Programme Content
The course contains six approved topics.
Introduction to Assessment and Measurement
The first topic introduces the role of assessment in education.
Assessment is the process of gathering information about learning.
Measurement involves recording or describing performance in a way that allows progress or achievement to be considered.
This information may be numerical, descriptive or both.
For example:
Numerical information: A pupil scores 14 out of 20 on a quiz.
Descriptive information: A pupil can identify the main idea in a text but needs support explaining supporting evidence.
Both can contribute useful information.
The most useful approach depends on the learning objective.
What Is Measurement of Academic Performance?
Measurement of academic performance refers to the structured process of examining how well a learner is progressing against relevant learning goals or expectations.
It may involve:
- tests;
- assignments;
- observations;
- class participation;
- practical tasks;
- projects;
- recorded progress;
- teacher judgement.
Good assessment should focus on the learning being evaluated rather than relying on one isolated result.
For example, one low quiz score does not necessarily provide a complete picture of a pupil's understanding.
Educators may need to consider several forms of evidence before reaching conclusions about progress.
Assessment and Learning Objectives
Assessment is most useful when it relates directly to what pupils are expected to learn.
A clear learning objective might be:
“Pupils will be able to identify the main idea in a short text.”
Assessment should then help determine whether pupils can do that.
A task that measures something unrelated would provide less useful information.
Connecting assessment with learning objectives makes results easier to interpret.
Why Assessment Matters
Assessment can help educators answer questions such as:
- What has the pupil understood?
- What remains difficult?
- What progress has been made?
- What support may be needed?
- What should happen next?
Assessment information can then contribute to lesson planning, classroom support and feedback.
It should not be viewed only as a final judgement at the end of learning.
Methods for Monitoring Student Progress
Progress monitoring involves gathering information over time.
A single assessment result shows performance at one point.
Several observations or assessments can provide a clearer picture of development.
Methods may include:
- classroom observation;
- completed work;
- short quizzes;
- teacher questioning;
- checklists;
- progress records;
- practical activities.
The appropriate method depends on the subject, learner and purpose.
Classroom Observation
Observation can be particularly useful for teaching assistants because you may see how pupils approach tasks during everyday learning activities.
Useful observations focus on what actually happened.
For example:
Objective observation:
“The pupil completed the first four questions independently and asked for help with the final two.”
This is more useful than:
Subjective judgement:
“The pupil was poor at the activity.”
Objective records describe behaviour or performance rather than labelling the learner.
What to Observe
Depending on the task, useful observations might include:
- whether the pupil understood instructions;
- whether support was required;
- what type of support helped;
- which parts were completed independently;
- where mistakes occurred;
- how the pupil responded to feedback.
The purpose is not to record every action.
It is to capture information that may help the teacher understand progress.
Recording Progress
Progress records should be clear enough for another member of staff to understand.
Useful records may include:
- date;
- task;
- learning objective;
- level of support;
- observed performance;
- relevant next steps.
Records should follow the procedures used by the school or education setting.
Teaching assistants should not create separate informal systems that conflict with established processes.
Types of Assessments: Formative, Summative and Diagnostic
Assessment can serve different purposes.
Three important types covered in this course are:
- formative assessment;
- summative assessment;
- diagnostic assessment.
Understanding the difference helps you interpret assessment information more accurately.
Formative Assessment
Formative assessment takes place during learning.
Its purpose is to provide information that can help shape what happens next.
Examples may include:
- questioning during a lesson;
- short quizzes;
- observation;
- reviewing classwork;
- pupil explanations;
- exit questions.
Imagine a teacher asks pupils to explain why a particular answer is correct.
Their responses can reveal whether they understand the concept.
If several pupils are confused, the teacher may decide to revisit the topic.
Formative assessment therefore supports learning while it is still taking place.
Summative Assessment
Summative assessment generally evaluates learning after a period of teaching.
Examples can include:
- end-of-unit tests;
- examinations;
- final projects;
- end-of-term assessments.
Summative results can provide information about achievement at a particular point.
However, they should be interpreted within their context.
A final score can show what a learner achieved in that assessment, but it may not explain why particular errors occurred or what type of support would help next.
Diagnostic Assessment
Diagnostic assessment is used to understand what learners already know or where particular difficulties may exist.
It may be used:
- before new teaching begins;
- when a pupil appears to be struggling;
- when planning targeted support.
For example, if a pupil has difficulty with written multiplication, diagnostic activities may help identify whether the problem relates to multiplication facts, place value or the written method itself.
This can make future support more focused.
Comparing Assessment Types
A simple way to distinguish the three is:
Diagnostic: What does the learner know before or at the start?
Formative: How is the learner progressing during learning?
Summative: What has the learner achieved after a period of learning?
These categories can overlap in practice, but understanding their main purposes helps educators use assessment evidence more effectively.
Formal and Informal Assessment
Not every assessment needs to be a formal test.
Informal assessment can happen through:
- questioning;
- observation;
- conversation;
- class activities;
- checking work.
Formal assessments usually follow a more structured process.
Both can be useful.
The right method depends on what information is needed.
Tools and Techniques for Data Collection
Assessment depends on gathering relevant evidence.
Tools may include:
- tests;
- checklists;
- observation notes;
- marking records;
- rubrics;
- digital assessment tools;
- progress trackers;
- pupil work samples.
Different tools provide different kinds of information.
A checklist may help record whether specific skills have been demonstrated.
A written task may reveal how well a pupil can apply knowledge independently.
An observation may show how the pupil approaches a practical activity.
Using Checklists
A checklist can be useful when several clear behaviours or skills need to be observed.
For example:
Learning activity: Reading aloud
A checklist might record whether the pupil:
- recognises common words;
- pauses at punctuation;
- reads with appropriate pace;
- corrects some errors independently.
The checklist should reflect the learning objective.
A long checklist containing unrelated details can create unnecessary recording without improving assessment.
Using Rubrics
A rubric describes different levels of performance against defined criteria.
For example, a writing rubric might consider:
- organisation;
- vocabulary;
- sentence structure;
- accuracy;
- relevance to the task.
Rubrics can support consistency when several pieces of work are being evaluated using the same criteria.
They are most useful when the criteria are clear and connected to the learning objective.
Assessment Data
Assessment data can be quantitative or qualitative.
Quantitative Data
This includes numerical information such as:
- scores;
- percentages;
- number of correct answers;
- completion rates.
Qualitative Data
This includes descriptive information such as:
- observation notes;
- feedback;
- descriptions of performance;
- pupil explanations.
Both types of data can be useful.
A score may show that performance changed, while descriptive information may help explain how or why.
Avoiding Over-Reliance on One Measure
One assessment should rarely be treated as the complete picture of a learner.
Performance can be influenced by:
- misunderstanding instructions;
- unfamiliar task format;
- concentration;
- confidence;
- absence from previous teaching;
- temporary circumstances.
Where appropriate, several pieces of evidence can provide a more balanced view.
Assessing a Student’s Performance in the Classroom
When assessing a student’s performance, teaching assistants may contribute observations and records to support the teacher's assessment process.
Your role may include:
- observing;
- recording;
- helping administer activities;
- supporting pupils during tasks;
- reporting relevant information.
The responsible teacher remains central to formal decisions about teaching, progress and assessment.
If you want to strengthen your understanding of everyday classroom support alongside assessment, our Working in the Classroom course covers lesson support, classroom activities, learner needs, communication, behaviour and inclusion.
Supporting Assessment Without Giving Answers
Teaching assistants may need to balance support with assessment validity.
If a task is intended to show what a pupil can do independently, too much assistance could make the result less useful.
Before supporting an assessed activity, it is important to understand:
- what support is permitted;
- what the assessment is measuring;
- what should be recorded;
- when the teacher should be consulted.
Support should follow the instructions provided for the task.
Monitoring Progress Over Time
Progress becomes easier to understand when evidence is considered over time.
For example:
Week 1: Pupil needs step-by-step prompting.
Week 3: Pupil completes part of the task independently.
Week 6: Pupil completes the full task with minimal support.
The change in independence may provide useful evidence of progress even if the activity itself remains similar.
Feedback and Reporting Strategies
Assessment is more useful when learners understand what the information means.
Constructive feedback can help pupils identify:
- what they did successfully;
- what needs improvement;
- what they should try next.
Feedback should be connected to the task.
For example:
Less useful:
“Good work.”
More useful:
“You identified the main point correctly. Now add one piece of evidence from the text to support your answer.”
The second version gives the learner a practical next step.
Giving Constructive Feedback
Useful feedback is often:
- specific;
- relevant;
- understandable;
- focused on the task;
- linked to improvement.
Feedback should avoid personal labels.
For example:
Task-focused:
“Check the calculation in the second step.”
rather than:
Personal judgement:
“You are careless with maths.”
Focusing on the work makes feedback more actionable.
Timing of Feedback
Feedback can be most useful when the learner still has an opportunity to apply it.
For example, feedback during a sequence of writing activities may allow the pupil to use the advice in the next task.
Delayed feedback may still be useful, but its impact can depend on whether the learner remembers the activity clearly.
Oral and Written Feedback
Feedback can be given in different ways.
Oral Feedback
Useful during classroom activities when an immediate prompt may help the learner continue.
Written Feedback
Can provide a record the learner can revisit.
Demonstration
Sometimes showing an example or modelling a process can be more useful than a long explanation.
The method should suit the pupil and task.
Reporting Student Progress
Assessment information may need to be communicated to the responsible teacher or recorded within school systems.
Good reporting should be:
- clear;
- factual;
- relevant;
- consistent with school procedures.
Teaching assistants should avoid making unsupported diagnostic or professional conclusions.
For example, report:
“The pupil needed the instructions repeated three times.”
rather than:
“The pupil has a learning disorder.”
The first describes what was observed.
The second makes a conclusion that may be outside the teaching assistant's role.
Maintaining Fairness and Consistency in Evaluation
Fair assessment means pupils are evaluated against appropriate expectations without irrelevant factors affecting judgement.
Consistency means similar work is considered using similar criteria.
This does not always mean every pupil receives identical support.
Some learners may have agreed adjustments or additional support.
Fairness involves following the appropriate assessment conditions for the learner and task.
Using Clear Criteria
Clear criteria help reduce uncertainty.
For example, if a task is assessed for:
- accuracy;
- explanation;
- use of evidence;
those criteria should guide the evaluation.
Introducing unrelated preferences can make assessment less consistent.
Reducing Bias
Assessment can be influenced by assumptions about learners.
It is important to focus on evidence rather than expectations based on:
- previous performance;
- personality;
- confidence;
- behaviour;
- background.
A pupil who usually performs well can still make errors.
A pupil who has struggled previously can still demonstrate strong progress.
Assessment should reflect the evidence available for the task.
Consistency Across Learners
Where possible, the same criteria should be used consistently.
This is one reason rubrics, marking schemes and agreed assessment procedures can be useful.
They provide a shared reference point.
Teaching assistants should follow the assessment expectations established by the teacher or school.
Supporting Pupils with Additional Needs
Assessment may need to consider approved support or adjustments for pupils with additional needs.
The purpose is not to lower expectations automatically.
It is to ensure the assessment measures the intended learning rather than an unrelated barrier.
For example, some pupils may need:
- additional processing time;
- visual instructions;
- adapted presentation;
- agreed support.
Any adjustment should follow the procedures of the education setting.
For broader learning on inclusive support, our Supporting Pupils with Special Educational Needs course explores SEN, inclusive lessons, curriculum adaptation and collaboration with teachers, parents and support professionals.
Assessment and Inclusive Practice
Inclusive assessment asks whether pupils have a fair opportunity to demonstrate what they know.
Useful questions include:
- Is the task accessible?
- Are instructions clear?
- Is the assessment measuring the intended skill?
- Are agreed adjustments being applied?
- Are results interpreted fairly?
These considerations help keep assessment focused on learning.
Using Assessment Data to Support Teaching
Assessment information becomes most useful when it informs action.
A teacher may use results to:
- revisit a topic;
- provide additional practice;
- group pupils differently;
- offer targeted support;
- adjust future lesson plans.
Teaching assistants can support this process by sharing clear observations and accurate records.
Identifying Learning Gaps
A learning gap is an area where a pupil has not yet demonstrated the expected understanding or skill.
Assessment can help identify these gaps.
For example:
A pupil may solve addition problems correctly but struggle when regrouping is required.
This is more useful information than simply knowing that the pupil achieved 60% on a maths test.
The specific gap can guide more targeted support.
Recognising Strengths
Assessment should not focus only on difficulties.
It can also identify strengths.
A pupil may:
- explain ideas clearly;
- apply knowledge independently;
- show improvement;
- demonstrate strong practical skills.
Recognising strengths can help educators build on what the learner already does well.
The Teaching Assistant’s Role in Assessment
Teaching assistants often contribute valuable information because they may work closely with individuals or small groups.
Your role may include:
- observing;
- recording;
- supporting agreed assessment activities;
- communicating relevant information;
- encouraging pupils to engage with feedback.
You should work within school procedures and the teacher's direction.
Assessment should be a coordinated process rather than something carried out independently without agreed responsibilities.
Working with the Classroom Teacher
Good communication between teachers and teaching assistants can make assessment information more useful.
Before an activity, clarify:
- what is being assessed;
- what support is permitted;
- what should be observed;
- how information should be recorded.
After the activity, share relevant observations.
This helps keep assessment consistent and purposeful.
Assessment and Classroom Support
Assessment happens within wider classroom practice.
If you are supporting a pupil during a lesson, you may observe information that later contributes to assessment.
For example, a pupil may:
- solve a problem independently;
- need a prompt;
- misunderstand a key instruction;
- explain an idea clearly.
Recognising these moments can help you provide more useful information to the teacher.
Assessment and Motivation
Assessment can affect how pupils feel about learning.
Feedback that focuses only on errors may discourage some learners.
Feedback that recognises progress while providing a clear next step can be more constructive.
For example:
“You used the correct method on three questions. Check the final step in questions four and five.”
This acknowledges what worked while directing attention to improvement.
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