3.1 Assessment at Sir William Ramsay aims to contribute to help all students maximise their achievement.

Size: px

Start display at page:

Download "3.1 Assessment at Sir William Ramsay aims to contribute to help all students maximise their achievement."

Harriet Rice
7 years ago
Views:

1 Assessment Policy Audience All Staff, Parents and Carers Date to be reviewed September 2016 Date Agreed by the Governing Body October 2013 Governors Committee accountable for review Curriculum Senior Leadership Team member accountable for review AH i/c Assessment Related Policies Teaching and Learning 1. Policy Statement 1.1 At Sir William Ramsay School all students and staff are viewed as ambitious learners. All students will be treated as intelligent and individual and will be provided with opportunities to develop and to reach their full potential. Students will be encouraged to see mistakes as opportunities through which to learn. Therefore, we place a very high value on effective assessment and on the regularity and quality of teachers' marking and reporting. All members of staff are expected to adhere to the school's systems of assessment, marking and reporting. 2. Policy Scope 2.1 This policy applies to all employees and students. The principles of the policy also apply to key stakeholders and their involvement in supporting student progress. 3. Key Principles 3.1 Assessment at Sir William Ramsay aims to contribute to help all students maximise their achievement. 3.2 Marking is an essential part of the assessment process. The main aim of marking is to give students and teachers useful feedback on how to progress. 3.3 Reporting aims to inform parents/carers of their child s progress and is an essential part of the work undertaken by the school. The information provided by the school is intended to support the development of students as independent learners and to help foster positive relationships with parents/carers.

2 Protocols Responsibilities Teachers To use assessment marks, exam results and home learning tasks to make a professional prediction of the grade which will be attained at the end of the key stage Tutors - To use assessment judgments to support students Academic Leader To use assessment data to monitor student attainment and to plan interventions as appropriate through liaison with Head of Department, to ensure targets are being met Data Manager Inputting, Accuracy Checking and Maintenance of Data & Information Assistant Head Quality assuring the process and checking the impact of processes with all key stakeholders Assessment protocols The Assessment protocol identifies student's strengths and areas for their development and will be used by staff to inform appropriate teaching and learning strategies that meet the range of abilities in a class. Assessment also gives a clear profile of achievement and progress to parents/carers, employers and other interested groups. An essential part of the work carried out by teaching staff is regular marking of work as this informs teacher assessments that take place during every half term. It is anticipated that students will complete formal assessed pieces of work in line with the assessment calendar that is produced each year. Assessment criteria must be available to students for these pieces prior to their completion. Formal feedback is given to students on what has been done well and how they can improve. Assessments are made using National curriculum levels in Key stage 3 and Grades in Key stage 4 and 5.To support the work carried out by staff sub levels are used in each Key stage so that progress can be recognised and celebrated regularly to help maintain motivation levels of pupils. A performance level ranging from 1 (highest) to 3 (lowest) is used to assess students' attitude to learning. If a student scores a 3, indicating poor performance an additional comment is made to highlight the concern. Marking protocols Marking should highlight strengths and demonstrate how students can improve performance as well as offer students the opportunity to respond through Strength / Improvement / Response marking and become more independent in their learning. The marking policy will develop subject specific knowledge and support the whole school approach to developing Literacy across the curriculum.

3 Students' progress is tracked through the marking of classroom books and folders, assessment pieces and end of unit tests. Formal feedback is given to students on what has been done well and how they can improve. SIR Marking is used across the whole school. It is essential that students have the opportunity to respond to the marks that they have received. This ensures the students understand the comments so that it has an impact in the future. The student response will form part of the marking process. Students will complete their response in relation to the comments made by the staff member marking the work. Curriculum leaders induct all staff in their departments into the specific assessment and marking procedures required in their subject. Not every piece of work requires rigorous marking: sometimes a tick suffices. Comments, however, incorporate an effort level and are of a formative tone i.e. telling the pupil what was good and how to improve their work. These are included at least twice per term in exercise books or folders. The first of these should be in place by the end of September each year. Subject leaders monitor marking and assessment. As part of the Quality Assurance Cycle, Heads of Department take in work from all team members and SIMS mark sheets are scrutinised. A member of the SLT oversees inspection of a sample of students' books on a regular basis. Reporting protocols Teaching staff report on students progress every half term to ensure that students are making the progress of which they are capable. The information collected on the report (see Appendix One) enables the school to reward those making good progress as well as plan interventions for those who may be finding school a challenge. There are 3 occasions when reports are shared with parents/carers. Another essential element to the reporting procedures are Annual Progress Consultation Evenings and Academic Review Days. During these parents/carers and students are encouraged to attend as each student s progress will be discussed in detail. Appendix One:

4 SUBJECT PREDICTED GRADE TARGET GRADE ATTITUDE TO LEARNING EVEN BETTER IF ART ART COMMENT DESIGN AND TECHNOLOGY DESIGN AND TECHNOLOGY COMMENT DRAMA DRAMA COMMENT ENGLISH ENGLISH COMMENT GEOGRAPHY GEOGRAPHY COMMENT HISTORY HISTORY COMMENT ICT ICT COMMENT MATHS MATHS COMMENT MFL MFL COMMENT MUSIC MUSIC COMMENT

5 P.E. P.E. COMMENT R.E. R.E. COMMENT SCIENCE SCIENCE COMMENT Please visit our Reports information on the school website for full details including the policy and target setting information. Attitude Concerns 1 Outstanding A Attendance 2 Good B - Behaviour 3 Requires Improvement E - Effort H Homework I Independent Working Skills O Organisation Skills P - Progress

Hurworth School Assessment, Recording and Reporting Policy

Hurworth School Assessment, Recording and Reporting Policy Accepted by: Board of Directors May 2010 Leadership Team Lead Reviewer: Assistant Head Teacher (Raising Achievement) Review Cycle: 2 Years Last