Assessment and Reporting at Key Stages 1 & 2

On this page

Assessment is the cornerstone of good learning and teaching. It can make a vital contribution to improving educational outcomes for all pupils. It’s about collecting, interpreting and using information to give a deeper appreciation of what pupils know and understand, their skills and capabilities, and what their learning enables them to do.

Assessment should:

  • complement and support the key aims of the Northern Ireland Curriculum;
  • be fit for purpose;
  • be manageable; and
  • be supported by teacher professional judgements that are consistent and reliable.

Since teaching and assessment have the same purpose – to help pupils learn – teachers need to plan them as complementary aspects of one activity. Teachers can use different assessment types to gather information. They can use this information for a range of purposes, including:

Purposes of Assessment
Diagnostic Formative Summative Evaluative
To identify strengths and areas for improvement and to inform next steps To use assessment information to make specific improvements in learning To acknowledge, record and report pupils' overall performance and achievement at a point in time To inform curriculum planning and to provide information for monitoring and accountability

In Years 3 to 7, teachers assess pupil progress in the statutory curriculum (the Cross-Curricular Skills, the Areas of Learning and the Thinking Skills and Personal Capabilities) and report this progress to parents.

In Years 4 and 7, there are additional end of key stage requirements for assessment and reporting. See the Assessing the Cross‐Curricular Skills section for more information.

The Northern Ireland Curriculum encourages a focus on active learning methodologies. CCEA therefore encourages teachers to create assessments in meaningful contexts, which should involve using formative assessment strategies such as Assessment for Learning.