Assessment

Assessment Aims
  • Together with teaching and curriculum, to support the delivery of a high-quality education
  • To help close the learning gap between current and expected learning
  • To be meaningful and manageable
  • To raise aspiration, motivate and inspire pupils

Whole school assessment weeks will take place at an agreed time, these are set out in advance on the school calendar. The week prior to the assessment week will be used to consolidate learning in preparation for the assessments. Subjects will provide learning resources prior to the assessment weeks, for example, revision guides or knowledge organisers produced commercially or by the subject.

For years 11 and 13, pre-public examinations will take place at the end of the autumn term and during spring term, with year 10 and 12 end of year exams taking place in the summer term.

Each subject area will mark in- depth and diagnostically at least twice per half term. Feedback will include clear next steps and address gaps and misconceptions in knowledge. Assessments will be used to inform planning and curriculum plans provide sufficient time for relevant remediation, re-teaching, further practice and for learners to act upon feedback following assessments. The assessment will be substantial, providing an opportunity to demonstrate mastery of the subject content under review

Work is checked regularly to identify misconceptions and literacy errors, this includes making effective use of peer and self-assessment, verbal feedback, quality dialogue with pupils, flash marking and online testing.

Reporting and Tracking

Teachers and leaders will track learning and report to parents using the following scale matched to identified sub-domains (topics and units) of the curriculum

Descriptor

Description

 

significant strength

 

A deep understanding of complex knowledge structures

Has the capacity for skilful performance

A very high success rate

 

secure understanding

 

A good foundation for future learning

Secure understanding of concepts and key vocabulary

New knowledge bonds to existing knowledge

 

some gaps

 

There is some confusion or uncertainty but this can be addressed by further practice, review, revisiting and re-teaching

 

cause for concern

 

Gaps in knowledge are preventing the acquisition of further learning

 

 

  • Sub-domains may include knowledge and skills and where appropriate include the use of extended writing
  • Subjects will draw on a range of evidence to inform consistent judgments
  • Assessment using the above scale is uniform and not relative to learners’ prior attainment, ability grouping or set
  • Students will receive a progress review at the end of each term. Feedback to learners will identify clearly gaps in curricular knowledge and skill.
  • The subject report will include information on how to address gaps in learning and students will be directed to resources that will support this.

Homework, effort, and behaviour will be reported as part of the progress review using the following 1 to 4 scale

  1. Excellent
  2. Good
  3. Requires more effort
  4. Cause for concern
  • At KS5, the same scale will be used to report on attitude to studies
  • A personal written comment will accompany each subject report following Year 10 and end-of -year exams mock exams during Year 11 and 13
  • A comprehensive UCAS subject reference will be completed at the end of Year 12. Extracts of this can be used to provide personal comments on the report to parents

Every pupil and student must strive to achieve at least a secure understanding of the taught curriculum

The school Assessment and Marking policy can be found in the school policies section of the website.

Curriculum