Assessment at St John’s
Assessment of the children is a continuous process, this is called formative assessment and is ongoing, in a variety of forms, at St John’s.
We also use more formal summative assessments, (tests) to confirm our judgements.
There are a number of statutory assessments which all children have to take. These are set nationally and generally have to be taken at specific times.
We also use Cognitive Abilities Tests (CATs) to give us information about a child’s potential. See below for details about these assessments.
In-school Formative Assessment
Formative assessment is used to assess knowledge, skills and understanding, and to identify gaps and misconceptions. Learning can then be tailored to meet the needs of each child, no matter what their abilities. It enables teachers to provide appropriate support or extension. Pupils have regular opportunities to engage in formative assessment and demonstrate their learning in a variety of ways.
In-school Summative Assessment
In-school summative assessment provides information that can be used to monitor and support pupils’ progress, attainment and wider outcomes. These assessments provide pupils with information about how well they have learned and understood a topic. They also inform parents about achievement and progress.
Nationally Standardised Summative Assessment
These statutory assessments provide information about how pupils are performing in comparison to those nationally. Teachers, parents and the school leadership team will be able to compare how the school is performing against others both locally or nationally.
Year 1 Phonics Test (Summer Term)
Year 2 Phonics Test (Summer Term – only if standard not met in Year 1)
National Curriculum teacher assessments at the end of Key Stage 1
(First half of Summer Term)
National Curriculum tests at the end of Key Stage 2 (May – Dates set nationally) with on-going teacher assessment of writing.
Cognitive Abilities Tests (CATs)
These tests are taken by Year 4 and Year 5 at the beginning of the Spring Term. CAT4 is designed to give schools a much broader, more rounded view of each child, their potential and how they learn. Results help teachers decide about the pace of learning that is right for a student and whether additional support or challenge is needed.
Tasks involve thinking about shapes and patterns (Non-Verbal Reasoning), words (Verbal Reasoning), numbers (Quantitative Reasoning) and some questions are answered by mentally generating and transforming visual images (Spatial Ability).
CATs provide a robust, standardised measure of cognitive reasoning ability, without reference to curriculum-based material and regardless of previous achievements or first language. See attached document for an explanation of the data.