Q26(a)

Make effective use of a range of assessment, monitoring and recording strategies. Download Q26(a) guidance (PDF)

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Teachers use a range of assessment, monitoring and recording strategies as an integral element of teaching in order to monitor learners’ progress, inform planning and teaching, and secure learning. They assess learners against national benchmarks using, as relevant, the early learning goals, national curriculum level descriptors, criteria from national qualifications, requirements of awarding bodies, national curriculum assessment frameworks, and objectives from the national strategies.

The accurate assessment of learning needs is based on evidence of past and current achievement, together with assessment data, including information from national assessments, that allow teachers to set specific and challenging learning objectives appropriate to the ages and abilities of learners. Providing learners with effective feedback is integral to teaching and can have a major impact on learning. Impact is maximised when learning objectives are clearly expressed and are understood by learners. Accurate feedback, given at the right time and in a constructive and positive way, helps learners to identify what they have or have not understood, and helps them to progress.

Teachers make good use of assessment for learning (AfL) strategies to improve their skills in providing effective feedback, to engage learners in dialogue about their progress, and to develop in learners an increased sense of control and ownership over their learning.

Footnote: Assessment for Learning (AfL) is the process of seeking and interpreting evidence for use by learners and their teachers to decide where the learners are in their learning, where they need to go and how best to get there.” (Assessment Reform Group 2002).