Assessment of a learner’s progress and achievement is based on a teacher’s assessment of their knowledge, understanding and skills in curriculum areas. Teachers assess learning using a variety of approaches and a wide range of evidence. The Assessment for CfE: Strategic Vision and Key Principles sets out the Scottish Government's strategic vision for assessment approaches and guidance for teachers on assessment approaches is in the following suite of documents : Curriculum for Excellence building the curriculum 5: Framework for Assessment. A key aspect of this guidance includes quality assurance and moderation approaches which supports a shared understanding of standards and expectations. The National Assessment Resource, developed as a partnership with Scottish Government, Education Scotland and SQA, is an on-line tool which has a range of materials to support teachers in developing this shared understanding of standards and expectations.
Parents should receive regular information about their child's strengths, progress and achievements to support and improve learning. Reports will also include information about progress in key areas of learning, such as literacy and numeracy, as well as performance across the curriculum.
Recognising Achievement and Profiling
Achievement, beyond formally assessed learning in the classroom, is an integral part of CfE. It can take a range of forms such as the John Muir Award scheme, voluntary work and participation in sport, the arts or other activities in the community. This type of achievement can be captured in a learner’s report and profile. A profile is a summary of the learner’s best achievements both within and outwith school and a statement of the skills developed by the learner. It is developed by the learner, guided by their teacher, mainly at the key points of transition at P7 and S3 and increasingly in the Senior Phase. The development of the profile supports learners in an awareness of their skills and those they need to develop. It can also support the development of applications for work or higher or further education.
Scottish Survey of Literacy and Numeracy
The Scottish Survey of Literacy and Numeracy (SSLN) is a national annual sample based survey, which monitors performance in literacy and numeracy in alternate years and over time, at P4, P7 and S2. The SSLN has been developed to align with assessment approaches for CfE. Pupil and teacher questionnaires are also included as part of the survey and gather information including pupil attitudes and experience in class and teachers experience of delivering literacy or numeracy across the curriculum. Following each survey Education Scotland publishes a Professional Learning Resource based on an analysis of the results.
The second SSLN numeracy report was published in April 2014 and included comparison information between 2011 and 2013 performance. The second literacy survey will report in Spring 2015.
International comparisons consistently show that Scotland performs well.
The Organisation for Economic Co-operation and Development's (OECD) Programme for International Student Assessment (PISA) benchmarks Scotland against all other OECD countries as well as a large number of other nations, focusing on pupils at the end of compulsory education and their readiness for work and further education. Results from these surveys are published on the government's statistics website under the International Surveys, PISA heading.