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  • The rate of progress: Do students repeat work unnecessarily or does the work challenge them to improve their knowledge understanding and skills? (for all ability groups)

  • Progress over time: Do students experience all aspects of the programmes of study? Are they building on their skills? Does the work develop literacy, numeracy and /or ICT skills? Is there continuity of progression or does learning jump randomly from aspect to aspect

  • Attainment: Are students working at the level expected AND the level at which teachers have assessed them. Is the work pitched at the right level for differing abilities?What is the standard of work overall?
  • The quality of marking : Is work marked against the learning objective? Does it provide next steps guidance? Does it address misconceptions in maths or other subjects? Does it praise students for their work? Does it address errors in basic skills e.g. spelling in all subjects. Is teacher handwriting in line with school policy and is it legible? Is it evident that comments have been discussed with younger students/students with reading difficulties for example?

  • Students' response to the work: Does presentation reflect pride in their work? Does handwriting follow the school policy? Is their handwriting improving consistently in all subjects? Do students respond to marking comments? Is this for all ability groups? (Check LA group work)

  • Curriculum: are there clear links between subjects? Are there links in RWCM skills? Are programmes of study covered? Evidence of ICT/ group-work/ investigative work?

Projects

Worksheets

Project work is a series of activities that allows the students to study,do research and act by themselves using their abilities, interests, personal experience and aptitudes.

Clubs

A sample which represents different learning skills and different points of time. Worksheets are an effective tool in ongoing efforts encouraging our students to engage their brains during class.

clubs provide opportunities for youth to participate in activities, interact with peers in a supervised setting. Some clubs focus on a specific area, thus allowing members to develop their skills and interests in that area.

General points to consider when collecting samples

Copybooks

Portfolios

Preferably a sample that represents low, mid, and high achievers work.

Portfolios show the cumulative efforts and learning of a particular student over time. They offer valuable data about student improvement and skill mastery. Along with student reflection, that data provides valuable information about how each student learns and what is important to him or her in the learning process.

Delivered by School

Exams

tests objectively measure student knowledge on a wide variety of topics and grade them all using a standardized grading system

Types of student work samples

Students' work in lessons

Collected by evaluator

Evaluators can check samples of students' work during lesson without interrupting teaching and learning

Students' learning skills

Learning walk

Evaluators can collect information on problem solving, critical thinking, collaboration, etc.

Evaluators can get an idea about how teachers verbally feedback, SEND support sessions, pull-out support sessions for low achievers.

Behavior

Talk with students

Students' attitude towards doing and presenting their work.

Evaluators can ask random group of students about the consistency and benefit of marking and feedback process.

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