Progress and Assessment

Introduction

The progress of learners along a learning continuum is a core part of Curriculum for Wales, and here in Dyffryn Ogwen it is at the core of all our daily decision making and action. In essence, we believe in the importance of assessment to enable each individual learner to progress at an appropriate pace, ensuring that they are supported and challenged accordingly. In summary, we use assessment here in Dyffryn Ogwen to build a full picture of the learner – their strengths, the ways in which they learn, and their areas to develop – to inform and support the next stages of learning and teaching.

3 Purposes of Assessment

Continuously supporting individual learners on a day-to-day basis

Our belief here at Dyffryn Ogwen is that assessment focuses on identifying each individual learner's strengths, achievements, areas for development and, where applicable, barriers to learning. We use this understanding, in discussion with our learner, to determine the next steps needed to develop the learning, including any additional challenges and support needed. We achieve this through our day-to-day assessment arrangements in a way that engages the learner and as a part of the daily learning that takes place. As a result, this assessment is an ongoing process at class floor level.

Identify, record and reflect on the progress of individual learners over time

An overview of progress made by individual learners, a record of this where appropriate, to understand the learner's journey over different periods of time and in a variety of ways. This includes gaining an understanding of how each learner has learned, as well as what they have learned and can demonstrate. We reflect on a learner's progress over time and offer feedback that helps plan their future learning, including any interventions, additional support or challenge that may be needed. This is the basis of the information we use in order to communicate with parents and carers, namely 'Summative Assessments' or 'Full Report'.

Understanding group progress to reflect on practices

It is essential for us as a school to reflect on the progress of groups and cohorts of learners over time to understand the extent and in what ways different groups of learners are making appropriate progress. Information derived from assessing learner progress should be used to identify strengths and areas for improvement in the curriculum and in day-to-day practice, including considering how learners' needs as individuals have been met. This important focus provides a way for us as a school to ensure that our curriculum, and learning and teaching, helps improve the achievement of all pupils. This understanding can contribute to processes of self-evaluation and continuous improvement. Our use of summative assessments recommended from research strengthens our reflectivity and allows us to refine the adjust experiences according to the specific strengths of the cohort of learners.

Progression steps

The new continuum includes progression steps, which are broadly related reference points to expectations at ages 5, 8, 11, 14 and 16. These stages of progress are identified as a series of achievement outcomes, which are broad expectations of learning over periods of two to three years. They are not a list of specific content, rather reflecting the maturity of our learners and their ability to engage with diverse and wide-ranging challenges.

Reporting on progress in YDO

At Dyffryn Ogwen, we have set about developing a progress system that is based on curriculum for Wales principles. Our main focus is looking at the experiences of our learners and ensuring that they are making individual progress towards developing the 4 Purposes. However, we are also aware of the significant changes to the curricular regime. As a result we are keen to continue to note progress within the Areas of Learning and experience (AOLE's). This can be found within summarized and full reports during the year.

Assessment for learners aged between 14 and 16 including external qualifications

It is important to keep the focus of what is ahead of our learners when designing a curriculum, and due to the nature of our school our teachers are confident as up to date on the information regarding external exams at the end of year 11 as well as 6th form.

Nevertheless, qualifications in Wales are undergoing a period of significant change and as a result curricular provision will adapt over the next few years. Further information on the new qualifications will be available shortly following the end of the Qualifications Wales consultation, and shortly our response as a school to the curricular offering available to all our learners.

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