Ideally, we need to assess pupils in different ways. The mixed assessment regime should consist of:

1. ongoing (synoptic) assessment
2. summative assessment (end of year or end of module tests)
3. some form of monitoring of other factors such as homework and general effort.

National Curriculum levels should be referred to in Key Stage 3, perhaps from the end of Year 7 onwards. We must ensure that parents and pupils are clear what these mean. From Year 9, many parents and pupils may also require:
i) some indication of how the individual is performing relative to the rest of the group or year
ii) some indication of possible GCSE grade

Assessing Speaking

It is not always necessary to conduct individual orals. An occasional 'sweep' of a selection of pupils may be sufficient. If possible, pupils should experience a short individual oral test at least once in KS3. This must be quite short and easy to administer.
e.g. pupils answer a prepared selection of 4 or 5 questions
or : pupils give a short presentation using icon-prompts

You need a user-friendly mark scheme - which the pupils also know about and understand. There should also be a tie-in with National Curriculum Levels

Assessing Listening & Reading

This can be done through a common task with a clear set of answers. A prepared answer grid is the most user-friendly form of assessment. The grid should include a more open-ended section for more able pupils to show their knowledge.e.g. How old is he? Where does he live? What 2 sports does he like? What subject does he dislike? + Give any additional information about his other hobbies.

Question papers should always include clear indications of the number of marks that can be gained on each question and pupils need to be trained in the techniques of answering tests.

Vocabulary tests

These can be done regularly. Once a routine is established, pupils should begin to improve their scores. If pupils are under-performing, you will need to spend more lesson-time on learning skills. Many pupils do not know how to learn effectively. It is often useful to devote some time in the lesson to letting pupils test each other and practise accurate written recall before conducting the actual test. Make it clear to pupils what you will require them to do. Will they be given the English? Will they need to write the gender of the noun? Pupils respond well to being given a set of words to learn and then asked to write as many as possible from memory.

Assessing writing

Generally pupils will perform best in this area if they have a clear idea of what they will be required to do.

Plenty of practice of the task will make the final test less threatening and pupils will perform well. The task should be fairly limited in scope at first - ranging from the basic vocab test to a freer list of items required for a particular purpose (school, a picnic, a holiday, festive presents) and then extended to longer sentences and then mini-paragraphs on a particular topic area. This can then be opened out further into longer paragraphs covering a range of areas (school, town, routine, family, home) and, ultimately, narratives. Use plenty of stimulus material, icon and keyword prompts for support. Most pupils cannot function successfully in a vacuum.

Here too, the mark-scheme should be shared with pupils. They should be shown plenty of examples of good answers. The modelling of correct language is vital. Pupils cannot learn unless they have correct models to refer to.