ABSTRACT
This chapter reflects on what summative assessment is, its uses and its potential impact on learners. It considers some aspects of policy on assessment. The chapter also considers some basic questions about summative assessment and by linking it with formative assessment. It provides summative assessment, as well as sources of assessment evidence and explains what counts as good evidence of learning. The chapter also describes policy on assessment and reporting. East Street has an assessment community that is highly collaborative, with teachers, parents and pupils having many opportunities to talk about assessment and how and why it is done. Pupils used to a diet of summative assessments, based on written tests and on only a few curriculum areas, can take time adapting to more formative approaches. According to the Government’s Association for Achievement and Improvement through Assessment website, schools will be above the floor if they meet either the progress or the attainment threshold.
