Assessing achievement and progress

Follow this link for the latest guidance on assessing achievement of a level in numeracy and literacy from Education Scotland:

Achievement of a level

This link takes you to a suite of resources which have been created to support the collegiate work of practitioners in making professional judgements on assessing progress and achievement in relation to achieving a level in numeracy and literacy.

Graeme Logan talks here of the importance of our professional judgement of children’s progress, and makes the point that we don’t need to gather bulky folders full of written evidence. These judgements can be based on a range of evidence – including class work, talking and listening with children as well as planned assessments. Have a look on the Diagnostic Assessments and Planning and Tracking Progress pages for resources to help assess children’s knowledge and thinking within numeracy.

The following video aims to help explain the process of linking planning, learning and teaching and assessment, along with moderation:

This poster illustrates the cycle of planning for learning and teaching using assessment, as well as planning for assessment, incorporating moderation processes:


Also have a look on the Significant Aspects of Learning page for links to the relevant documents from Education Scotland.


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