Involvement in assessment

At the start of the year, Sue, who is the subject leader for literacy, will ensure that all members of staff in her primary school understand the requirements of the curriculum and that individual learners' needs are mapped against them. She will set assessment procedures and their requirements so that everyone is aware of what is required and when this must happen.

She will check that individual teachers' assessment plans are valid and that they match the assessment requirements.

Sue will also check that all of the staff are familiar with the requirements of Assessment for Learning and induct any new members of staff into the school's assessment policy and procedures.

Everyone will be aware of what the learning outcomes and the success criteria are for each learner.

Sue will already have ordered materials and organised in-class support, so that individuals have the appropriate resources to carry out their roles. She will organise a planning meeting so that everyone is aware of what is needed.

During the first term, she will monitor the progress of a sample of learners from each class in order to check that the school's agreed procedures are being followed.

She will use this monitoring sample to check against the agreed success criteria and ensure that the targets are being met. This information will also be used to ensure that data recording the pupils' progress is being used in line with the school procedures.

The materials that Sue has collected will enable her to give feedback to all staff individually. She will use the sample materials to help the staff collate effective evidence that learners are making progress. She will also ensure that the assessment evidence collected is valid for each learner.

Sue will be in a position to suggest appropriate goals for each member of staff as well as learners, based on this evidence. She will also suggest ways in which learners can be encouraged to adopt the appropriate goals by indicating ways in which the information can be presented to each learner.

If the monitoring process has highlighted individual difficulties or barriers to learning that had not been predicted, she will arrange remedial help or extra support for the teacher and learner. There will now be robust data to inform others of what is happening and the progress each individual has made against the original targets.

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