be helpful to talk to the child about this and to help them to see additional help in a positive way. .
Reporting at school level
The class teacher maintains an assessment file which contains any screening test scores for the class, class records from the previous teacher, such as reading records, core curriculum copies, notes from handover meetings etc as well as information from the SEN team or the principal regarding individual pupils. Standardised test scores and screening test outcomes and any other key information including work samples, are placed in the pupil’s report file.
The SEN team keep detailed records regarding pupils, with whom they are working, including IEPs.
The principal maintains a whole school assessment profile. This is used to track the general achievement of all students, to identify patterns over time and to track the achievements of particular students, for example students who have attended learning support or particular groups within classes. In this way assessment can be used to identify priorities for development, for example, changes to teaching approaches, the need for staff training or the acquisition of resources. These are then incorporated into the school development plan as areas for improvement.
In order to do this, the member of the SEN team with responsibility for collating the test scores each year meets with the principal in the first instance to begin to analyse the scores. Test scores are used to plan interventions as well as to assess progress. Consultation with class teachers and parent(s)/guardian(s) and, where appropriate, pupils, take place as part of this process. Out of this a ‘watch list’ for the coming year is compiled. This is further refined each September and again the following January. The ‘watch list’ is available in the Principal’s assessment file.
Reporting to the Board of Management.
At the June meeting, the principal reports to the Board of Management the aggregated data from standard tests. This is an opportunity for the principal to advise the Board on any particular measures that should be implemented in the school in order to support the staff to maximise positive learning outcomes for all pupils. Since June 2013, as part of the School Self Evaluation process, aggregated results are reported to parents and to the school community following this meeting.
Reporting to the DES
The school reports aggregated results to the DES in line with the guidelines issued by the DES.
Reporting individual scores to other schools.
From June 2012, the principal must send a copy of the end of year report card (including standardised test scores) to the primary or second level school to which a student transfers. This must be done on request and following confirmation that the child has been enrolled in the relevant school.

Recording of test scores and management of records
The results of standardised assessment must be carefully maintained in the school in order that they are available to the DES for inspection. An assessment file for this purpose is kept in the principal’s office. Each teacher also maintains an assessment file with their planning notes. All standardised test scores are entered on the school’s Aladdin data base. The school maintains an individual report file for each pupil, which is held securely in a file cabinet. Individual pupil scores are also written into this file. Staff work in partnership at all times to share relevant information about children. For example, there is an end of year handover meeting with the previous year’s teacher and a handover meeting during the first weeks of each new school year to facilitate this process.
See data protection and record keeping policy.
DES policy (Circular 0138/2006) also states that:
• Score sheets should be kept until the child is 21 years old
• Children (over 18) and parent(s)/guardian(s) are entitled to their own child’s scores.
• Two copies of scores must be kept i.e. hard and soft or two soft copies.
• The test booklet should be kept for the year in which it was carried out.

How do we know if this policy is successful?
• Early identification and intervention is achieved
• Clarity around the procedures involved in the staged approach as advised in Circualr 02/05.
• Procedures, roles and responsibilities are clear
• The SEN team have clearly defined roles and objectives and lines of communication with the class teachers, parents and principal.
• Information is properly transferred between teachers.
• Analysis of individual scores indicates that pupils over the course of primary school are maintaining or improving their scoring pattern in line with their ability.
• Analysis of aggregated scores indicates that classes are maintaining / improving their scoring patterns each year and year on year.
• Parents express satisfaction that their child is achieving success and making progress.
• Procedures for standardised testing, correction and analysis of results are being followed.

Review
This policy will be regularly reviewed as appropriate.
Reference materials
DES circular 02/05 re the staged approach
DES Circular 0138/2006 re Standardised Testing
DES Circular 56/2011 Initial Steps in the Implementation of the National Literacy and Numeracy Strategy
DES Circular 66/2011 Initial Steps in the Implementation of the National Literacy and Numeracy Strategy
Circular 0018/2012,
Assessment in the Primary School Curriculum- Guidelines for Teachers (NCCA 2007)

Ratification
This policy was ratified by the Board of Management at its meeting of 7th April 2014
Signed:
Principal Joan Whelan
Chairperson Colm Healy