On 25.01.19 we had a training day which had a focus of summative and formative assessment. We started the day with ensuring we had an understanding of all of the terminology around assessment. This included PAG – Prior attainment group, summative – end of term data, scaled score – end of key stages. Going through this language helped my understanding of the difference between the terminology and achieved an understanding that different schools use different terminology to describe their assessments – TS2: Be aware of pupils’ capabilities and their prior knowledge, and plan teaching to build on these. This would allow me to make accurate assessment due to knowing the different meanings of them and their different benefits – TS6: Make accurate and productive use of assessment. The first half of the training day focused solely on summative assessment. This included looking and discussing a variety of different structured tracking systems that schools may use to help track their data and summative assessments. We also discussed specifically what groups were focused on in terms of summative assessment: SEND, PP, Gender, Looked after children, EAL, ethnic minority, More able – some of which I did not know was a focus before this training session and therefore knowing who were focused would help my understanding of summative assessment overall – TS6: Use relevant data to monitor progress, set targets, and plan subsequent lessons. Another area that was focused on was Statutory Expectations – TS6: Know and understand how to assess the relevant subject and curriculum areas; including statutory assessment requirements. This included statutory terminology and a main aspect I did not know beforehand was that when levelling children we should as teachers ‘ never go beyond the year group’ – TS2: Be accountable for pupils attainment, progress and outcomes. The second half of the training day focused on formative assessment. This also included statutory expectations for EYFS, KS1 and KS2 which included phonics screening check, end of key stage assessment in reading, writing, mathematics and science, Year 4 multiplication tables check and end of KS2 SATs –TS6: Know and understand how to assess the relevant subject and curriculum areas; including statutory assessment requirements. Although I am not in a year group now where I need to focus on these assessment – this information and discussion will help my knowledge for future practice. We also looked a documentation which revealed what is expected of children in terms of writing at the end of KS1 and end of KS2. Some of the information within this surprised me due to not knowing that children had to specifically achieve certain things such as ‘ maintain legibility in joined handwriting when writing at speed’. This information would help me to focus on certain things within lessons or with certain target children to ensure they were achieving these before the end of their key stage – TS2: Be accountable for pupils attainment, progress and outcomes. We compared what each key stage needed to achieve and discussed what aspects were in both of the criterias, this included children having to write narratives, in correct verb tenses, using a range of punctuation, spelling and presentation/handwriting – TS6: Know and understand how to assess the relevant subject and curriculum areas; including statutory assessment requirements. We were also asked to bring writing from our class with us including LA, MA and HA. Having this writing with us that we has taught helped us to compare this with this end of key stage success criteria and help me to identify what these three children needed to do in order to either achieve this ‘expected standard’ or progress to greater depth – TS2: Be aware of pupils’ capabilities and their prior knowledge, and plan teaching to build on these. One of the last documents we looked at were two different types of tables that could be used to track assessment. These were different templates but both would show who was on track in reading, writing and mathematics and who would need to be focused on to help them to progress to achieve this – TS6: Use relevant data to monitor progress, set targets, and plan subsequent lessons. Although the school I’m in use a system to sort their data – this could be another method I could personally use to help me to visually see who is on track and who needs targeting – TS6: Make accurate and productive use of assessment. This could help with own lesson plans and to see who is making progress over time – TS2: Be aware of pupils’ capabilities and their prior knowledge, and plan teaching to build on these. This has developed my confidence already in my understanding of summative and formative assessment. It has helped me to understand the variety of different structures I can use to track data and assessment and how no school will record it exactly the same – TS6: Make accurate and productive use of assessment. It revealed to me the importance of knowing where each child is specifically at in terms of assessment to understand if they have progressed and by how much and also what children need to be targeted due to them not progressing as much as they should be – TS2: Be aware of pupils’ capabilities and their prior knowledge, and plan teaching to build on these. Understanding this now will help me to plan my teaching to reflect these assessment of children in my class and ensure I am using strategies to help target these children to develop their progress – TS2: Promote good progress and outcomes by pupils. This training day greatly improved my knowledge of areas within assessment such as statutory requirements and what is expected – TS6: Know and understand how to assess the relevant subject and curriculum areas; including statutory assessment requirements. It has also develop my understanding of the key elements of assessment and the different forms that assessment come in, in terms of day – to- day, transition etc – TS6: Make accurate and productive use of assessment. Focused next steps to impact on your progress or the progress of the children in your care: Develop my own strategy for assessment for children in my class to see who needs targeted progress and in what area. Talk to my mentor more about data and assessment and how regularly this data is monitored/discussed. Become confident with the children’s assessment within the class and the class data to form more of a lead over this during the next pupil progress meeting. All Stories