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-Policy on Assessment

Policy on Assessment (March 2011) 


(reviewed by staff, school management and BOM reps April 2011)

Policy Rationale:

The core of the policy is that all children should experience success at school.  This policy endeavours to identify at the earliest possible opportunity, children who may have learning difficulties and put in place a school response to their needs.  An effective assessment policy is central to this core objective.

Aims and Objectives:

The primary aims/objectives of the policy are;

1.To facilitate improved pupil learning
2.To create a procedure for monitoring achievement
3.To track learning processes which assist the long and short term planning of teachers
4.To co-ordinate assessment procedures on a school basis involving parents and pupils in managing strengths and weaknesses

Policy Content:

This policy is geared towards using assessment to inform planning and identify the needs of all pupils, including the exceptionally gifted so that adequate strategies are put in place early enough to facilitate remediation.  These strategies may include pupil self assessment, pupil profiling, two way communication between parents and teachers, modification of teacher programmes and individual education plans.

Standardised Testing:

The Micra T and Sigma T tests are administered from First to Third Classes inclusive. The Micra T Level 1 is given to Senior Infants.Fourth and Fifth Classes take the Drumcondra reading and maths test. In sixth class the Drumcondra Reading and Maths may also be administered but this is left to the discretion of the class teacher. The tests are usually administered in the last week of May or first week of June by the class teacher.  Standard and percentile ranking scores are recorded on the class record template and stored by each individual teacher with a copy held in the administration office.  The SET analyse the results in June for allocation of resources to pupils in September.

Diagnostic Assessment:

Diagnostic tests are administered by the Learning Support and Resource Teachers following referral by the class teachers in consultation with parents/guardians.  The administration of such tests is in keeping with the approach recommended by Circular 02/05 where a staged approach is used by the individual class teachers before recourse to diagnostic testing /psychological assessment.  Parents are provided with test results and if a psychological assessment is warranted, parental permission is sought and a consent form is completed.  The Principal will facilitate such an assessment happening.

The diagnostic tests used in the school include;


  • Bangor Dyslexia Screening test

  • Neale Analysis

  • Aston Index

  • Quest

  • Screening:

The screening tests used to identify learning strengths and weaknesses in the school are;


•Belfield Infant  Assessment Programme

•Middle Infant Screening Test  (MIST)

•SPAR / Parallel Spelling Test

•Non Reading Intelligence Test (NRIT)

•Aston Index

•Sigma T (occasionally)

•Otis-Lennon Mental Ability Test

These tests are administered individually or on a class basis.  The MIST is administered  around March of each year while the Aston Index is administered individually by the Learning Support Teacher when deemed appropriate.  Screening is used by the school to initiate the staged approach to intervention as per Circular 24/03 and Circular 02/05.

Psychological Assessment:

If stages 1 and 2 fail to deliver adequate intervention, the class teacher/Principal will contact the parents for permission to secure a psychological assessment for their child.  An assessment will determine the subsequent level of intervention, be it ‘Learning Support Resource’ hours or an ‘Individual Education Plan’.  The most common form of assessment used in our school is teacher observation, teacher designed tests, projects and homework (informal assessment).  These informal assessments are at the discretion of individual teachers.  Records of teacher-designed tests are kept by the individual teachers and communicated to parents at the Parent-teacher meeting and the school report issued at the end of the school year.  Each teacher has discretion as to the format, administration and frequency of in-class testing.  The most common types of informal teacher designed testing in our school are math’s tests, spelling tests and quizzes.


Each pupil has a profile card which is stored in the Learning Support Resource Dept.  This file records standardised test results and records if other assessments are available.The end of year reports for each pupil are also stored here.Psychological assessments and other reports from outside agencies are also stored in the LSR department This file is passed from teacher to teacher as the child progresses through the system.  Procedures are in place to manage sensitive data (see Data Protection Policy).

Success Criteria:

This policy is considered successful if;

•Early identification and intervention is achieved
•Clarity is achieved regarding procedures involved in a staged approach
•Procedures are clear, with roles and responsibilities defined
•The Special Education team have clearly defined roles and objectives
•There is efficient transfer of information between teachers

Roles and Responsibilities:

Mainstream Special Education Teachers and the Principal assume shared responsibility.  It is the responsibility of the class teacher to set in train staged interventions at class level.  At Stage 2, the responsibilities are shared with the Special Education Team.  The Deputy Principal assumes a primary role at Stage 3 when a Psychological Assessment may be required.  Parents have a role at all stages and the lines of communication must be always kept open.


This policy reflects current practice in the school.

Ratification & Communication:

This policy was ratified by the Board of Management in ____________and uploaded to our school website thereafter.

Review Timetable:

This policy will be reviewed in 2 years time and amended as necessary by means of a whole school collaborative process.


DES Circular 02/05 – 24/03

DES Learning Support Guidelines 2000

Working Together to make a Difference for Children – NEPS

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