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Assessing Pupils’ Progress

Effective One to One tuition relies upon accurate teacher assessment, not only in terms of levelling, but also in identifying possible gaps in learning.  The use of the Assessing Pupils’ Progress (APP) approach to assessment should allow detailed assessment information to be exchanged between the class teacher and tutor.

Close liaison between the class teacher and tutor should ensure that a time consuming initial assessment by the tutor should not be required.  Schools should consider the most effective way of sharing assessment information between class teacher and tutor.  During the tuition period close liaison should continue so that assessment information from the tuition session can be passed to the class teacher.  This will allow the class teacher to use this information to strengthen their APP records.

Background to Assessing Pupils’ Progress

Assessing Pupils’ Progress is a structured approach to in-school assessment which:

  • enables teachers to make judgments about their pupils’ attainment, keyed into national standards
  • develops and refines teachers’ understanding of progression in their subject
  • provides diagnostic information about the strengths and weaknesses of individual pupils and groups of pupils
  • enables teachers to track pupils’ progress over time
  • informs curriculum planning
  • facilitates the setting of meaningful curricular targets that can be shared with pupils and parents
  • promotes teaching that is matched to pupils’ needs
  • supports the transfer of meaningful information at key transitional points, e.g. from Key Stage 2 to Key Stage 3
  • is not a 'bolt-on' to existing arrangements. APP is all you need.

By assessing pupils’ work against the assessment criteria teachers will be able to establish a profile of learning for each pupil. This also enables teachers to track their progress over time.

Key Points

Teachers are reviewing rather than assessing the work for the first time. Since they have already marked and responded to their pupils’ work, the opportunity to step back at regular intervals enables them to take a broader view of their pupils’ achievements over the whole subject and over a period of time.

Teachers who have been using APP for more than a year report that the process very quickly becomes easier and less time-consuming as they become familiar with the assessment criteria.

What Helps?

Using a separate Assessment Guidelines sheet will allow teachers to track individuals' progress over time.

Highlighting the criteria pupils have met across a range of evidence provides a visual picture of their strengths as well as gaps in their learning. It's also a useful basis for a conversation with pupils and their parents or carers.

Opportunities to collaborate with colleagues in order to agree what constitutes 'success' for the various assessment criteria can provide a rich source of professional development.

Further Information & Guidance

Further information and guidance on Assessing Pupil Progress can be found at: