Journey To Excellence
Assessing the outcomes of learning
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'Telling us what we have to do, and why, at the beginning of a lesson makes it easier and I work quicker and better.' Secondary pupil
| A school is good to the extent that… | A school is excellent to the extent that… |
|---|---|
| Assessment of young people’s learning involves interactions between learners and teachers. It is based on questions which focus on key learning aims. | Assessment involves planned and high quality interactions with young people and is based on thoughtful and probing questions derived from the learning outcomes achieved to date. It invites pupils to think. |
| Young people know that their success will be based on achieving the outcomes of the course or programme. | Young people are clear about the kind and quality of work required to achieve success in the agreed outcomes. |
| Teachers provide regular written feedback on learners’ work, and have some discussion with them about the strengths of their work, their learning needs and their ways of learning. | Individual learners seek and receive timely feedback about the quality of their work. They actively engage in discussion with teachers about the strengths of their work, the steps they can take to improve it, their individual ways of learning and other approaches they might use. |
| Children assess their own work and are aware of their main strengths and weaknesses. They work with their peers and offer them helpful comments on progress. | Teachers enable children to develop the skills to evaluate their own and each other’s work against clear criteria. Learners have a very clear awareness of their own learning needs, how well they are progressing towards learning targets, the links with previous learning and any action they need to take to improve their work and inform their next steps. |