• know and understand how to assess the relevant subject and curriculum areas, including statutory assessment requirements
• make use of formative and summative assessment to secure pupils’ progress -use relevant data to monitor progress, set targets, and plan subsequent lessons
• give pupils regular feedback, both orally and through accurate marking, and encourage pupils to respond to the feedback.

They have a secure understanding of the statutory assessment requirements for the subject/curriculum in the age phases they are preparing to teach and are able to make broadly accurate assessments against national benchmarks.

Their planning is characterised by the use of a range of formative and summative assessment strategies, designed to support pupils in making progress. They deploy these strategies effectively in lessons, both to evaluate the impact of teaching on the progress of learners and as a basis for modifying their teaching and classroom practice when necessary.

They understand how school - and pupil - level summative data are used to set targets for groups and individuals, and they use that knowledge to monitor progress in the groups they teach.

With guidance from experienced teachers, they monitor pupil progress and maintain accurate records, setting new targets for individuals and groups.

They mark pupils’ work constructively and provide appropriate oral feedback to pupils to help them to make progress.

They are able to assess pupils’ attainment accurately against national benchmarks.

They employ a range of appropriate formative assessment strategies effectively and can adapt their teaching within lessons in light of pupils’ responses.

They maintain accurate records of pupils’ progress and use these to set appropriately challenging targets.

They assess learners’ progress regularly and accurately and discuss assessments with them so that learners know how well they have done and what they need to do to improve.

They can confidently and accurately assess pupils’ attainment against national benchmarks.

They use a range of assessment strategies very effectively in their day-to-day practice to monitor progress and to inform future planning.

They systematically and effectively check learners’ understanding throughout lessons, anticipating where intervention may be needed and do so with notable impact on the quality of learning.

They assess learners’ progress regularly and work with them to accurately target further improvement and secure rapid progress.