Personalised assessments guidance for practitioners on learner feedback and sharing with parents and carers - 201005

Sep 15, 2026

Uploaded by Rowan

Guidance explains the purpose and principles of personalised (adaptive) assessments for Numeracy (Procedural) and Reading, including how question difficulty and reading texts are generated from learner responses. It details what personalised assessments measure and the report types schools should share with parents and carers: learner feedback and learner progress, with age-standardised scores where applicable. The document also describes how reports communicate strengths, development areas, and next learning steps, plus practical sharing and printing approaches.

LanguageEnglish

CategoryResearch & Report

FormatPDF

Pages12

Reading Time30 min

AccessFree to download

Purpose of personalised assessments

What are personalised assessments?

How Numeracy (Procedural) and Reading assessments work

What reports should be shared with parents/carers?

Learner feedback

Learner progress

What the learner feedback report tells parents/carers

How statements and descriptors are presented

Understanding learner feedback and learner progress reports from the Numeracy (Procedural) and Reading Personalised Assessments This guidance highlights some key points that may be helpful to practitioners when considering learner feedback and reports and discussing them with parents/carers. It is structured around questions that parents/carers may have. What is the purpose of the personalised assessments? The purpose of the personalised assessments is to help learners progress, through understanding what they can do, the things they may need to work on and their next steps. Personalised assessments provide detailed information on the skills of individual learners and whole classes, which teachers can use to plan next steps in learning and teaching. What are personalised assessments? In personalised or ‘adaptive’ assessments, the questions and/or texts (for the Reading assessment) are generated based on the learner’s response to the previous question. A learner who answers questions correctly will receive questions or texts that are slightly more challenging; a learner who answers questions incorrectly will receive slightly easier questions or texts. This process continues until the assessment has covered the relevant aspects of the curriculum and gathered sufficient information on the learner’s responses. This provides an individual assessment experience and tailors the level of challenge for every learner. The questions for Numeracy (Procedural) assessment are chosen from a large‘bank’ (over 1,600 Numeracy (Procedural) questions) designed for Years 2 to 9. Numeracy (Procedural) focuses on numerical facts and procedures – the numerical‘tools’ that are needed to apply numeracy within a range of contexts. The texts and questions for the Reading assessment are chosen from a large ‘bank’of texts and questions. The Reading assessments provide information on how well a child understands a text and whether they are able to make judgements about what they are reading. The assessments are based on the skills set out in the National Literacy and Numeracy Framework (LNF) . Two animations for parents and carers are available , providing an introduction to the assessments and explaining feedback and reports. Schools may wish to share these via their school web pages and communication channels. What reports should be shared with parents/carers? There are two types of reports on individual learners that should be shared with parents and carers: learner feedback and learner progress. Learner feedback Sample learner feedback is available in Annex 1. Some parents/carers may be unfamiliar with interpreting this type of feedback but it is important that they are able to understand the information given to them about their child and what it means for their child’s learning. When given a copy of their child’s feedback, parents/carers can also be given a copy of Personalised assessment feedback – Reading: Information for parents and carers or Personalised assessment feedback – Numeracy (Procedural): Information for parents and carers to help them interpret that feedback. Schools are encouraged to share the feedback while it is current. Schools may choose to do this at parents’ evenings in the context of other feedback on learners’ progress. If the assessments are taken twice during the academic year, parents/carers should receive both sets of feedback. If schools wish to print copies of individual learners’ feedback, they may select ‘Print’from within the browser and print it directly. A function for printing reports for multiple learners is also available on the assessment website. Learner progress In addition to the feedback on skills, individual learner reports on progress are available the day after each Numeracy (Procedural) assessment. These show the age-standardised score for the most recent assessment. These must be shared with parents and carers also. An example learner progress report is available in

FAQs

What is the purpose of the personalised assessments?

They help learners progress by clarifying what they can do, what they may need to work on, and their next steps. They provide detailed information on individual learners and whole classes for planning learning and teaching.

What are personalised (adaptive) assessments?

Questions or texts are generated based on the learner’s response to the previous question. The assessment adjusts challenge level, continuing until it covers relevant curriculum aspects and gathers sufficient information.

Which report types should schools share with parents and carers?

Schools should share learner feedback and learner progress reports for individual learners. Progress reports include age-standardised scores and must be shared alongside feedback on skills.

Sep 15, 2026

Uploaded by Rowan