Assessment Policy September 2015 (Review date: July 2016)

Transcription

1 Assessment Policy September 2015 (Review date: July 2016) WE SING WITH PRAISE TO THE LORD OUR LIGHT AND OUR SHIELD

2 1. Target setting September 2015 In 2017 GCSE results will be awarded using 2 different systems; English and maths will be 1-9 and other subjects will still be A*-G. From 2018 onwards all subjects will be awarded using 1-9 grades. Additionally, National Curriculum levels cease to exist for KS2 and KS3, the current Year 7 are the last cohort to receive NC sub-levels. Therefore, the decision has been made to track the progress of pupils in Years 7, 8 and 9 in all subjects and in Year 10 in English and maths using GCSE 1-9 grades. Year 11 and other subjects in Year 10 will continue to use A*- G grades We know that: Broadly the same proportion of students will achieve a grade 4 and above as currently achieve a grade C and above Broadly the same proportion of students will achieve a grade 7 and above as currently achieve an A and above For each examination, the top 20 per cent of those who get grade 7 or above will get a grade 9 the very highest performers The bottom of grade 1 will be aligned with the bottom of grade G Grade 5 will be positioned in the top third of the marks for a current Grade C and bottom third of the marks for a current Grade B. This will mean it will be of greater demand than the present grade C, and broadly in line with what the best available evidence tells us is the average PISA performance in countries such as Finland, Canada, the Netherlands and Switzerland The new maths GCSE will be tiered, with grades 4 and 5 available through both tiers. It is not intended that we make exact conversions between old and new grades. However, initially we do need to have some sort of conversion chart to help us all get started. These charts provide equivalencies between old and new systems and will be refined as necessary. Poster versions of these charts are to be displayed in classrooms to help both pupils and staff in the first few years. The Lancashire English and maths teams have produced flight paths for tracking progress from KS2 to KS4. A pupil achieving the KS2 expected standard of 4a (100 from 2016) will have a GCSE target of 5. We also know that 3 old levels was expected progress. The following Progression Table has been produce taking all these into account. English targets have been set using KS2 Reading, maths targets using KS2 maths and other subjects using an average of the two measures. Targets will go home to parents with an explanatory covering letter. Page 2 of 12

3 Progression Table: Target Setting for Sept 2015 End of End of End of End of End of End of Year 6 End of Year 6 Year 7 Target Year 8 Target Year 9 Target KS4 Sub Target KS4 Target 2c 1-1= Key 2b 1= Sub Grade 2a = 3= 3 5+ Strong 5 3c = Secure 5 3b 1= 2-2= Weak 5 3a 1= = 4= 4 4c 1+ 2= b = 4-5= a c 2= 3= = 6 5b = 7 5a = 8 6c 6b = 9 6a Page 3 of 12

4 Conversion Tables: Converting Between Old and New Old to New Old to New New to Old NC Levels Old GCSE New GCSE NC Sub Levels Old GCSE New GCSE New GCSE Sub 1-9 GCSE Whole 1-9 Sub Old GCSE NC Levels A* 8/9 9 9+, 9= 9 9+ A 7/8 A* = 7/8 B 5/6 A* 8 8+, 8= 9 9- A* 6/7 C 4/5 A 8 8=, A* 5/6 D 3 A 7 7+, 7= 8 8= A/A* 4/5 E 2 8a A 7 7=, A 3/4 F 1 8b B 6 6=, A 2/3 G 1 8c B 6 6-, 6= 7 7= A 7a B 5 5=, A 8a 7b C 5 5-, 5= 6 6+ B 8b 7c C 4 4=, = B 8c, 8b 6a C 4 4-, 4= 6 6- B 8c 6b D B 7a 6c D 3 3= 5 5= B/C 7b, 7a 5a D C 7b 5b E C 7c 5c E 2 2= 4 4= C 6a, 7c 4a E C 6a 4b F D 6b 4c F = D 6c 3a F 1 1= 3 3- D 5a 3b G 1 1= 2 2+ E 5b 3c G = E 5c 2a G E 4a 2b 1 1+ F 4c, 4b 2c 1 1= F/G 3b, 3a 1a 1 1- G 2a, 3c 1b 1c Page 4 of 12

5 KS3 Poster New Assessment September 2015 For Years 7, 8 and 9 New 1-9 Old NC Sub Sub Levels 7-8a 6+ 8b 6= 8c, 8b 6-8c 5+ 7a 5= 7b, 7a 5-7b 4+ 7c 4= 6a, 7c Key 4-6a Strong b Secure 3 3= 6c Weak 3 3-5a 2+ 5b 2= 5c 2-4a 1+ 4c, 4b 1= 3b, 3a 1-2a, 3c Page 5 of 12

6 KS4 Poster New Assessment September 2015 For Years 10 English and Maths New GCSE Grade New 1-9 Sub Old GCSE = 9- A* 8+ A* 8 8= A/A* 8- A 7+ A 7 7= A 7- A 6+ B 6 6= B Key 6- B Strong 5 5+ B Secure 5 5 5= B/C Weak 5 5- C 4+ C 4 4= C 4- C 3+ D 3 3= D 3- D 2+ E 2 2= E 2- E 1+ F 1 1= F/G 1- G Page 6 of 12

7 KS3 Due to the complex nature of developing this system it wasn t possible to ensure that targets for pupils in Year 8 and Year 9 were higher than the NC sublevel achieved at the end of the last academic year. Therefore, teaching staff have done a manual check to ensure that the targets allow for ample progress this year and have increased them if necessary. Looking ahead; next year s target will be the higher of: the target generated from the table, this year s target plus 2 sub-grades and the end of year assessed sub-grade plus 2 sub-grades. For Art, Music, PE, Tech and MFL a more adaptive model has been agreed which fully reflects the uniqueness of each subject. It recognises that creative, performing and sporting excellence does not strongly correlate to core subject ability. It also recognises that MFL and Technology input at KS2 varies greatly across feeder schools. Further to this it also takes into account that French and Spanish/German teaching time at KS3 is uneven. In these subjects separate baseline assessments will take place in Year 7 (and Year 8 Spanish) by October half-term and these will be used to generate challenging but realistic targets which will then track upwards as skills develop. In Years 8 and 9 staff will agree targets as follows: take the higher of last year s target and the end of year assessed sub-level, convert it to a 1-9 sub-grade, then add 2 sub-grades to create the target for this year. KS4 Year 10 English and maths targets have been set on the flight path from KS2 to KS4 as set out in the Progression Table. As in Years 8 and 9 staff are to compare targets to end of Year 9 achievement and raise them if necessary. The plan was also to use FFT5 1-9 benchmarks but they will not now be available until the middle of September. The targets will be reviewed when FFT Aspire is up to date. Targets for subjects other than English and maths have been set using KS2 results, KS3 results, FFT5 and CAT Projections. For Science, target is the highest of; KS2 TA plus 3 levels, KS3 plus 1 grade, FFT5 and CAT prediction. We now recognise that PE is the only subject that is totally practical at KS3 but then becomes a combination of practice and theory at GCSE. For PE, target is the highest of; FFT5 and CAT predictor. For other subjects the target is the highest of; FFT5, CAT predictor and the end of year 9 level plus one grade. Page 7 of 12

8 If a student is meeting or exceeding their target grade at the end of Year 10 then the grade will be increased by one grade to be the new Year 11 target grade. The exception to this is where the tier of entry makes this impossible to achieve given a set change is not possible eg: B in maths on the foundation paper. However, every effort should be made to ensure students are entered at the correct tier and able students are identified at an earlier stage. Year 11 Targets were set last year in line with the Assessment Policy September Assessment changes for monitoring and reports We will continue to assess, track and report using Working at grades for reasons explained in September 2014.This in effect means that pupils are embarking on a 5 year path to GCSE at the beginning of Year 7. It is important to ensure that our tracking data is accurate. Subject leaders will match their curriculum to the new 1-9 grades. Each department needs to moderate within school and with other schools. Subject Leaders will attend Lancashire s Assessment without Levels briefings and moderation meetings for their subject. Monitoring colour coding. A colour coding system will continue to be used on internal data analysis. This approach allows us to show current attainment relative to target grade. It will show all users a clear ata-glance picture of performance of an individual student, department or cohort. The colour coding is to be removed from the pupils reports in Years 7 to 10 to avoid misunderstandings with parents. The colour coding will remain for Year 11 Key stage 3: A student who is 2 sub-grades below end of year target or lower will be coloured Red A student who is 1 sub-grade below end of year target sub-grade will be coloured Amber A student who is on or above target will be coloured Green Key stage 4: A student whose current grade is 2 grades below GCSE target grade or lower will be coloured Red A student whose current grade is 1 grade below GCSE target grade will be coloured Amber A student whose current grade is on or above GCSE target grade will be coloured Green Page 8 of 12

9 3. Data Frequency and Form The Assessment calendar allows for collection of useful data at regular intervals. Assessment data analysis is produced in the week following monitoring and reporting cycles. All staff will be ed the latest current performance overview colour coding each student across all their subjects. They will also receive tracking tables and the latest Venn diagram for KS4. The Venn diagram will clearly indicate students in danger of not attaining 5 relevant qualifications inc. English and maths. In view of the major changes to accountability reform with Progress 8 becoming the paramount measure new systems will need to be developed to reflect the accountability shift for the 2016 exam cohort. A folder with all the archived data will be kept on the school network. This will provide an overview analysis of the information of each year, further detail is available on Sisra allowing a more forensic level of analysis. Page 9 of 12

10 Assessment Calendar Year 7 Year 8 Year 9 Year 10 Year 11 07/09/ /09/2015 Welcome Evening 21/09/ /09/2015 Formal Assessments Formal Assessment 05/10/2015 Monitoring 1 starts Formal Assesment Monitoring 1 starts 12/10/2015 Monitoring 1 home Monitoring 1 starts Formal Assessment Mon1 home/guid Eve 19/10/2015 Formal Assessment Monitoring 1 home Monitoring 1 starts 26/10/2015 Half Term 02/11/2015 Monitoring 1 starts Parents Evening 09/11/2015 Monitoring 1 home Mon1 home/guid Eve 16/11/ /11/ /11/2015 Formal Assessment Mock Exams 07/12/2015 Parents Eve Mock Results 14/12/2015 Resits 21/12/2015 CHRISTMAS 28/12/2016 HOLIDAYS 04/01/2016 Formal Assessment Reports ST 11/01/2016 Formal Assessment Parents/Options Eve Formal Assessment Reports FT and HOY 18/01/2016 Parents Eve Monitoring 2 starts Reports SLT and home 25/01/2016 Monitoring 2 home 01/02/2016 Options deadline 08/02/2016 Formal Assessment 15/02/2016 Half Term 22/02/2016 Reports ST Formal Assessment 29/02/2016 Reports FT and HOY Monitoring 2 starts 07/03/2016 Formal Assessments Reports SLT and home Monitoring 2 home 14/03/2016 Formal Assessment 21/03/2016 Reports ST Formal Assessment Data in and Parents Eve 28/03/2016 Reports FT and HOY 04/04/2016 Reports SLT and home Reports ST 11/04/2016 EASTER 18/04/2016 HOLIDAYS 25/04/2016 Reports FT and HOY Formal Assessment 02/05/2016 Reports SLT and home Monitoring 3 starts 09/05/2016 Monitoring 3 home 16/05/ /05/ /05/2016 Half Term 06/06/2016 Art Exam/Exams 13/06/2016 Exams 20/06/2016 Exams 27/06/2016 End of Year Exams End of Year Exams End of Year Exams Reports ST 04/07/2016 Monitoring 2 starts Monitoring 2 starts Monitoring 2 starts Resits/Reports FT and HOY 11/07/2016 Monitoring 2 home Monitoring 2 home Monitoring 2 home Reports SLT 18/07/2016 Reports home SUMMER HOLIDAYS Page 10 of 12

11 4. Accountability, action, intervention and support Historically, there has been no shortage of data in school and a criticism in past years was that there had been little evidence of actually using key data to embed accountability across all levels. There had been little evidence of using current assessment data to highlight strengths and weaknesses in teaching and learning and taking appropriate action to reward and share good practice whilst taking action to bring about improvement. Intervention strategies with students had not been tightly focused upon the outcomes of current assessment data. We have sought to address all of these areas by a double angle approach addressed through the academic line management and pastoral line management systems. This has elevated the profile of assessment data at every level to ensure it is valid, used proactively to quality assure our teaching and learning practice and to challenge, motivate and praise students, staff and parents appropriately. Following each round of monitoring HOYs analyse the results for each year group and determine which students are underperforming across a number of subjects. Form tutors, mentors, HOYs and SLT can then use this for mentoring and in relevant parental discussions. A letter is sent to parents expressing concern and explaining that the student will now be placed on a Progress card for at least 2 weeks in an attempt to bring the student closer to their target. The HOY will coordinate the intervention plan as below although dependent on student numbers and associated logistics the HOY may review the number of red subject criteria in order to make the process as manageable and effective as possible: Students who are Red in 2 subjects or less will be monitored by subject staff Students who are Red in 3 or 4 subjects will be monitored by their form tutor. Students who are Red in 5 or more subjects will be monitored by their HOY It is important to note that this assessment data should be considered alongside behaviour and effort data and appropriate decisions should be made to send accompanying letters which fully reflect and recognise excellent attitude. The tone of these letters should celebrate the good and suggest how we can collectively help the student. At the end of this period the staff member responsible for the intervention will arrange for contact home either in the form of a letter or phone call to summarise feedback to parents. HOYs will ensure all relevant staff complete the process. In addition, the Head of Year 11 has an overall responsibility for intervention across the school. Students who are eligible for the pupil premium or have special educational needs will receive additional support in order to try and bring them closer to their target. Page 11 of 12

12 5. Further analysis and follow-up In KS4 after each collection of assessment data class teachers and subject leaders will complete an analysis document using Sisra which will mirror the GCSE review document that is completed in September each year. These documents will build an overall picture of attainment and progress in each class and subject. At each fortnightly attached senior leader meeting subject leaders will discuss the overview performance of the most recent monitoring and the intervention plan for all relevant year groups. Attached senior leaders will discuss the validity of the results and question unexpected trends. They will use Sisra to look in more detail at group and individual performance and initiate appropriate action where required. They will celebrate success where the assessment data suggests outcomes are positive. An appropriate action plan will be agreed. 15/9/15 Page 12 of 12