Assessment
The use of assessment to support learning
Ofsted inspectors evaluate:
- how well teaching promotes learning, progress and enjoyment for all pupils
- how well assessment is used to meet the needs of all pupils
Outline guidance
Inspectors consider the school’s monitoring information as well as their own observations.
Inspectors take account of the following:
- teachers and other adults have high expectations of all pupils and ensure that effective support is given to accelerate the progress of any pupil who is falling behind their peers
- the range of teaching styles and activities sustains pupils’ concentration, motivation and application
- subject knowledge is used to inspire pupils and build their understanding
- time is used effectively
- appropriate use of new technology maximises learning
- resources, including other adults, contribute to the quality of learning
- lesson planning is linked to a current assessment of pupils’ prior learning and is differentiated, so that it consolidates, builds upon and extends learning for all pupils
- teachers and adults ensure that pupils know how well they are doing and are provided with clear detailed steps for improvement
- effective questioning is used to gauge pupils’ understanding and reshape explanations and tasks where this is needed
- teachers and adults assess pupils’ progress accurately and are alert to pupils’ lack of understanding during the lesson so that they can move swiftly to put it right
The judgements about the quality of teaching and the use of assessment to support learning are made by using the same grade descriptors.
The quality of teaching and the use of assessment to support learning: grade descriptors
| Level | Description |
|---|---|
| (1) Outstanding | Teaching is at least good and much is outstanding, with the result that the pupils are making exceptional progress. It is highly effective in inspiring pupils and ensuring that they learn extremely well. Excellent subject knowledge is applied consistently to challenge and inspire pupils. Resources, including new technology, make a marked contribution to the quality of learning, as does the precisely targeted support provided by other adults. Teachers and other adults are acutely aware of their pupils’ capabilities and of their prior learning and understanding and plan very effectively to build on these. Marking and dialogue between teachers, other adults and pupils are consistently of a very high quality. Pupils understand in detail how to improve their work and are consistently supported in doing so. Teachers systematically and effectively check pupils’ understanding throughout lessons, anticipating where they may need to intervene and doing so with striking impact on the quality of learning. |
| (2)Good | The teaching is consistently effective in ensuring that pupils are motivated and engaged. The great majority of teaching is securing good progress and learning. Teachers generally have strong subject knowledge which enthuses and challenges most pupils and contributes to their good progress. Good and imaginative use is made of resources, including new technology to enhance learning. Other adults’ support is well focused and makes a significant contribution to the quality of learning. As a result of good assessment procedures, teachers and other adults plan well to meet the needs of all pupils. Pupils are provided with detailed feedback, both orally and through marking. They know how well they have done and can discuss what they need to do to sustain good progress. Teachers listen to, observe and question groups of pupils during lessons in order to reshape tasks and explanations to improve learning. |