Assessment & Reporting

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Assessment and Reporting Overview

 

How do we record and measure progress?

Learning Priorities

We value the individual progress made by each student; therefore, we do not set targets that compare the progress of individuals. Students have targets in each of the core areas (My Communication, My Thinking and Problem Solving, My Independence and Life Skills, My Wellbeing, Enrichment). Person-centred learning priorities are aspirational targets that are set following robust conversations between the class teacher, parent and informed by the input of relevant professionals. All targets are agreed by the Head of School in progress monitoring meetings. People who know the students well and understand their priorities are best placed to support the progress the child makes. We set targets that are aspirational, realistic and relevant. Outcomes are reviewed termly by the class teacher and a report is shared with parents. Regular information is provided for parents which enables them to support their child’s learning effectively. P. levels and N.C. levels are recorded where appropriate.

All outcomes are written following this structure:

  • Specifies a realistic timescale by which an outcome will be achieved. 
  • Specifies what the young person will be able to do, measurable through observation or assessment.
  • Specifies how the skills move the young person towards the life they want for themselves. What will this skill give the young person, or make possible in their future? What will it give the child? What will it make possible? What will it do?

For example: 

‘By (timescale and name of the young person) will be able to (the skill to be developed by the recommended provision) in order that (what the development of the skill would make possible for the child).’

Each learner has between 4-6 Learning Priorities at any one time. These are written to be achieved approximately within the time frame of one term. Learning Priorities are then tracked using a Mapping and Assessing Personal Progress (MAPP) tool, and the evidence which demonstrates this progress is stored within each learner’s ‘Learning Journey’.

Students are given an initial baseline score, by inserting a ‘b’ into the corresponding box for each area, and then as progress is made, numbers are typed into the corresponding box. This will then demonstrate the percentage of progress made, from the baseline, at the end of the row. When determining the score for evidence, we use the ‘Descriptors and Ratings Scale’ Guide below. This data will be saved on the Gibbon Information Management System.

The Assessment of Lateral Progress (ALP): Descriptors and Rating Scale

We cannot assume that our students will make linear (vertical) progress – that they will move on from one skill or concept to a more challenging or advanced skill in a linear fashion. 

We recognise that assessment approaches that capture lateral progress, improvements in students’ depth of understanding or in the range of contexts to which they can apply new skills and concepts will paint a fuller picture of the progress that our students make. The Assessment of Lateral Progress (ALP) is a feature of MAPP which provides a framework in which to demonstrate lateral progress. Through this, we are able to track lateral progress against personal learning intentions. This is an essential component of our assessment procedure.

We use a ten point rating scale for each of four aspects of skill development – independence, fluency, maintenance and generalisation. Each rating scale has descriptors which help ensure consistency in judgements.