Assessment Without Levels Policy

Transcription

1 Assessment Without Levels Policy Policy adopted: October 2016 Policy review date: October

2 Contents 1. Outline Purpose of the Assessment Model 2. Assessment without Levels 3. The Shelfield Assessment After Levels Model 4. How is it different from levels? 5. Rationale for the Shelfield Life After Levels Model 6. Growth Mindset 7. Ensuring Progression 8. Formative Assessment 9. Summative Assessment 10. Tracking Progress 11. Marking and Feedback 12. Quality Assurance of Marking and Assessment 13. Moderation and Training with Primary Schools 2

3 Assessment without levels 1. Outline Purpose of the Assessment Model Fundamentally any assessment system within KS3 and KS4 should be able to meet the following: Based on the prior learning, key knowledge and skills gained in KS2. Based on developing the key knowledge and skills required for success in KS4. Based on high expected standards of all students. Based on formative feedback and allows all students to succeed. Incorporates periodic summative assessment to support ongoing formative feedback. Provide meaningful feedback that allows for effective planning and intervention in order for all students to be supported and challenged in their work. Easy to understand and to explain to staff, parents and students. Has consistent principles, that can be used across subjects, but the flexibility to be suitable for all subjects. Allows all students to experience success, by focusing on the progress they make from their starting point. 2. Assessment without Levels The final report of the Commission on Assessment without Levels highlighted the following key points as to why National Curriculum Levels should no longer be used with assessment and thus provides guidance to inform future models. a) Never meant to be a label Too often levels became viewed as thresholds and teaching became focused on getting pupils across the next threshold instead of ensuring they were secure in the knowledge and understanding defined in the programmes of study. b) Undue pace Depth and breadth of understanding were sometimes sacrificed in favour of pace. c) Levels mean different things Levels also used a best fit model, which meant that a pupil could have serious gaps in their knowledge and understanding, but still be placed within the level. This meant it wasn t always clear exactly which areas of the curriculum the child was secure in and where 3. The Shelfield Assessment After Levels Model The following points outline the basic components of our Assessment after Levels Model. Determine the big ideas in each subject based on the KS3 programmes of study and the proposed KS4 specification. Understand what students need to master in terms of knowledge and skills, in order to be successful in KS4. Determine what excellence looks like in each subject for each key group of students. Utilise KS2 data to band students into starting points for their baseline performance descriptors. 3

4 Map knowledge and towards excellence through each year group and band of students through the use of performance descriptors directly aligned to schemes of work. Performance descriptors demonstrate the progression of knowledge, skills and understanding. Use focused assessment and formative feedback on the key elements of knowledge and skills. 4. How is it different from levels? Students are not assigned a target level as all students are expected to aspire to excellence using a Growth Mindset. Assessment is based on progress made so celebrates the effort of all students, with different starting points. All teachers set the standard of excellence expected and assessment is directly linked with the curriculum and lesson planning. Not given feedback such as you re a 4a but focused on formative feedback that makes students think about how to progress. Rubrics are used for planning teaching and progression not assigning numbers. Students are given the opportunities to action their targets through self-review, redrafting and the re-teaching of skills and knowledge, as appropriate. 5. Rationale for the Shelfield Life After Levels Model The academy has liaised with and researched the models of other schools and academies, as well as liaising with our primary feeder schools, in order that we can make an informed judgement on the most appropriate assessment model. Much of our practise is based on the OAT model, of which we were part of the consultation. All departments have developed subject specific progress grids, including the identification of requirements for each curriculum strand. In line with the value of embedding a growth mind set in all of our students, our progress grids cover the skills required for achieving grades 1-9. This ensures that students are not limited by their age and can excel at any stage. It also fosters a longer term view of progress, allowing students, parents and staff to see a long term pathway to progress. 6. Growth Mindset A growth mindset can be achieved effectively if it is an integral part of teaching, as well as day to day interactions with students by: Expecting excellence develop a belief that everybody can improve and reach for excellence, when expectations and levels of challenge are high. Being resilient develop in students an understanding that learning requires hard work, effort, deliberate practice and learning from our mistakes but that with the right approach, we can all overcome obstacles. Responding to feedback give good quality and specific feedback, as well as the opportunity for students to respond to this feedback. 4

5 Being inspired by others use the success and excellence of others to inspire students to go on and improve their own work. EXPECTED - 2 NEW SUB LEVEL PROGRESS PER YEAR KS2 YEAR 7 YEAR 8 YEAR 9 YEAR 10 YEAR 11 OLD AND NEW ATTAINMENT CONVERSIONS KS2 AVG FINE LEVEL NEW SCALED SCORES AUT SPR SUM AUT SPR SUM AUT SPR SUM AUT SPR SUM AUT FINAL TARGET EQUIVALENT GRADE SUB LEVEL (OLD) EQUIVALENT GRADE NEW KS4 NUMBER A*+ 10a A* A* 10b A* A* 10c A* A* 9a A* A 9b A* A 9c A* A 8a A B 8b A B 8c A B 7a B C+ 7b B C+ 7c B C+ 6a C C 6b C C 6c C C 5a C W D 5a C W W D 5a C W- W W D 5b D W- W W+ W E 5b D W- W W W E 5c D 3- <2.5 <80 W- W- W W+ W E 4a E 2+ W- W W W F/G 4b E 2 W- W- W W+ W F/G 4c E 2- W- W W W F/G 3a F/G 1+ W- W- W W+ W+ U 3b F/G 1 W- W W U 3c F/G 1- W- W- U 2a U W+ U 2b U W U 2c U W- 1a U 1b U 1c U 5

6 7. Ensuring Progression In subjects schemes of work there is progression through each year group. So for example, if a student is working below expected levels, progress grids are used to identify the specific skills that student is failing to secure, intervention to secure these skills will then take place. Depending on the degree of underperformance, intervention may take the form of: Embedded opportunities for self-assessment and revisiting tasks. Modifications to lesson planning and units of learning. Additional home learning tasks. Out of hours intervention. Alternative curriculum provision, such as catch-up provision in English and maths. Flight paths are provided to offer an indication of the expected progress a student should make if they are to achieve their end of year 11 target grades. Targets are set using KS2 SATs scaled scores, but all departments also carry out a baseline assessment for students entering year 7. Each department may have a slightly modified flightpath for determining whether a student is making expected progress from their starting point in that subject, but the expectation is that all student flight paths should lead to them securing their target grade. This will of course lead to a stepped approached with regards to progression rates, but students will work with a variation in pace to achieve their end goals. This expectation is for internal use only and is counter intuitive to the growth mindset model to share with students. However, the academy does need some way of ensuring that students are making progress. Regular, formalised assessment and moderation across the academy will ensure consistency to marking and predictions and improve the quality of judgements and support for students. 8. Formative Assessment The bands of knowledge and skills can be used to give students ongoing formative feedback, based on their day to day work, about how to improve and move through the progress descriptors. The feedback is aimed at moving all students through the progress bands, so developing resilience and grit. Expectations are therefore consistently high. The performance descriptors are mapped to schemes of work and day to day planning to ensure a direct linking between teaching, learning and assessment. 9. Summative Assessment In order to prepare students fully for the demands of external examinations, there is a formal assessment cycle each term where every students completes an examination style assessment for the subjects they study. In practical subjects, this may also include practical assessment in the place of written ones: 6

7 Each department is required to set a one-and-a-half-hour assessment for each year group. It is expected that, prior to the assessment week, students are prepared for how to approach the assessments including guidance on revising and how to approach examination questions, as well as the knowledge and content required. Following each assessment week, departments have dedicated time to moderate students work in order that: work is marked consistently across the department progress grids and descriptors are accurate areas of student under-performance can be identified curriculum leaders can validate the accuracy of the assessment marks being input across their subject area adaptations to curriculum plans and assessments can be made in light of the evaluation of student marks issues with teaching and learning can be identified and addressed good practice can be shared across departments portfolios of exemplar pieces across all levels can be collated for future reference in determining accurate assessment 10. Tracking Progress Tracking progress and reporting to parents can be achieved by giving students a number relative to their baseline band. Individual subjects will decide what expected progress is in their own context, however the following provides a method of standardising across subjects: Working below their expected progress descriptor Making significantly less than expected progress Working below their expected progress descriptor near to making than expected progress Working within the expected progress descriptors Making expected progress Working above their expected progress descriptor Making more than expected progress So, rather than reporting on a level, we are reporting they are making expected progress relative to their starting points and the subject / academy expectations. The advantages to this are: Rather than focusing on a pre-determined target level, we are focusing on the progress they are making from their starting point i.e. what they achieved at KS2. Allows underachieving students to be identified and interventions planned. Allows performance of classes/subjects to be monitored % of students making good, expected, less than expected progress. Ensures students of all abilities can be praised for the effort and progress they are making in the same way. Supports long term goals and monitoring progress towards them. 7

8 It provides a more holistic view of progress and instils a growth mind-set by seeing progress over a longer period of time, therefore providing a clear and understandable pathway for students and parents and allowing for more accurate and rigorous long term planning. Enables teachers to demonstrate evidence as to how they have come to their judgements by directly linking their assessment to planning and the scheme of work. We can utilise this data and put targeted intervention in place by reviewing: The students who are making most progress across all subjects, by looking at their progress total, irrespective of their starting points. Individual students who are not making as much progress either in individual subjects or across the board. The progress being made across individual subject areas, in comparison to others. Students with individual learning needs clearly identified from specific gaps in their knowledge and skills. 11. Marking and Feedback All departments set a minimum of 3 assessment tasks (2x formative and 1 x summative) across each term to ensure that each group is assessed consistently on the skills they have been taught. Marking and feedback is an important part of the assessment process and should always aim to inform a student of their relative progress and how to improve further. The academy s Marking, Assessment and Recording Policy sets out detailed expectations and guidance on marking and feedback. However, an outline of expectations are; Written comments must include: What Went Well (WWW) Feedback on the areas that students have done well. Next Steps: clear and actionable targets for improvement. Use coloured stickers, in line with the academy reporting system of blue, green, amber and red to indicate whether a student is making expected progress in that assessed piece of work. Progress grids should be used by staff when setting targets. At each level, the areas of a grade descriptor that is not being met, should be used to form a clear, concise and actionable target. Students should be given opportunities to act upon targets. Some ways of doing this may include: Peer assessment. Redrafting of pieces of work. Opportunities to redo or complete a similar task to action targets. Additional tasks, such as homework, that focus on areas that have not been secured. 8

9 12. Quality Assurance of Marking and Assessment To ensure the rigour and consistency of assessment across the academy, all subject areas have produced progress grids with clear descriptors for each ability and curriculum strand. Copies of these grids can be found in the staff shared area. There is a requirement that all departments will carry out a minimum of two formative assessments and one summative assessment each term. All tests are based on what a student is currently expected to know, not what they have not yet been taught. 13. Moderation and Training with Primary Schools We have fostered positive working relationships with many of our local primary schools and have liaised with them to develop our understanding of how they have implemented changes to the curriculum and assessment at Key Stages 1 & 2. This has included: Shelfield hosting two moderation days for both English and maths. Each day was attended by over 20 primary schools, each of whom brought samples of students work to standardise. The moderation days were attended by members of Shelfield English and maths departments in order that staff can better understand: The content of the KS2 curriculum. The new assessment standards at KS2, thus better informing our understanding of relative starting points for KS3. The nature of tasks that students are required to engage in. Successful strategies for engaging students and supporting learning at all levels. Progression planning that builds on the skills and content taught at KS2 and ensure that all relevant components are built into the long, medium and short term planning at Shelfield. Visits to primary schools, during the summer term 2016, to observe teaching at KS2, view samples of work and discuss the curriculum and assessment with KS2 teachers. Staff that visited primary schools presented to all Shelfield staff at a training session and shared examples of students work from primary school. Primary school are requested to provide samples of Best Work for each students that is starting at the academy, each September. This helps as an indication of a students ability so that standards can be maintained. 9

10 PROGRESS REVIEW AUTUMN 2016 Name: Attendance: 99% KS2 Score: 98 Form: 7/RE GCSE Target: 5 Subject Working At BFL Score Targets English 1 Here there will be two or three subject specific targets. Mathematics 1 Science 2 Art 2 Drama 1 Geography 1 History 2 Information Technology 2 Modern Languages 1 10