Purpose: Assessment is an integral part of our learning and teaching.

Guiding Principle: Assessment is an integral part of the teaching and learning

process. Its purpose is to inform students regarding their learning progress
and teachers regarding ways to adjust the curriculum and instruction to
respond effectively to the learning needs of students.
Purpose: Assessment is an integral part of our learning and teaching. It facilitates the daily ongoing
review of individual progress and impacts on planning and target-setting for each child. In each
phase of the school, students will have personal learning targets based on assessment outcomes.
Our students contribute to self- and peer-assessment to enable them to develop critical personal
evaluation skills and so become successful and increasingly independent learners.

We recognize that each child is individual and, therefore, in EYFS specifically, a baseline assessment
is carried out to determine what skills and knowledge each child brings to school upon entry. This
allows our teachers to then plan accurately for next steps in learning to ensure each child
experiences an appropriate curriculum. Each child is then continually assessed and their learning and
developmental successes tracked and monitored.

Throughout the primary phase, we assess the core subjects formally each term and carefully track
individual attainment against curricular targets. We also benchmark each year using external,
standardized tests for these core subjects. National Curriculum levels are determined by these
assessments alongside teachers’ observations to ensure the most accurate judgment of each child’s
attainment is communicated to parents in the end-of-year school report.

In the secondary, baseline assessment at an entry to Year 7 will again be implemented to inform the
accurate planning of next steps. Regular formative and summative assessments in each subject will
be used to track and monitor progress and to set aspirational targets for each student.

End of Year assessments will facilitate comparisons with the baseline to measure progress. End of
Key Stage assessments will also support progress analysis. There will be formal tracking and
monitoring throughout the secondary phase by class teachers, heads of department and senior staff
to identify individual progress and key trends.

At each point of transition, there will be close staff liaison to ensure teachers in the next phase have
a comprehensive personal and the academic profile of each student.

Purposes of assessment

Teaching and learning

The primary purpose of assessment is to improve students’ learning and teachers’ teaching as both
respond to the information it provides. Assessment for learning is an ongoing process that arises out
of the interaction between teaching and learning.

What makes assessment for learning effective is how well the information is used.

System improvement

Assessment can do more than simply diagnose and identify students’ learning needs; it can be used
to assist improvements across the education system in a cycle of continuous improvement:
Students and teachers can use the information gained from assessment to determine their next
teaching and learning steps.

Parents, families and whānau can be kept informed of next plans for teaching and learning and the
progress being made, so they can play an active role in their children’s learning.

School leaders can use the information for school-wide planning, to support their teachers and
determine professional development needs.

Communities and Boards of Trustees can use assessment information to assist their governance role
and their decisions about staffing and resourcing.

The Education Review Office can use assessment information to inform their advice for school
improvement.

The Ministry of Education can use assessment information to undertake policy review and
development at a national level, so that government funding and policy intervention is targeted
appropriately to support improved student outcomes.

significance of the assessment(Importance Of Assessment)

The simple process of observing and measuring learning is termed as assessment.
Assessments are tests conducted in any subject, including specific curriculum subjects like
social science or chemistry, or more detailed global skills like writing abilities used in several
areas of learning. Assessments are carried on at all stages of learning, right from primary
school to senior secondary school to universities to organizations. Wondering why
assessments are important given the fact that they are taken at every stage of life? There
are two major purposes listed for the significance of assessment—to provide more effective
instruction and to evaluate achievement or learning.
Assessment is a key component of learning because it helps students learn. When
students are able to see how they are doing in a class, they are able to determine whether
or not they understand course material. Assessment can also help motivate students. ...
Just as assessment helps students, assessment helps teachers.
Find out more useful purposes that assessments serve in various fields. Read on.

Diagnostic Feedback
By examining a student at the basic level, teachers are able to evaluate the student’s
knowledge base and his performance base. By assessing him on certain parameters, the
teachers can in a better way understand what the needs of the student are, given his
performance in the assessment. Furthermore, what more and new has to be taught to the
student can be noted down after assessing the student.

Evaluates Progress
After educating the students a certain portion of the curriculum or course, taking the
assessment helps teachers to judge how well the children have understood the lessons
delivered. Also, including some applied questions gives a clear picture of true understanding
of the subjects so taught. Are the students able to memorize the new knowledge that they
have just gained? Can they demonstrate and use the new skills in other assignments and
projects as well? Furthermore, with the kind of grades and marks the students achieve,
teachers can analyze whether their teaching methods or approaches are effective or not.
Any changes or modifications in the lessons or approaching methods can be made to help
the students with a more comfortable teaching technique.

Motivates Students
By writing assessments and coming out with flying colors, students are in a better position
to proudly declare that they have successfully understood the subjects and lessons taught
so far. These assessments enable them to see where they stand among the rest of the class,
in terms of learning. In case of poor grades, assessments serve as a motivational tool to
work hard and take the lessons more seriously, in order to achieve better results.

Motivates Teachers
By going through the performances of the students, teachers can easily analyze their
success in embedding the knowledge within students. While good performers can be set
aside for the time being, poor students should be given more attention to help them
improve and match the good performers. Also, it motivates the teachers to come up with
new inspiring and creative techniques for helping the students proceed in a more enhanced
direction.

Allocates School Resources

Assessments help in directing the school officials to allocate their educational resources in
the best possible manner. For example, students who are not delivering constant good
performances, can be asked to stay back to attend an after-school program where they can
be given the requisite attention. Teachers, herein, can focus on their weaknesses and offer
bonuses to help them perform better academically.

Cumulative Record Card (assessments)

After reading this article you will learn about:- 1. Meaning of Cumulative Record Card 2.
Characteristics of Cumulative Record Card 3. Items 4. Types 5. Uses 6. Limitation.
1. Meaning of Cumulative Record Card:
The cumulative record card is a valuable technique prepared by teachers in the school for
the purpose of collection of data about the students as a result of which the teachers and
guidance workers become able to offer required guidance service to the students for their
prosperity and development.
As a most useful and essential technique of data collection, the cumulative record can be
described as a “method for recording, filling and using information essential to the guidance
of students those who are in the school. There are certain definitions which are given below
to make clear the meaning of cumulative record card.”
Bonney and Hampleman:
“Cumulative records consist of all data about an individual pupil which a school con-siders
important enough to collect and record, usually in some organised way, for safe keeping
from year to year.”
2. Characteristics of Cumulative Record Card:
After analysing the above definitions certain following char-acteristics of cumulative record
card have been found:
(i) The cumulative record is an useful and permanent record which includes various
information’s about the student.
(ii) It is an up-to-date record which is maintained by teachers including the latest
information’s about student.
(iii) It is a complete record which includes student’s educational progress covering student’s
past achievement and present educational standard.
(iv) It is a comprehensive record as it embodies all the information’s about the students
such as attendance, health, test, co-curricular activities, psychological data and educational
data etc.
(v) It can be called as continuous record as it includes data about the student even starting
from kindergarten level to the end of school education.
(vi) It invites data about the students which should be valid, authentic, reliable, objective,
usable and pertinent in nature.
(vii) A separate file is maintained in case of confidential information collected about the
students.
(viii) The needed information may be given but not the card itself if in certain cases any
information is required by concerned guidance personnel or well wishers of student for the
purpose of his development.
(ix) The cumulative record can be recognized as Cumulative Record Folder (CRF) if the
cumulative record is kept together in a folder.
(x) If the cumulative record is kept properly in an envelope, it can be called and recognized
as Cumulative Record Envelope (CRE).
(xi) The cumulative record can be called as Cumulative Record Card (CRC) if the cumulative
record is kept in a card.
(xii) The pages of cumulative record is not open for all and it is confidential. But in certain
specific cases it may be disclosed.
(xiii) It is transferable from one school to another with students.
3. Items Included in a Cumulative Record:
Now question arises in the mind about the items included in a cumulative record. To answer
the said questions the National Committee on Cumulative Record Cards (U.S.A.) has
suggested that the following items should be included in a cumulative record after
consulting the results of a National Survey made by the U.S. Office of Education.
Personal:
Name:
Date of birth:
Evidence of birth:
Place of birth:
Sex:
Colour of race:
Residence of pupil and/or parents.
Home and Community:
Names of parents or guardians:
Occupation of parents or guardians:
Are parents alive or deceased:
Rating of the home environment and/or economic status:______________________
With whom does pupil live:
Birth place of parents:
Language spoken in home:
Material status:
Number of siblings, older and younger:
Scholarships:
School marks by years and subject
Special reports of failure
Record of reading
Rank in graduating class (with number in class)____________________________
Test Scores and Ratings:
General intelligence test scores
Achievement test scores
Other test scores
Personality ratings.
School Attendance:
Days present or absent each year
Records of schools ended, with dates
Health:(The following types of items are desirable if a school has a health programme in
which physicians and nurses are apart)
Complete health record to be filled in by physician nurse.
Record of physical disabilities
Vaccination record
Disease census
Anecdotal Records:(If an anecdotal record system is to be used, a special form should be
developed. Anecdotal records may be kept easily if filed in a folding type of cumulative
record or field where records are kept in envelopes).
Miscellaneous:
Employment record during school years
Vocational plans
Counsellor’s notes
Extra Curricular activities
Follow-up-record after leaving school
Space for notions by teachers and others.
Above all it can be concluded that the cumulative record is such a record which includes
entire history or record about the students regarding data related to identification, home
and com-munity, scholarship, achievement, test scores and ratings, health, anecdotal
record, vocational data, remark of teachers, headmasters and follow-up-record etc.
Thus a careful attention should be paid to collect the necessary information in the
cumulative record as a result of which necessary guidance service can be provided to the
students easily and smoothly.
In the context of collection of data, various techniques, like tests, check lists,
autobiographies, questionnaires and anecdotal records may be employed by the teachers
and guidance workers.
4. Types of Cumulative Record Card:
Cumulative record card is commonly classified the following three principal types:
1. The Card Type:
The card type of cumulative record was prepared and developed by the Educational Records
Bureau of U.S.A. This card is 9 x 11½” in size. In case of need of more cards, the
supplementary cards’ of same size are attached with it. Certain items concerning to
identification of students should be recorded. Other necessary information’s regarding
student’s family standards, his interest for certain activities, data regarding leisure time
utilization and participation in different co-curricular activities etc. should be recorded.
These items pertaining various information of students are printed on this card. On this back
of the card space should be provided for recording certain data like scholarship and
achievement of student. The subjects offered by the student and its marks obtained should
be noted in the half of the space is given to a table. The other half of the space on the back
side of card is utilized for recording achieve-ment test data.
2. The Booklet Type:
The booklet type of cumulative is special book type of record which is usually 8½ x 11″ in
size and it has 47 pages in it. It is maintained jointly by teachers, parents, head masters and
pupils. But the major part of the information is recorded by students regarding himself.
There are usually seven sections in the booklet type of cumulative record which are as
follows:
Sec. 1:Information regarding to the various types of educational experiences and social
participations by a pupil is recorded.
Sec. 2:School record of a student is correctly noted.
Sec. 3:The scores on standardized tests are included.
Sec. 4:In this section a student should describe himself his behaviour with the help of self
descriptive inventory.
Sec. 5:Information’s regarding home and community is included in it.
Sec. 6:Information pertaining to a student’s reading is noted.
Sec. 7:Comments by parents, teachers, pupil himself on the basis of different observation
done in different times
However this booklet type of cumulative has gained a lot of popularity so far its uses are
concerned
3. The Folder Type:
The folder type of cumulative record is very popular and it contains the aforesaid items. The
California Cumulative Guidance Record has gained more popularity in U.S.A. This folder
record contains basic record folder and three or more supplementary folder according to
the need. The basic record folder is “9 x 12” in size. It is divided into four parts namely
identification, home environment, personality development and social experiences.
Another three supplementary folder is used as follows:
(i) In Basic Supplement One Folder, data regarding to health and physical development are
noted and the results are summarized.
(ii) In Basic Supplement Two Folder, data concerning school experiences and academic
attainments are detailed.
(iii) In Basic Supplement Three Folder, information pertaining to adjustment, study habits,
future plans etc. are recorded
5. Uses of Cumulative Record Card:
The uses of cumulative record card are as follows:
(i) The CRC is useful for guidance worker and counsellor as it provides a comprehensive,
objective picture about the student including his strength and weaknesses.
(ii) The CRC is useful for guidance counsellor to help pupil in educational achievement,
vocational choice and personal progress so far adjustment is concerned.
(iii) The CRC is useful for headmaster/principal to ascertain the pupil’s performances in
different subjects and his limitations.
(iv) The CRC is useful for parents to provide special privileges to make up the deficiencies
what lie in case of his child.
(v) The CRC is useful for teachers to know the students and his progress and weaknesses at a
glance.
(vi) The CRC does not give chance for overlapping of data collected by different teachers
about the students.
(vii) The CRC is useful in making case study about the students.
(viii) The CRC is useful for the students for the vocational purposes.
6. Limitations of Cumulative Record Card:
The limitations of cumulative record card are as follows:
(i) The entire data is of little use if they are not collected properly objectively and accurately.
(ii) The purpose of CRC is not served if it is not maintained secretly and confidentially.
(iii) Sometimes the information’s and its interpretations of CRC becomes confusing as the
information’s are collected by different teachers.
(iv) The CRC needs much money to come to light which is not possible in the part of school
to spend on this head.
(v) The maintenance of CRC is a hard some job like clerical work in the part of teachers.
(vi) It is a lengthy process which needs much time to be worked out.