Primary Context - Assessment

Assessment in Primary Schools

Assessment is “the process of gathering, recording, interpreting, using, and reporting information about a child’s progress and achievement in developing knowledge, skills and attitudes” (NCCA, 2007 page 7)

Assessment in the Primary School Curriculum: Guidelines for Schools (2007) describes a variety of assessment methods for gathering information about children’s learning and assists schools in developing and implementing an assessment policy.

Assessment is integral to all aspects of teaching and learning. It concerns daily interactions between teacher and child that include moment-by-moment conversations, observations and actions. By using a combination of methods over time, the teacher gathers evidence of children’s progress and achievement. Based on this evidence, he/she can make important decisions about the teaching and learning process and plan how future learning can be supported most effectively.

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Classroom Assessment Methods

Eight assessment methods are outlined along a Continuum which is presented on page 13 of Assessment in the Primary School Curriculum: Guidelines for schools (2007), and further details on these methods of assessment which are described below can be found on pages 14-65. Each method can inform assessment of learning (AoL) and assessment for learning (AfL) and all have the potential to enhance children’s learning.

Self-assessment: Enables the child to reflect on his/ her own learning and identify aspects that are good and that could be improved. Examples include whole class discussions, rubrics, KWL grids, traffic lights, two stars and a wish and checklists.
Conferencing: Provides opportunities to share information and understanding of the child’s learning. Examples include teacher-child conferencing and peer conferencing.
Portfolio Assessment: A collection of the child’s work. Examples include samples of children’s work, projects, e-portfolios/ digital portfolios.
Concept Mapping: A picture summary of a child's understanding. Examples include graphic organisers and concept maps.

Questioning: Underpins all classroom assessment. Bloom's Taxonomy provides information on types of questions that can be used for assessment (pp. 86/87).
Teacher Observation: Can be spontaneous or planned with a child or group of children and involves noticing, recognising and responding.
Teacher-designed tests and tasks: Written/oral assessments, practical assignments.
Standardised tests: Click the button below for information on standardised tests.

Standardised Tests Information

Assessment for Children with Special Educational Needs:

It is important that the assessment methods identified on the continuum are adapted to suit the child’s age, developmental stage, ability and profile. In the case of children with complex needs, the teacher may need to explore ways of recognising progress that may involve placing a greater value on how the child experiences and responds to an activity, or what the child can almost do in their journey towards the next steps in learning. This may involve an emphasis on observation as an assessment method. Approaches to assessment that support such observation and can be adapted to use across the curriculum are outlined in the descriptive indicators in The Additional Support Pathways Primary Language Toolkit.

Approaches to Assessment

Sharing Assessment Information

Information regarding assessment is shared with a number of stakeholders which include teachers, support staff, parents/ guardians, school leaders, Board of Management, policymakers and most importantly the child. Feedback focused on the learning or task in hand, can help children identify and celebrate their progress and achievements, pinpoint challenges they experience, and decide what the next steps should be.

Recording and Reporting

At school level, the recording and reporting of assessment information, should be carried out within the agreed guidelines of the school policy, which reflects the school’s shared understanding of the purposes of holistic assessments. In doing so consider the following:

What is the purpose of this assessment?
Why am I recording this information?
How will feedback be provided to support the child’s language learning?
How will I use this information?

For information on reporting to parents and transfer of information to other schools click the button below.

Reporting and Transfer

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