Assessment
At Landon School, each learner possesses a unique profile and set of needs that require a tailored approach to learning and, consequently, assessment.
Four key elements define our assessment process at Landon School:
‘Learn Different means Assess Different’
(Imray, 2024)
Linear VS Non Linear Assessments
According to recent research findings (Sissons, 2024), there are widely recognised difficulties associated with linear assessments and learners with Severe Learning Difficulties and Autism.
Landon School uses a wide variety of non-linear assessment frameworks specifically designed to overcome the difficulties of linear assessments in learners with SLD, CLD and/or Autism.
Linear frameworks often disconnect learning from the learner’s context, rendering the learner a passive participant in the educational process.
This approach tends to emphasize the learner’s limitations rather than their abilities, hindering independence and the ability to generalize skills (Sissons, 2024).
Ipsative Assessment
All learners at Landon School are different and unique and, therefore, require and approach to teaching and planning which renders meaningless any kind of comparative judgements or benchmarking (Sissons, M. 2024)
At Landon School, we are concerned with ipsative assessment that is, the progress that an individual makes in relation to their own prior learning.
Pupils are ipsatively assessed termly based on a range of factors unique to them. Each learner has a Personalised Learning Plan where the starting point in writing personal learning intentions is the learner – their motivations, strengths and needs.
Assessment of Lateral Progress
Lateral progress (as opposed to linear), focuses on qualitative aspects of a skill – Sissons, 2024
The ALS looks at four aspects of skilled performance:
Independence
Refers to the level of prompting or cueing which a learner needs to perform a task.
Fluency
Refers to the confidence and accuracy with which a task is performed.
Maintenance
Refers to the consistency of performance over time.
Generalisation
Refers to the ability to transfer a skill to novel contexts, including people, material and setting.
Recording System
Evidence for Learning is used for evidencing and tracking progress against individual Personalised Learning Plans targets related to Cognition and Learning, Communication and Interaction, Personal, Social, Emotional and Mental Health and Physical and Sensory Development.
These are linked to pupil’s aspirations as set out in their Education Health & Care (EHC) Plans.
