Assessment for learning

Policies at Unity Girls High School are designed to support the ethos, aims and vision of the school. 

  1. Rationale 

By assessment for learning, we mean the formal and informal judgements made by teachers about the standard of pupils’ work, measured against nationally agreed criteria. Assessment can be formative, to inform teaching and learning, as well as summative, to award a level of attainment to a pupil. We believe that an assessment policy will enable us to assess pupils’ knowledge, aptitudes, understanding, skills and learning in a coherent and consistent way. This will inform students, parents, carers and teachers and facilitate higher achievement for all. Most importantly, it will support continuing and effective learning. 

This policy relates specifically to the summative assessment of learning. Our strategies to support formative assessment for learning are outlined in our Teaching for Learning policy and other guidance to teachers, particularly “How to teach a good lesson.” 

  1. Broad Goals 
  • The main purpose of this policy and associated documents is to enable us to:  
  • Raise expectations in teachers and pupils of what can be achieved, 
  • Meet statutory requirements, 
  • Inform planning and teaching so as to secure progression in learning, 
  • Provide meaningful feedback to pupils to support their learning and raise attainment,  
  • Inform parents of their children’s progress and support a continuing partnership with them to maximise their children’s learning and achievement, 
  • Ensure consistent, regular and appropriate assessment practices across the school.  


Page Break2. Purposes of Assessment 

In order to decide what to assess, how to assess it and who is in the best position to carry it out, it is necessary to be clear about why assessment is thought to be important and what it is supposed to achieve.  

For teachers and the school as a whole, assessment … 

  • provides diagnostic feedback about how to improve curriculum planning and teaching, 
  • helps to identify the level of student achievement against national norms, enabling challenging expectations of future performance and facilitating appropriate guidance, 
  • contributes to the monitoring of standards and progress across the school and the evaluation of the effectiveness of teaching at individual, team and whole school levels, 
  • Provides important transfer information to assist in providing students and their parents with continuity and progression across different phases of learning. 

For students, assessment … 

  • supports learning because it provides them with feedback on their progress and assists in agreeing appropriate targets for further development, 
  • Results in formal accreditation to recognise achievement and provide access to future pathways of learning. 

For parents and carers, assessment … 

  • informs them of what their children are learning, 
  • informs them of how well their children are progressing with their learning, 
  • Supports a partnership and dialogue with the school about how best to support their child’s learning. 

Assessment, recording and reporting procedures in Unity Girls High School should: 

  1. A) Demonstrate rigour by…

1) Meeting statutory requirements, 

2) Linking judgements about achievement to evidence, 

3) Incorporating procedures for ensuring consistency in standards. 


  1. B) Be integrated into everyday teaching and learning by…

1) Providing accessible data to inform the planning of personalised learning, 

2) Providing data to support dialogues with pupils and parents to agree targets. 


  1. C) Be inclusive by…

1) Embracing the intellectual, social, emotional, spiritual, moral and physical development of the student, 

2) Being fair to all students whatever their race, gender, culture or religion, 

3) Respecting differences between students, 

4) Motivating and actively involving students. 


  1. D) Provide a basis for dialogue between teachers, students and parents by…

1) Identifying strengths, weaknesses and targets for development, 

2) Providing information in jargon-free natural language, not simply marks, grades, or numerical values, 

3) Being communicated to parents at regular intervals and readily available to parents at all times if requested. 


Pupil and Other Outcomes  

The pupil and other outcomes we expect from this policy are: 

  • to improve examination results as feedback becomes more regular and focused on improving learning, 
  • agreement on a minimum frequency of formal feedback to students on their progress with learning through reporting, academic mentoring and marking, 
  • regular (termly) reports to parents on their children’s progress with learning,  
  • a wider user base for assessment information management systems, thus giving teachers greater access to the analytical tools of the software, 
  • Page Breakprior attainment made available to teachers integrated with class register lists on a termly basis, 
  • parents who are well-informed about their children’s progress with learning and who are engaged in an on-going dialogue with their children’s teachers on how to best support their learning and achievement, 
  • Students and parents who are confident in their ability to make informed decisions about appropriate pathways for progression. 


Review of Policy 

This policy will be reviewed every year. 


Date Policy Approved: February 2017 


Signed by The Headteacher Nora Bashire


Next Review Date: February 2018