Guide to developing your school assessment policy
Dr Rachel Goh
To cite: Goh, R. (2020, March 7). Guide to developing your school assessment policy.
Retrieved from https://assessmentliteracyforall.blogspot.com/p/school-assessmentpolicy.html
Key school policies
A school curriculum policy sets out the principles upon which the school’s curriculum has been
constructed. It explains how the curriculum should progress vertically (from one grade level to
the next), and horizontally (the requirements and choices for a particular grade year). The
document might also exemplify the principles and approaches to teaching, learning and
assessment. Or, these might be covered as separate policies that are cross-referenced with
each other, such as the school assessment policy. The curriculum policy will also identify the
outcomes expected for learners. It will be based upon the school’s vision and mission
statements, and should clearly relate the curriculum that is offered to the school’s educational
values.
Purpose of school assessment policy:
The purpose of a school assessment policy is to:
• provide information to students about expectations for assessment and their responsibilities, and
• include guidelines for teachers and information to all staff about expectations and their roles and
responsibilities.
A good school assessment policy always values the active involvement of students in the
assessment process, enabling them to better understand and monitor their own learning. There
are always ample opportunities for both teachers and students to review assessment data
together.
Policy areas to include:
A typical school assessment policy includes:
• a brief explanation of the purpose of assessment and uses of assessment
• a clear statement about what is valued in assessment – this should include reference to
broader educational objectives, including the development of learner attributes
• Developing and administering school-based assessment: Grade-level assessment plans
(plan the points and methods of assessment), assessment vetting processes, level marking
standardization, responsibilities (who needs to do what)
• Expectations of student engagement in learning and assessment: what students should
expect from assessment
• Gathering evidence of student learning: school requirements on work to be completed in
class, submitting a draft, guidance on marking, guidance on portfolios of work
• Feedback: guidance on providing feedback to students
• Reporting: guidance on reporting, details of which assessment data will be shared with
students and parents, in what format and how frequently.
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Policy areas
Expectations
about engaging
in learning and
assessment
Possible content for students
Expectations about the active
role of students in
• understanding
standards
• judging the work of
self and others
• making sense of
feedback.
Gathering
evidence of
student
learning
School requirements which
may include:
• requiring work to be
completed in class
• submitting a draft
Feedback
•
•
•
when and how to
submit a draft for
assessment
the type of feedback
they may receive and
how to respond to
feedback on the draft
Possible content for teachers
Strategies to inform students about
expectations for engaging in learning and
assessment:
• share learning intentions with
students
• Use these objectives as the basis for
questioning and feedback during the
lesson and at the end
• Involve students in self-assessment,
peer assessment, and analyzing
exemplars
School strategies which may include:
• teacher observation of student
interaction
• supervision of students completing
work
• requirements for submitting a draft
• providing feedback on student
draft that maintains the integrity of
the assessment and allows
students to demonstrate what they
know and can do:
• guidance on giving oral feedback,
and written feedback
References
Cambridge Assessment International Education (CAIS). (2019). Developing your school with
Cambridge: A guide for school leaders. Retrieved from
https://www.cambridgeinternational.org/Images/271302-developing-your-school-withcambridge.pdf
Education Bureau (EB). (2019). Assessment Literacy and School Assessment Policy. Retrieved
from https://www.edb.gov.hk/attachment/en/curriculumdevelopment/renewal/Guides/SECG%20booklet%204_en_20180831.pdf
Queensland Curriculum & Assessment Authority (QCAA). (2019). Developing school assessment
policies. Retrieved from https://www.qcaa.qld.edu.au/senior/certificates-andqualifications/qce-qcia-handbook-2019/8-assessment-system/8.5-developing-policies
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