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Standard 6: Make accurate and productive use of assessment
  • 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.
Minimum Good High
  In addition to the criteria for minimum In addition to the criteria for good

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.

Note: words in red are the key driver words for this standard | indicates a video resource
Questions to drive mentor / trainee conversations
  • Does the trainee understand the statutory assessment requirements in their phase / subject / context?
  • How does the trainee use assessment guidance / frameworks / specifications to help them in their planning? How do they incorporate this into their teaching?
  • What has the trainee learned from marking and moderation experience? How does this inform their practice?
  • Does the trainee keep detailed and up to date records of assessment? How does the trainee use this information to inform their planning, teaching and subsequent assessment?
  • Are books regularly marked? Does the marking support progress and do pupils have opportunities to engage with and respond to marking comments?
  • Does the trainee use a variety of formative assessment strategies? Can they justify why specific strategies are being used?
  • How does the trainee use assessment to form a view of pupils’ learning? How do they use this information within lessons and to review plans between lessons?
  • Does the trainee build in opportunities for peer and self assessment? Do they enable pupils to effectively reflect on learning and progress? How do they ensure pupils know what success looks like?
  • Can the trainee make use of appropriate support to set appropriate targets and monitor progress?
  • Association Association for Achievement and Improvement through Assessment - website
  • Assessment Reform Group (archived) publications on AfL:
    • Gardner, J (Ed) (2011) Assessment and Learning (2nd Ed)
    • TLRP/ARG (2009) Assessment in schools: Fit for purpose?
    • ARG (2006) The Role of Teachers in the Assessment of Learning.
    • ARG (2002) Testing, Motivation and Learning.
    • ARG (2002) Assessment for Learning: 10 Principles.
    • All above resources available to download at
  • Black, P. & Wiliam, D. (1998) Inside the Black Box: Raising Standards Through Classroom assessment. Available at this link
  • Black, P. & Wiliam, D. (1998) Assessment and Classroom Learning, Assessment in Education. Vol. 5, No.1, pp 7-74.
  • Black, P., Harrison, C., Lee, C., Marshall, B. & Wiliam, D. (2002) Working inside the Black Box. Available at this link
  • Clarke, S. (2008) Active Learning through Formative Assessment. Hodder Education.
  • Clarke, S. (2001) Unlocking Formative Assessment: Practical Strategies for Enhancing Pupils' Learning in the Primary Classroom. Hodder Education.
  • Clarke, S. (2003) Enriching Feedback in the Primary Classroom: Oral and Written Feedback from Teachers and Children. Hodder Education.
  • Clarke, S. (2005) Formative Assessment in Action: weaving the elements together. Hodder Education.
  • DCSF (2009) The Report of the Expert Group on Assessment. Available at this link
  • DCSF (2008) The Assessment for Learning Strategy. Available at this link
  • DfE (no date) Testing and assessment. (Regularly updated information about the statutory assessments at the end of Key Stages) Available at
  • DfES (2004) Pedagogy and Practice - Unit 12: Assessment for learning. Available at this link
  • Education Scotland resources available at this link
  • Gipps, C. (1995) Beyond Testing: towards a theory of educational assessment. London: The Falmer Press. Also re-published (2012) in the Routledge Education Classic Edition Series.
  • Newton, A. and Bowler, M. (2010) Assessment for and of Learning, in Capel, S and Whitehead, M. (Eds) Learning to Teach Physical Education in the Secondary School (3rd Edn.), pp119-133. London: Routledge.
  • Oates, T. (2010) Could do better: Using international comparisons to refine the National Curriculum in England, Cambridge Assessment. Available at this link
  • Ofsted/DfE (no date) RAISEonline website. (Provides schools, school improvement partners, local authorities and inspectors with a flexible online system for exploring and interrogating performance data to support evaluation and inform school improvement) Available at
  • Sambell, K. (2011) Exploring the Rules of Engagement via Exemplars: enhancing staff and student dialogue about assessment and learning practice, ESCalate funded Project (HEA). Available at this link
  • Teachers TV (archived) (2005) Hot Research: Assessment for learning - available at this link
  • Teachers TV (archived) (2007) Formative Assessment and Personalised Learning –Secondary - available at this link
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This page last updated Jan 20th, 2013