banner

3.2:   Testing Policy:

Vision:

In our school, we monitor closely the progress of all children. We feel this is important, as it gives us a greater insight into each child’s progress, from junior infants up to sixth class.
It also helps us to identify those children who are most in need of learning support.

 

Rationale:
  1. To ensure a standardised administration of tests throughout the school.
  2. To provide parents with information regarding their child’s progress.
  3. To identify the children who are performing on or below the 12th percentile.
  4. To identify any junior infant who is showing early signs of a learning difficulty. The class teacher will discuss pupils with S.ET and an early intervention programme will be set up for Junior Infants. A more intensive programme will be set up for the group of senior infants who are not on par with their peers.
  5. To identify strengths and weaknesses.

 

Monitoring and Testing Pupils:

 

In our school, there is ongoing structured observation and assessment of the literacy and numeracy skills of the pupils in infant classes to sixth class. In the infants room, the class teacher administers M.I.S.T. to senior infants in the spring term. The S.E.T. teacher also administers Lucid Cops to all Senior Infants. This test is indicative of the child’s cognitive ability.

Formal testing of literacy and numeracy is done in each class (1st – 6th) in the summer term, using Micra-T (English) and Sigma-T (Maths). Sten results and percentiles will be reported to parents in the child’s end of year school report. . A letter will be sent to parents explaining how standardised tests work.

Scores will be recorded for each class in the appropriate record sheets and kept in the class reports file, and a whole-school analysis of results will be undertaken and recorded. Throughout the year informal testing and observation of work by the class teacher is completed, through the use of check lists/teacher designed tests.
The N.R.I.T. is administered to both 2nd and 5th classes in February.

 

 

Further Assessment:

The class teacher normally administers and corrects the initial screening tests, such as Micra-T and Sigma-T. If the class teacher is concerned about a pupils under-performance, or if a child scores below the 12th percentile, the S.E.T. will carry out a Diagnostic Test.
The tests we currently use are:

  1. Quest Diagnostic (English & Maths)
  2. N.A.R.A (Reading Test)
  3. P.A.T. (Phonetics Test)
  4. Bangor (Dyslexia Test)
  5. P.H.AB. (Phonological Awareness Test)

 

 

Each child who attends the S.E.T. will have his/her own file that contains all tests carried out by the S.E.T., in addition to the child’s I.P.L.P/I.E.P. and progress reports. All their scripts shall be retained in each child’s profile folder and kept in a locked press in the resource room.

 

Consultation and Collaboration:

Each class shall have a ‘class report’ folder that will contain their cumulative Sigma-T and Micra-T scores, spelling age scores and N.R.I.T scores. This folder will pass from class to class with the children and will be held by the class teacher for that year in the classroom. The class teacher will be responsible for the transfer of the class report folder to the new teacher at the end of the child’s last term in his/her class.

Storage of Tests/Record keeping:
All the test booklets will be stored in the filing cabinet n the principal’s office. The test booklet will be kept for one year. However, standardised test results/ diagnostic tests will be held in the school until the child’s 21st birthday.

Communication with Parents:

We will provide an opportunity for every parent to meet with teachers as least once per year. End of school year written reports are sent to parents at the end of June. The teachers are always available to meet with parents. They can contact the teacher to make a formal arrangement if necessary.

 

Communication between staff:

The staff  regularly discuss pupil’s progress in the staff room at break times. We discuss  their progress, or lack of progress, and consider ways of assisting them to achieve their full potential. Teachers are responsible for their own assessments in their own class. Any issues/relevant information arising from assessment will be communicated to the parents/ S.E.T. When a child is being transferred from one class teacher to the next, all relevant information will be passed on to the next teacher.

 

Method of Assessment:
Teachers will choose their own method of assessment including:

  1. K.W.L. – Self Assessment
  2. Teacher designed Tests
  3. Observation
  4. Target Notebooks

 

Self-Assessment:
Staff regularly meets to assess what methods/strategies are or are not working for students. The staff constantly review/ modify teaching methods to ensure greater success.