Assessment is part of the planning, teaching and learning cycle. You should use evidence of learning, in a range of settings and contexts, throughout the school year to assess learners’ progress. Effective assessment identifies learners’ individual strengths and needs and provides information about learner progress.
A range of assessment frameworks have been developed to meet the diverse needs of learners with special educational needs.
Assessment for Profound and Multiple Learning Difficulties (PMLD) or Severe Learning Difficulties (SLD)
Learners who have statements of profound and multiple learning difficulties or have statements of severe learning difficulties are exempted from the statutory assessment arrangements. However, assessment should still be part of the planning, teaching and learning cycle. Effective assessment identifies learners’ individual strengths and needs and provides information about learner progress.
A range of assessment frameworks have been developed to support teachers with the assessment process. All these frameworks are aligned with the Northern Ireland Curriculum.
Assessment for Moderate Learning Difficulties
Learners with statements of moderate learning difficulties will be assessed by teacher assessment in the same way as the majority of learners. In exceptional cases, a learner may be exempted from all or part of the assessment arrangements, if this is specifically provided for in their statement of special educational needs.
There may be other occasional and exceptional circumstances where the principal considers that it would be inappropriate to undertake teacher assessment. In such circumstances the learner may be exempted on a temporary basis from the statutory arrangements. Details of the circumstances and procedures for making temporary exceptions are set out in Circular 1990/45 issued by the Department of Education in August 1990.