The West Partnership

Header banner
west-partnership-logo
Twitter
Header banner
west-partnership-logo
Twitter

Assessment & Moderation

Periodic Assessment

What are periodic assessments?

A periodic assessment is an opportunity for learners to draw on a range of learning that has taken place over an extended period of time. Periodic assessments are usually summative assessments. These assessments can help prepare learners for formal assessments and examinations that will take place in the senior phase.

Examples of periodic assessments include:

  • End of unit/topic assessment;
  • One off performance/speaking assessment;
  • Emotional and social assessment.
What are the key features of periodic assessments?

Planning for periodic assessments should begin with identifying and bundling relevant Experiences and Outcomes that have already been covered by the learners.

 

Periodic assessments demonstrate breadth of learning

  • This is because these assessments require the learner to draw on a range of learning from a number of Es and Os previously covered.

Periodic assessments demonstrate challenge

  • This is because these assessments will assess knowledge and skills acquired over a period of learning. The learner should complete a periodic assessment as independently as possible.

Periodic assessments demonstrate the application of learning in new and unfamiliar situations (the four contexts of learning)

  • This is because these assessments require the learner to apply what they have learned into new and unfamiliar contexts. This could be in the form of a problem solving question or applying their knowledge/skills learned to answer an unfamiliar question/range of questions.

When should we use periodic assessments?

Periodic assessments should be used at the end of a topic/series of topics, at key transition stages or more regularly (such as ongoing literacy and numeracy assessments).

Why should we use periodic assessments?

Education Scotland says “Periodic assessments are a method to assess children and young people’s progress and achievement in order to plan ahead and to report on progress. This will help to ensure that their progress is on track and that any necessary action is taken to support their learning”.

This means that even though periodic assessments are summative, they should still be used in a formative way. They should be diagnostic and learners should know their strengths, areas for development and next steps after the assessment is complete and feedback has been discussed.

Along with other forms of assessments, we can use this information to evidence learner progress. No one assessment should be used in isolation to show progress through or achievement of a level; evidence should be drawn from a range of assessments and assessment methods.

Ongoing Assessments Exemplars

Early Level Numeracy

End of Topic Assessment

EXPERIENCES & OUTCOMES​

I am developing my awareness of how money is used and can recognise and use a range of coins. MNU 0-09a

Benchmarks

  • Identifies all coins up to at least £1.

  • Applies number skills (addition and subtraction) and uses at least the 1p, 2p, 5p and 10p coins to pay the exact value for items costing up to at least 20p.

ASSESSMENT

Arrange the coins on the table in order of value from smallest to largest.

My bag of sweets cost me 17p. Find the coins that would give me the exact amount to pay the shopkeeper with.

I bought a Cadbury Fudge for 18p and paid with a 20p coin. What change will I get back?

Show me the different coins you can use to add up to 10p.

Show me the different coins you can use to add up to 20p.

Differentiation Ideas

  • Additional adult support
  • More/fewer coins used
  • Smaller/larger totals (eg show me the different coins you can use to add up to 5p or £1)
Early Level Religious and Moral Education

End of Topic Assessment

EXPERIENCES & OUTCOMES​

I am developing respect for others and my understanding of their beliefs and values. RME 0-07a

Benchmarks

  • Identifies and discusses at least two aspects of a religion.

  • Relates information and ideas about at least two beliefs to personal experiences.

ASSESSMENT

All answered verbally

Tell me what you know about the religion we have been exploring – Hinduism

Can you remember the name of the festival that Hindus celebrate in November? What can you tell me about it?

Christians believe in heaven, do Hindus believe in heaven too?

The Hindu religion teaches the truth is important. Can you think of a time you had to tell the truth, even if it was difficult?

The Hindu religion teaches the importance of peace and nonviolence. Do you agree with this? Why/why not?

Differentiation Ideas

  • Additional adult support
  • Picture aids
  • More/less detail in verbal answers expected
First Level Numeracy

Mental Maths assessment

EXPERIENCES & OUTCOMES​

I can share ideas with others to develop ways of estimating the answer to a calculation or problem, work out the actual answer, and then check my solution by comparing it with the estimate. MNU 1-01a

I can use addition, subtraction, multiplication and division when solving problems, making the best use of the mental strategies and written skills I have developed. MNU 1-03a

Benchmarks

  • Uses strategies to estimate an answer to a calculation or problem, for example, doubling and rounding.

  • Counts forwards and backwards in 2s, 5s, 10s and 100s.

ASSESSMENT

  1. Round 46 to the nearest 10
  2. Round 54 to the nearest 10
  3. Round 11 to the nearest 10
  4. Round 29 to the nearest 10
  5. Round 33 to the nearest 10
  6. Round 65 to the nearest 10
  7. What is the next number in this sequence? 2, 4, 6…..
  8. What is the next number in this sequence? 5, 10, 15, 20….
  9. What is the next number in this sequence? 100, 90, 80, 70….
  10. What is the next number in this sequence? 100, 200, 300, 400…..

Differentiation Ideas

  • Additional adult support

  • Number line provided

  • Ask learners to round numbers to the nearest 100 and 1000

First Level Health and Wellbeing

End of unit assessment

EXPERIENCES & OUTCOMES​

I enjoy eating a diversity of foods in a range of social situations. HWB 1-29a

By investigating the range of foods available I can discuss how they contribute to a healthy diet. HWB 1-30a

I am beginning to understand that nutritional needs change at different stages of life, for example the role of breastfeeding in infant nutrition. HWB 1-32a

Benchmarks

Chooses appropriate foods to prepare for a given situation.

Recognises and names the main food groups, for example, The Eatwell Guide.

Sorts a selection of foods into the food groups.

Chooses foods from different food groups to create a balanced meal.

Identifies at least two differences in individuals’ dietary needs as they change through life, for example, infant, toddler, child, teenager, and adult.

ASSESSMENT

  1. You are helping prepare a snack for your friend who has a nut allergy. What should you do to make sure there are no traces of nuts in the snack?
  2. It is your friend’s birthday. What food might you help prepare for them to celebrate?
  3. Sort the following foods into the main food groups: Potatoes / Rice Crispies / Bacon / Eggs / Broccoli / Peanuts / Olive Oil / Milk / Almond Milk / Bagels
  • Fruit and Vegetables
  • Potatoes, Bread, Rice, Pasta and other starchy Carbohydrates
  • Oils and Spreads
  • Dairy and Alternatives
  • Beans, Pulses, Fish, Eggs, Meat and other Proteins

4. What does the phrase ‘balanced meal’ mean to you?

5. Write down an example of a ‘balanced meal’

6. What is the main food that newborn babies need?

7. What foods might a 6-year-old need that a baby doesn’t? Name at least two.

Differentiation Ideas

  • Additional adult support

  • EatWell food group image provided

  • Asked to provide a balanced meal for breakfast, lunch and dinner

  • More/less detail in answers expected

Second Level Literacy

Spelling Test

EXPERIENCES & OUTCOMES​

I can spell most of the words I need to communicate, using spelling rules, specialist vocabulary, self-correction techniques and a range of resources. LIT 2-21a

Benchmarks

Applies knowledge of spelling patterns, rules and strategies to spell most words correctly.

ASSESSMENT

Questions (asked verbally)

Spell the following words

    1. Add
    2. Adventure
    3. Island
    4. Address
    5. Lamb
    6. Thistle
    7. Fury
    8. Balloon
    9. Pressure
    10. Arrive

Differentiation Ideas

  • Additional adult support

  • Selection of shorter/longer words asked

  • Images of words provided

Second Level Music

One-off Performance

EXPERIENCES & OUTCOMES​

I can sing and play music from a range of styles and cultures, showing skill and using performance directions, and/or musical notation. EXA 2-16a

Benchmarks

Performs songs in unison and in parts, individually or as part of a group, and communicates the mood and character of songs from a range of styles and cultures, such as folk songs or songs from musicals, using appropriate performance directions, for example, gradually getting louder/quieter, and/or musical notation.

ASSESSMENT

Perform the song you have been working on in class either on your chosen instrument or using your voice. You should clearly communicate the mood of the song in your performance and use the performance directions you have explored to show this mood.

Differentiation Ideas

  • Additional adult support

  • Song with more/fewer chords

  • Song with multiple moods

Third Level Gaelic (Learners)

Gaelic Speaking Assessment

EXPERIENCES & OUTCOMES​

I have contributed successfully to a group to plan and prepare a short talk in Gaelic. Using ICT where appropriate, I can deliver an individual presentation in Gaelic:

  • on an area of personal interest or a topic relating to Gaelic culture or history
  • using appropriate vocabulary and some variety in sentence structure. LGL 3-06a

Benchmarks

Works collaboratively, to prepare and plan a short talk in Gaelic using digital technology and a range of media where appropriate.

Individually presents to a group or class, a theme which interests them, using for example, pictures, digital technology or cue cards as support.

Sustains a short presentation to demonstrate accuracy in the use of Gaelic language, while notes or headings may be used, a script is not read.

Uses appropriate vocabulary and some variety in sentence structure.

ASSESSMENT

Work in groups of four to prepare and plan a short talk in Gaelic. You should make use of laptops/iPads to gather information on Gaelic history. When presenting you can use headings, but cannot use notes. You should speak as fluently as you can, making use of vocabulary we have been studying in class.

Differentiation Ideas

  • Additional adult support

  • Key word bank provided

  • Mixed ability groupings

Third Level Science

End of Unit Assessment

EXPERIENCES & OUTCOMES​

Through evaluation of a range of data, I can describe the formation, characteristics and uses of soils, minerals and basic types of rocks. SCN 3-17a

I can participate in practical activities to extract useful substances from natural resources. SCN 3-17b

Benchmarks

Applies knowledge of the rock cycle to describe the formation and characteristics of sedimentary, igneous and metamorphic rocks and gives at least one example of how each is used.

Describes the formation and characteristics of loam, sand and clay soil types, providing examples of their uses, for example, in agriculture, building and beauty products.

Researches the formation, characteristics and uses of at least two common minerals, for example, quartz or gypsum and communicates their findings to others using a range of media

Investigates and describes how at least two useful substances can be extracted from natural resources, for example, metal from mineral ores, dyes from plants and oils from plants.

ASSESSMENT

  1. Illustrate the rock cycle, either using text or diagrams (or both)
  2. Describe the formation of the following rocks and identify at least one use for each:
    • Sedimentary
    • Igneous
    • Metamorphic
  3. Describe how sand is formed and discuss its characteristics.
  4. Identify at least one way sand can be used
  5. Describe how loam is formed and discuss its characteristics.
  6. Identify at least one way loam can be used
  7. Describe how clay is formed and discuss its characteristics.
  8. Identify at least one way clay can be used
  9. Using the information sheet provided, as well as knowledge acquired from our previous research task, illustrate how quartz is formed and explain ways in which quartz may be identified. You may wish to draw a detailed diagram.
  10. Plants contain many useful substances. Discuss using evidence to support or oppose this statement

Differentiation Ideas

  • Additional adult support

  • Key word bank provided

  • More/less detail in answers expected

  • Images showing formations are provided, learners need only label them

Fourth Level Dance

One-off Performance

EXPERIENCES & OUTCOMES​

I can select ideas from a range of stimuli to choreograph dance motifs in creative ways. EXA 4-09a

I can participate in dance styles and activities which challenge and extend my repertoire of movement and my knowledge of the styles and cultures of dance. EXA 4-10a

Benchmarks

When creating and performing their own dance:

  • demonstrates coordination, control and fluency consistently;
  • selects and applies appropriately a range of choreographic devices, for example, timing, pathways, spatial awareness, levels, unison, cannon, repetition and variation;
  • choreographs dance motifs from a range of stimuli, for example, auditory (music), visual (pictures), prose (poems) and colour (mood);
  • shows artistic intention through creative use of, for example, different dance techniques, narrative (where a story is told), props, costume, motif, dynamics, mood and gesture;

ASSESSMENT

Choreograph and perform your own dance. In your dance you should:

  • Demonstrate coordination, control and fluency throughout
  • Consider timing, pathways, repetition and variation
  • Take inspiration from one of the following: music, pictures, poems or mood
  • Tell a story through your dance. You may want to include props or costumes to assist you

Differentiation Ideas

  • Additional adult/peer support

  • Only consider one/two choreographic devices

  • Consider all choreographic devices listed in the benchmarks

  • Music/pictures/poems/mood provided

Fourth Level Social Studies

End of Unit Assessment

EXPERIENCES & OUTCOMES​

I can explain how the interaction of physical systems shaped and continue to shape the Earth’s surface by assessing their impact on contrasting landscape types. SOC 4-07a

I can discuss the sustainability of key natural resources and analyse the possible implications for human activity. SOC 4-08a

Benchmarks

Explains in some detail how at least two landscape types from across the globe are formed.

Evaluates the sustainability of at least two key natural resources and analyse possible implications for human activity.

ASSESSMENT

  1. Identify at least two types of landscapes we might find across the globe
  2. For each of these landscapes, explain how they are formed
  3. Explain the term ‘sustainability’
  4. Evaluate the sustainability of timber
  5. Evaluate the sustainability of fossil fuels
  6. Describe the impact the use of fossil fuels has had in relation to climate change
  7. Explain why human activity (such as agriculture) may be affected if we continue to use fossil fuels

Differentiation Ideas

  • Additional adult support

  • Key word bank provided

  • Images of landscapes/natural resources provided

Have you used a Periodic Assessment you’d like to share? Do you have any questions about Periodic assessments? 

If you’re interested in future Periodic Assessment seminars, please get in touch below:

get in touch
HEAD TO THE LEARNING, TEACHING & ASSESSMENT CYCLE
Skip to content