Eg. Self and peer assessment
Eg. Clear focus, questions, feedback
Balance of validity and reliability
Using a range of information
Whole school processes
Teachers base their summative judgements of pupils’ learning on a range of types of activity (ShU1)
i.e. not reliant on one snapshot to make overall judgement.
Teachers take part in moderation/discussion with each other of pupils’ work in order to align judgements (ShU2)
E.g. staff meeting discussions of science work.
Pupils are aware of the criteria by which their work over a period of time is judged (ShU4)
E.g. examples of what good science looks like are displayed.
A manageable system for record-keeping is in operation to track and report on pupils’ learning in science (ShU5)
E.g. annotated planning, end of topic grids, I cans.