Assessment in Writing
Day to Day assessment Strategies for primary english teachers
Guided Writing Group Record YR-Y6
This is intended to be used during guided writing. The record helps teachers to:
- Build on the learning of each group from previous guided sessions
- Plan group guided writing and communicate with teaching assistants.
- Assess using the Writing Assessment Levels which form the final page of each group reading record. These assessment criteria support summative assessment and can be used formatively to determine the curriculum target for the group.
- Set targets from the Writing End of Year Target Statements Organised by Year group These form the second page of the Record. The teacher can highlight strengths and weaknesses for the group and use them to determine the curriculum target.
End of Year Targets Organised by Area of Focus
This version may be useful for the teacher's planning file to clarify understanding of progression in each assessment focus and support differentiation.
Linking Assessment to Learning
The Process of Layering Curricular Targets for Writing
A useful summary of the target setting system.
A Possible Model for Assessing and Moderating Writing (Termly)
This guidance provides a detailed description of the process of assessing samples of writing to inform curriculum target setting. Headteachers, Literacy Coordinators and staff will also be anxious to ensure consistency in summative assessment. This advice will help teachers to increase their skills in assessing writing and using the knowledge of pupils' strengths and weaknesses to inform teaching. The process also provides a means of monitoring progress in writing. The guidance includes the following files:
- A useful Monitoring Writing Recording Grid
- PNS End of Term Target Statements for Writing
- Assessment criteria for assessing writing that includes the Writing Levels and the Torbay Literacy Folios for assessing specific genres of writing
Target Setting and Getting for the Class Teacher
Here is useful guidance on how to use curriculum targets in the classroom. It makes reference to the use of toolkits and marking ladders for assessing whether the curriculum targets have been achieved. Some examples are included under the sub-heading Feedback on Learning below.
More examples of whole school curriculum targets and child friendly versions
It is important that, having fed back on strengths and weaknesses identified through SATs analysis and teacher assessment, staff select whole school and class curriculum targets that reflect the needs of the children. However here are more examples to support the process.
Sentence structure and punctuation (Renewed Framework Strand 10):
- Whole School Targets - Sentence Structure and Punctuation
- Child Speak Version - Sentence construction and punctuation targets
- Whole School Curriculum Targets - Writing Process - Sentence Construction
- Child speak - Writing Process - Sentence Construction
- Whole school Curriculum Targets - Vary sentences for clarity purpose and effect
Select appropriate and effective vocabulary: (Renewed Framework Strand 8)
Assessment focus 7 (assessed as part of Composition and Effect)
- Whole school targets - Vocabulary to engage the reader
- Child speak version - Vocabulary to engage the reader
Composition and Effect (Renewed Framework Strand 8 Creating and shaping texts)
Assessment focus1: Write imaginative, interesting and thoughtful texts
- Whole School Curriculum Targets: Composition and Effect - Non Fiction AF1
- Child Speak Version: Composition and Effect - Non-fiction AF1
- Whole school curriculum target, Autumn 2006:
We are learning to tell and write interesting and imaginative stories. These whole school curriculum targets link story telling with writing. The work of Pie Corbett underpins the development in teaching and learning
- Sources for the Whole School Targets:
We are learning to tell and write interesting and imaginative stories.
Assessment focus 2: Produce texts which are appropriate to task, reader and purposes
- Whole school curriculum targets - Purpose and audience
- Child speak version for Y3-Y6 - Purpose and audience
- Key questions for Y3-Y6 to focus attention on Purpose and Audience
- Whole School Curriculum Targets - purpose and organisation of non-fiction texts
- Whole School Curriculum Target: Composition and Effect - Non-fiction AF2
- Child Speak Version: Composition and Effect - Non-fiction AF2
Feedback on Learning - Oral and Written
It is important that feedback on learning closes the gap between current performance and children's potential. Here are some key points followed by examples of Writer's Toolkits (Success criteria) and Marking Ladders.
Marking Ladders can be a useful aid for peer self assessment and help children to determine how well they have achieved their curriculum targets.
Here is an example that links with sentence structure and punctuation curriculum targets.
QCA have produced a document on:
Whole school agreement on the use of codes in marking can aid consistency and encourage pupils to improve their work.
This questionnaire will help teachers to assess pupils' attitudes to writing. It is intended to be used at the beginning and end of a year.
Involving Parents and Carers in AfL
A leaflet that provides guidance on how parents and carers can support their child in achieving their curriculum targets.
Here is an example that focuses on sentence structure and punctuation.
Leaflet for parents
This guidance will support parents and carers in helping their children to achieve curriculum targets on how to make their writing more interesting. (Composition and Effect or Renewed Framework Strand 8 Creating and Shaping Texts)
Making Writing Interesting