Assessing and tracking pupils' progress
How can we assess and track pupils' progress? We link to systems developed to help schools assess and monitor pupils' progress. We also relay advice from one of our associate education experts on developing term-specific assessment criteria to assess progress over time.
Assessment approach: age-related expectationsHow does an assessment system based on age-related expectations work? Get to grips with the key principles, and find out how 3 primary schools and a secondary school use the age-related expectations assessment approach.
Assessment approach: steps/laddersHow does a steps-based assessment system work? We pick out the key principles of the step or ladders-based assessment approach. We also feature case studies from a multi-academy trust and a primary school that use steps or ladders in their internal assessment systems.
Assessment in an outstanding primary schoolThis Showcase presents a case study on how Yerbury Primary School developed its assessment system. You will find information on how the system works, judgements are moderated, and progress is tracked.
Assessment in PRUs and hospital schoolsHow can PRUs and hospital schools assess pupils? Four of our associate experts explain how PRUs and hospital schools might assess pupils. You will also find case studies from two PRUs, and policies from PRUs and hospital schools outlining their assessment strategies.
Definitions: 'moderation' and 'standardisation'What is the difference between 'moderation' and 'standardisation'? This article sets out definitions of 'moderation' and 'standardisation' in a primary context from a local authority and a primary school. It also looks at related guidance in a secondary context.
Developing a consistent assessment systemHow can we create a consistent whole-school assessment system? We sets out guidance and expert advice on establishing principles of assessment and monitoring assessment across a school. It also cites advice from primary and secondary school leaders, who explain how their schools meet this challenge.
Effective feedback for pupils: techniques and policiesWhat techniques can schools use for giving effective feedback? We look at guidance on the principles of effective feedback and strategies for giving effective feedback. We also link to our articles featuring marking and feedback policies from primary, secondary and special schools.
Effective marking: research and guidanceEffective marking can benefit your pupils and improve staff workload. Read on for research from the DfE and EEF and guidance from one of our experts on how to get it right.
Effective questioning techniques What does effective questioning look like? We relay advice from a teaching school on effective questioning, and we include information on the 'skilful questioning' module from The Key’s CPD Toolkit. We also look at examples of questioning strategies.
How should heads of year use pupil progress data? What should heads of year do with pupil progress data? We relay advice from two of our associate education experts on what information heads of year should look for, and what questions to ask. We also relay examples of school assessment policies which specify responsibilities of heads of year.
How to identify your high and low-ability pupilsKnow how to identify your high and low-ability pupils so you can make sure your curriculum meets the needs of all learners. Find out how to assess pupils in both core and foundation subjects, and what to tell Ofsted inspectors about your chosen method.
Pupil progress meetings: how to run themGet guidance on how to run pupil progress meetings, including who to invite and how often to have them. Download our templates to help teachers prepare evidence for a meeting.
What does 'mastery' mean?What does ‘mastery’ in assessment mean? We refer to a Department for Education report that looks at ‘mastery’ in assessment, and an analysis of the ‘mastery learning’ approach by the Education Endowment Foundation. We also look at how schools explain what ‘mastery’ means for them.