Framework for assessment

This Framework for Assessment described in Building the Curriculum 5 provides an outline of the approaches to assessment to support the purposes of learning 3 to 18.

It aims to create:

• a more effective assessment system which supports greater breadth and depth of learning and a greater focus on skills development
• through collaborative working, a better-connected assessment system with better links between pre-school, primary and secondary schools, colleges and other settings to promote smooth transitions in learning
• better understanding of effective assessment practice and sharing of standards and expectations, as well as more consistent assessment
• more autonomy and professional responsibility for teachers.

This diagram provides a summary of the national Framework for Assessment to support the purposes of learning 3 to 18.

PLease click on the image to see a larger version.

Key documents

Principles of assessment

Assessment practice will follow and reinforce the curriculum and promote high quality learning and teaching approaches. Assessment of children's and young people's progress and achievement during their broad general education to the end of S3 will be based on teachers' assessment of their knowledge and understanding, skills, attributes and capabilities, as described in the experiences and outcomes across the curriculum.

Assessment practices for the next generation of National Qualifications from S3 (for National Literacy and National Numeracy) and in the senior phase and beyond will be aligned to Curriculum for Excellence.

Standards and expectations

The standards and expectations that form our aspirations for all learners from 3 to 18 are set out for the whole curriculum in the experiences and outcomes of Curriculum for Excellence and their equivalent in the specifications for qualifications and awards. Reflecting the principles of Curriculum for Excellence, progress is defined in terms of 'how well' and 'how much', as well as learners' rates of progress.

This approach will promote greater breadth and depth of learning, including a greater focus on the secure development of skills and knowledge. Assessing progress across a breadth of learning, in challenging aspects and when applying learning in different and unfamiliar contexts, will also help teachers to plan, track progress, summarise achievements in a rounded way and better prepare children and young people for the next stage in learning.

Ensuring consistency

The Scottish Government, other national partners and education authorities will work together to build on local and national practices for quality assurance and moderation of assessment.

The aim will be to support the development of a shared understanding to achieve consistency in standards and expectations and build trust and confidence in teachers' judgements. Education authorities will provide assurance that schools in their area are consistently applying national standards and expectations.

CPD and support

Staff will be supported by continuing professional development and a new online resource – the National Assessment Resource – which will provide guidance, assessment materials and illustrations of performance and learners' work to support the development of consistent standards.

Reporting to parents

Parents will get regular information about their children's strengths, progress and achievements. This will include brief descriptions of progress across the curriculum areas and through the curriculum levels as well as progress towards qualifications in the senior phase.

In addition to individual reports on the progress of the child or young person, they will receive information on:

• how well all learners and particular groups of learners are achieving;
• the performance of children and young people in the school in relation to expected levels at particular stages in key areas such as literacy and numeracy;
• and how the school is applying national standards and expectations.

Informing self-evaluation for improvement

To enable schools to use benchmarking information, the Scottish Government will develop from its previous work with education authorities a process to enable sharing of information about learners' performance at school level.

The Scottish Government will not collate or publish aggregate information nationally.

Monitoring standards over time

The revised Scottish Survey of Achievement  - now the Scottish Survey of Literacy and Numeracy - will be fully aligned with Curriculum for Excellence and will sample learners' achievements to measure standards over time and to monitor national performance in literacy and numeracy at P4, P7 and S2.

International surveys

Scotland will continue to actively participate in the Programme for International Student Assessment (PISA). This survey covers skills in reading, mathematics and science literacies at age 15 (generally S4). Information from international surveys will also inform Scottish Government about standards and trends in achievement.

The findings of all such national and international studies will contribute to guidance and advice in the National Assessment Resource (NAR) to help achieve better outcomes for all learners.