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Assessment Principles and Framework

“Great assessment is not a single thing.
It is a collection of tools brought together in a toolkit,
and used artfully by teachers.
Great assessment is the servant of learning,
not its master.” Prof Stuart Kime

We believe that all pupils should have the very best education we can provide so that they are empowered to learn and achieve. High quality assessment is at the heart of the curriculum and pedagogy in our schools. Assessment is a vital element of the learning process because it enables teachers to check whether pupils understand and remember the content they have been taught.

We have set out a Trust framework that aligns the work of the schools and ensures a consistent approach to providing accurate and robust assessments of all pupils.

Formative assessment is at the heart of high-quality responsive teaching in all of our schools across the Trust and as such is core feature of the Trust Teaching & Learning Model. Whilst formative assessment can take many forms and the specific techniques utilised may vary from school to school, there is shared understanding and common principles which underpin it.

Formative assessment is diagnostic, insightful and productive: it provides an insight into pupils’ thinking, knowledge, learning and informs useful next steps. The best formative assessment is immediate; it provides granular, tailored and actionable feedback and requires a response from pupils.

Rather than being immediate, summative assessment provides a delayed response. It tells us how well pupils are doing and whether or not pupils are progressing in the way that should be – it is evaluative. It enables powerful comparison of results across schools, for example identifying common curriculum gaps or misconceptions, leading to targeted, collaborative work or sharing of best practice to support the teaching of these aspects.

Our Trust ‘Assessment Principles and Framework’, document sets out these principles in more detail and links to the Trust’s Assessment Schedule.