School Improvement Plan – Assessment

Introduction

Summary of Main Strengths:

Teachers

  • We provide regular feedback, written or oral, to pupils on their progress.
  • The cover sheets which we use on formal exams provide good formative feedback.
  • We provide regular records of results.
  • We utilise differentiated testing.
  • We use the journal effectively as a means of communicating progress with parents.

 

Students

  • Good quality feedback from most teachers within the school regarding written exams.
  • The three sets of formal exams in the school year instead of the previous two.
  • Constructive feedback relating to homework by most teachers in the school.
  • Good spread of types and level of questioning by most teachers during class to involve all students.
  • The feedback sheet attached to all formal assessments provide relevant information which students can learn from.

 

WSE-MLL

  • The quality of teaching was good or very good in most lessons observed.
  • Classroom interactions were respectful and inclusive. Classroom management was very good in all lessons. Students’ efforts were regularly affirmed and teachers circulated to monitor progress during the majority of lessons.
  • There were very good examples of peer assessment and peer collaboration used to consolidate learning in a few lessons. This also facilitated students to review their own work. This practice is commendable and should be shared with the entire staff group.

 

 

Summary of main areas for improvement

Teachers

  • Student self-assessment
  • Practices relating to peer assessment.
  • Improve feedback levels on homework to include parental input.
  • Variety of assessment methods.
  • Increase student involvement in the assessment process by including them in areas such as planning and target setting.

 

Students

  • 28% of students feel that they rarely receive feedback on their homework.
  • 14% get feedback from their peers on a regular basis.
  • 45% of students feel that the success criteria for tasks is well explained by teachers.

 

WSE-MLL

  • Subject planning in the majority of subjects is in need of improvement.
  • Subject planning process should be utilised effectively as a vehicle to guide and improve teaching and learning across subjects and programmes and a whole-school assessment policy should be developed to guide developments in this area across all subjects and programmes.
  • Overall, monitoring of copies was inadequate with evidence of good formative feedback in only two classes. The current assessment practices need to be reviewed.
  • Homework review was a feature in less than half the lessons observed. The practice of reviewing homework soon after it has been assigned should be extended to all lessons as it reinforces in the mind of the student the need for its completion and value.

 

 

Target No. 1  –

Sharing Learning Intentions & Success Criteria.

         
Improvement
Targets
Required Actions Person(s) Responsible Timeframe for Actions Success Criteria Review Date
To improve the number of teachers who have linked the key skills for the Junior Cycle to the learning intentions and the success criteria for each subject. Subject Departments will incorporate these links into their plans for the forthcoming year. Subject Department Begin in September 2017 Subject department plans will be monitored for inclusion of the links between the two sections. May-20
 To improve the range of assessment techniques to include skills which complement current practices. All subject departments will include at least one other assessment technique such as oral presentations and project work to be included in all formal reports. Subject Department. Begin in September 2

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Subject department plans and formal tests will be monitored for inclusion of suggested assessment techniques. May -20
 
Target No. 2  –

Formative Feedback

         
Improvement
Targets
Required Actions Person(s) Responsible Timeframe for Actions Success Criteria/Measureable
Outcomes
Review Date
To improve student interaction with formative feedback sheets to enhance suggested improvements. All class teachers will assign a time before formal tests to review feedback given to students from their previous test to monitor suggested improvements. Each class teacher. Begin in September 2017. Staff, students and parents will be surveyed to identify if they find that this process is worthwhile. May-20
To improve the level of oral feedback given to students in class by utilising exemplars. Teachers will draw from previous students work or current students work to identify good examples which can be displayed to students for discussion on how others might improve their work. Subject departments will pool examples together for demonstrations. Individual teachers will utilise them. Begin in September 2017.  Staff and students will be surveyed to identify if they find that this process is beneficial to identifying students strengths and areas for improvement.  May-20

 

 

Target No. 3  –

Student Peer & Self-Assessment

         
Improvement
Targets
Required Actions Person(s) Responsible Timeframe for Actions Success Criteria/Measureable
Outcomes
Review Date
Improve the number of students who engage in peer and self-assessment on a regular basis. Teachers will use exemplars of current & past work and demonstrate how to identify strengths and areas for improvement in the work which students may then work from. Subject departments will create a bank of suitable resources and individual teachers will use the methodology regularly in class. Begin in September 2017. Students will be surveyed again to identify if there is an increase in the student engagement with peer and self-assessment. May-20
  Subject departments will use a peer-evaluation sheet when students are evaluating each other’s work. This sheet may be based on examples offered by the JCT or templates developed by individual subject departments. Subject departments will create suitable sheets which will be utilised by individual teachers. Begin in September 2017. Students will be surveyed again to identify if there is an increase in the student engagement with peer and self-assessment.  May-20