To cite: Goh, R. (2020, March 7). Guide to developing your school assessment policy. Retrieved from https://sites.google.com/view/assessment-literacy-for-all/Leadership

Key school policies

A school curriculum policy sets out the principles upon which the school’s curriculum has been constructed. It explains how the curriculum should progress vertically (from one grade level to the next), and horizontally (the requirements and choices for a particular grade year). The document might also exemplify the principles and approaches to teaching, learning and assessment. Or, these might be covered as separate policies that are cross-referenced with each other, such as the school assessment policy. The curriculum policy will also identify the outcomes expected for learners. It will be based upon the school’s vision and mission statements, and should clearly relate the curriculum that is offered to the school’s educational values.

Purpose of school assessment policy:

The purpose of a school assessment policy is to:

• provide information to students about expectations for assessment and their responsibilities, and

• include guidelines for teachers and information to all staff about expectations and their roles and responsibilities.

A good school assessment policy always values the active involvement of students in the assessment process, enabling them to better understand and monitor their own learning. There are always ample opportunities for both teachers and students to review assessment data together.

Policy areas to include:

A typical school assessment policy includes:

• a brief explanation of the purpose of assessment and uses of assessment

• a clear statement about what is valued in assessment – this should include reference to broader educational objectives, including the development of learner attributes

• Developing and administering school-based assessment: Grade-level assessment plans (plan the points and methods of assessment), assessment vetting processes, level marking standardization, responsibilities (who needs to do what)

• Expectations of student engagement in learning and assessment: what students should expect from assessment

• Gathering evidence of student learning: school requirements on work to be completed in class, submitting a draft, guidance on marking, guidance on portfolios of work

• Feedback: guidance on providing feedback to students

• Reporting: guidance on reporting, details of which assessment data will be shared with students and parents, in what format and how frequently.