Assessment, Recording and Reporting Policy. Committee Responsible: Curriculum & Standards

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1 The process of assessing, recording and reporting is required to: Inform students, parents and teachers of attainment and progress being made by students in all areas of the curriculum. Allow realistic targets for improvement to be set within subject areas, linked to benchmark data (e.g. Fischer Family Trust target grades), CAT scores. Enable effective tracking of students towards targets. Include both formative and summative elements. Provide opportunities for self and peer assessment. Recognise achievements of all kinds. Facilitate progression from year to year within the school and, where necessary, between schools. Guidelines for effective assessment Assessment should: Use a wide range of assessment techniques in a variety of contexts, including marking of classwork and homework, observation and discussion in the classroom, written and practical tests. To facilitate this, opportunities for regular assessment should be built into schemes of work. Be valid and reliable through the use of objective and consistent criteria which are well understood by teachers, students and parents. Have a positive impact on students' attitudes, motivation and self-esteem. Support learning by making it clear to students: what they are trying to achieve, what they have achieved, what they now need to do to improve and the setting of future targets. Be used by teachers to plan future work which is appropriate to the needs of individual students. Guidelines for effective recording Recording should: Comply with the whole school policy to ensure consistency of approach within all departments. Involve a clear distinction between attainment and effort. Identify a wide range of student achievement using agreed and objective criteria. Be regularly reviewed and updated. Provide a secure basis for reporting attainment to students and parents. Be supported by evidence of students' work. Be used to review students' progress regularly and set appropriate targets for the future. 1

2 Provide a means of collating important assessment data within departments for purposes of monitoring individual, class and year group progress and facilitating setting arrangements. Guidelines for effective reporting Reporting should: Provide parents with a clear picture of their child's achievements and progress in all areas of the curriculum and clearly reflect attainment as judged against objective criteria. Provide information relating to the content covered within individual subject areas and the opportunities presented for learning and development of skills. Set targets for future learning with appropriate strategies for their achievement. Be supportive and promote students' self-esteem. Encourage parental involvement in their child's learning. Summary of Statutory Requirements for Reporting to Parents Parents must be provided with information relating to: The student's progress in all National Curriculum subjects studied at Key Stage 3. Progress in all other subjects and activities. General progress and an attendance record. Where relevant, the student's National Curriculum assessment results and how these compare to results of students of the same age in the school. Where relevant, national comparative information about students at the end of Key Stage 3. Any public examination results (including any vocational qualifications and/or credits towards these). The arrangements to discuss the report with the school (e.g. parents' evenings). A report to a student's new school must contain as a minimum: The student's past National Curriculum assessment results. Any public examination results (including any vocational qualifications and/or credits towards these). The teachers' latest assessments of the student's progress. A report to a school leaver must contain as a minimum: Any public examination results (including any vocational qualifications and/or any credits towards these). 2

3 Details of progress in other subjects and activities studied. Attendance data. A. Assessment Assessment of learning: Is about progress it is a summative assessment of the level a child has reached. It should be expressed in terms of National Curriculum levels, GCSE or A-Level grades using descriptors as appropriate. It shows where a child is at a given point. It provides a judgement of progress when compared to prior attainment. It facilitates assessment for learning in that it supports assessment feedback: this is where you are now, and this is what you need to do in order to move forward. Purpose: It provides information for students, parents, and other staff in school on progress made. It provides data which can be used to analyse rates of progress of individuals, groups and subjects by various staff (tutors, Heads of Year, subject staff, Heads of Subject, SLT) Assessment for learning: This takes account of: Content, classroom organisation, lesson structures, methodology, preferred learning styles, expectations, pace, challenge, inclusion, opportunities for assessment, opportunities for feedback. It is developmental and looks at how learning can be enhanced and thus how progress/attainment can be improved. Formative assessment is a continuous process and should be an integral part of teaching and learning methodology: informal observations, dialogue/questioning (individual/group/class), plenary activities, routine marking and student peer/self-assessment all contribute to the developing profile of individuals progress. As such they will have a direct bearing on student target setting. We could summarise the distinction as follows: Assessment of learning is looking back. Assessment for learning is looking forward. 3

4 Assessment Feedback Assessment on its own is meaningless unless it is shared with the students. At any point in time every student in each subject should: Understand what needs to be done to achieve and exceed their target grade. Know their current level of attainment. Know their target grade (e.g. taking account of prior attainment and using progression data from Fischer Family Trust). Have clear and high expectations of students performances and provide them with understandable assessment criteria so that they are clear about what they need to learn. Ensure that account is taken of students' prior attainment. Develop standard activities focused on agreed objectives which have agreed and standardised criteria for assessment. Compare the performance of students from different classes on common activities. Develop a portfolio of material which demonstrates the agreed standards at Key Stage Three and Key Stage Four and which includes samples that exemplify specific levels and standards. Ensure that all students understand what is required to achieve different levels. Ensure that coursework is moderated to meet GCSE and A level requirements. B. Attainment Grades KS3 National Curriculum levels should be used when assessing KS3 students. In order to assess progress during the Key Stage, sub levels should be used as follows: a after the level shows that the student is working at the top of the level. b after the level shows that the student working at the mid-range of the level. c after the level shows that the student is working at the bottom of the level. Departments must define their assessment policy: the method by which they will assess students written work in lessons. This policy must be made clear to students (for example, a marking guidelines sheet may be glued into the front of an exercise book at the start of the year). Whilst there can be flexibility, and it is not expected that National Curriculum levels will be used for all assessments, it is crucial that clarity exists in how the assessment information will relate to national curriculum levels for the purpose of summative assessment, reporting and tracking of a student s progress through KS3. 4

5 The diagram below relates to an expected progress route for individual students through KS3 and possible/expected outcomes at GCSE. Under current guidelines, students are expected to make three levels of progress between Key Stage 2 to 4. For example, students entering the school with a level 4 are expected to achieve a grade C at GCSE. Students in achievement band A at the end of KS3 are likely to achieve GCSE grades A B; those in band B, grades A C; those in band C, grades B D; those in band D, grades C E; those in band E, grades E G. KS4 The variety of assessment tasks prohibits common assessment criteria across all subjects, but students should be made aware of the ways in which their marks relate to GCSE grades. Where possible: GCSE grades or their equivalent are to be used when assessing students. 5

6 C. Marking Guidelines Students work should be marked, as a minimum, every three weeks. It is not acceptable for students work to be left regularly without a teacher response. It is expected that the HoD will monitor the frequency and quality of marking via regular work sampling. Marking and the comments made by staff should be formative in principle and identify for students how they can close the gap between their current attainment and their target. The opportunity for students to respond to comments given by the teacher is also expected. It is not necessary to mark all the work produced by a student: you may wish to concentrate on content only; you may indicate that you are marking the first/half page in detail; you may decide to emphasise punctuation in a particular piece. What is important is that students know the marking focus. Please note this point when using the marking symbols, below. The rigour of the marking may range from a general overview with a formative comment to a strict assessment with a mark or grade, depending on the nature of the work set. Every piece of marked work must be acknowledged as read by the teacher with a brief comment. At least once in each of the year s six terms (and more frequently for subjects with higher contact time) the marking should be levelled and accompanied by constructive feedback. It is expected that the HoD will monitor this and provide opportunities for the sharing of good practice via regular work sampling. Not all marking needs to be done by the teacher: peer assessment and student selfassessment can be very effective if used properly. Where marks and grades are used, the school assessment policy should be adhered to, namely: i. At KS 3, the appropriate N.C. levels should be used to indicate current standards. ii. At KS4, GCSE grades should be used to indicate current standards. iii. At KS5, A-Level grades should be used to indicate current standards. 6

7 When marking, the following common marking symbols should be used: Mistake Spelling Punctuation Missing capital letter Missing word You need a new paragraph Symbol and Student Instructions S through the misspelt word. P in the margin. The mistake is circled. The capital letter will be indicated and may be written in for you ^ shows where the word is missing. NP in the margin. // shows where to begin the new paragraph. Depending upon the marking focus, you may wish to use T in a circle, to make it clear to the student that what follows is a target. D. Recording Attendance It is the responsibility of the class teacher to record who is present in their lesson in SIMS. Classwork and homework The class teacher is responsible for recording assessment grades for all pieces of classwork and homework where it is relevant to do so. The most likely way of recording this information is in the teacher planner, mark book or electronically, which should be kept fully up to date. It is the responsibility of the HoD to monitor this. (Please see Homework Policy for additional details.) Internal test and examination data This should be recorded in the class teacher's planner and, if necessary, collated by the Head of Department (or delegated co-ordinator) or departmental administration support staff using a centralised system which is accessible to all relevant teaching staff. The Head of Year will oversee and review assessment information from all subjects for the entire year group, based on test results or student reviews. Such data will be used for student tracking purposes and mentoring. For Key Stages 3, 4 and 5 data will be collected centrally by the Data Manager. Information will be provided for Heads of Department after each review or test. Controlled assessment marks It is the responsibility of the class teacher to submit controlled assessment marks to the Head of Department (or designated co-ordinator) for collation. Departmental administration support staff can be used for collation, if desired. Each Head of Department should ensure that there is adequate provision for the storage of student assessments; that moderation 7

8 procedures are followed in line with the requirements of the examination board; and that portfolios of work are prepared and provided for external verification by the dates specified. E. Reviews Reviewing is the process of continuous dialogue that promotes partnership between students, parents and teachers. It involves written and spoken communication which recognises the statutory requirements, includes a summary of what has been achieved, encourages greater participation and provides information to plan future progress. 1. The review process Students will receive the following: At least one parents evening Y7, Y8, Y9 & Y10 4 reviews Y11, Y12, Y13 3 reviews 2. Review grades and explanation of terms at each Key Stage Key Stage 3 National Curriculum levels will be reported in academic reviews as follows: For Year 7 there will be a Working At N.C. level and End of Year N.C. target. For Year 8 there will be a Working At N.C. level, End of Year N.C. target. For Year 9 there will be a Working At N.C. level and End of Key Stage 3 N.C. target. Each National Curriculum level is divided into three sub-levels e.g. 5a, 5b and 5c. These indicate the following: a after the level shows that your child is working at the top of the level. b after the level shows that your child is working at the mid-range of the level. c after the level shows that your child is working at the bottom of the level. Reporting sub-levels demonstrates the progress being made and requires a range of assessment materials to be considered, including classwork, homework and subject tests. In relation to all students in the same age group, National Curriculum levels indicate attainment broadly as outlined below: Beginning of Yr 7 End of Yr 9 6 Well above average 7 8 Well above average 5 Above average 6 Above average 4 Average 5 Average 3 Below average 4 Below average 2 Well below average 3 Well below average 8

9 MFL is not included in the above table as until recently most students commenced languages only in Year 7. However, as MFL has been introduced into our primary schools and became statutory from September 2011, the guide for levels in French is as follows. Students will be assessed early in Year 7 to establish their levels. The levels for Year 8 and 9 students may be different to the guidelines below, depending upon their prior exposure to MFL in their primary school. Additionally, these levels do not apply to second languages, which commence in Year 8. Year Levels 7 1-4c 8 4b-5c 9 4a-7 In Music and Technology, the national average N.C. level awarded in each year group is as follows: Year Levels End of Year Target Based on previous work and data, this is the level that the student should be working towards by the end of the year. If the student meets their target before this point, the target will be amended accordingly. Working At Level Based on current learning and progress, this is the level the teacher assesses the student to be working at currently. Attitude to Learning This is the teacher s assessment of the student s effort, behaviour and attitude to their learning in class. The scores are colour-coded and are: 1 = Excellent 2 = Good 3 = Satisfactory 4 = Poor 5 = Unsatisfactory Homework This is the teacher s assessment of the student s standard and completion of homework. The scores are colour-coded and are: 1 = Excellent 2 = Good 3 = Satisfactory 4 = Poor 5 = Unsatisfactory 9

10 Targets for Improvement These are targets that are set by the teacher that will help the student learn and progress in each subject. If they require any further clarification, the student should discuss this with their class teacher. Key Stage 4 GCSE Target Based on previous progress and data, this is the minimum grade the student should be working towards by the end of their GCSE. Working At Grade Based on current learning and progress, this is the grade the teacher assesses the student to be working at currently. Attitude to Learning This is the teacher s assessment of the student s effort, behaviour and attitude to their learning in class. The scores are colour-coded and are: 1 = Excellent 2 = Good 3 = Satisfactory 4 = Poor 5 = Unsatisfactory Homework This is the teacher s assessment of the student s standard and completion of homework. The scores are colour-coded and are: 1 = Excellent 2 = Good 3 = Satisfactory 4 = Poor 5 = Unsatisfactory Exam Results Where the student has received exam results that have been awarded by an exam board, the school will report these. Internal exams will also be reported here. Targets for Improvement These are targets that are set by the teacher that will help the student learn and progress in each subject. If they require any further clarification, the student should discuss this with their class teacher. Sixth Form AS/A2 Target Based on previous progress and data, this is the minimum grade the student should be working towards by the end of their AS/A2. This is based on the Average Points Score at GCSE. Working At Grade Based on current learning and progress, this is the grade the teacher assesses the student to be working at currently. 10

11 Attitude to Learning This is the teacher s assessment of the student s effort, behaviour and attitude to their learning in class. The scores are colour-coded and are: 1 = Excellent 2 = Good 3 = Satisfactory 4 = Poor 5 = Unsatisfactory Independent Study This is the teacher s assessment of the quality and completion of the student s learning which takes place outside of the lesson. It reflects the slightly different nature of Sixth Form study and students taking responsibility for their own learning. Exam Results Where the student has received exam or modular results that have been awarded by an exam board, the school will report these. Internal exams will also be reported here. Targets for Improvement These are targets that are set by the teacher that will help the student learn and progress in each subject. If they require any further clarification, the student should discuss this with their class teacher. 4. Controlled Assessments Departments will outline in their departmental assessment policies a section on controlled assessments to cover: Description of tasks to be undertaken. Assessment weighting of controlled assessments (% value). Timing of tasks, dates to set, duration of time given. Conditions/arrangements for the completion of controlled assessments. Any provision for re-drafting and appropriate timescales for its completion. How the information is going to be given to students to ensure a clear overview of the task and expectation. How assessment of progress is to be tracked, to highlight difficulties at a stage when it can be managed effectively. Departmental strategies to ensure all fulfil their potential by outlining sanctions/role of staff. All departments must ensure they have evidence of student progress to enable them to feed into whole school tracking and reporting procedures. Please see Exam, Re-sit and Controlled Assessment Policy for specific guidance. 11

12 5. Entry Policy All students are entered for all examinations unless arrangements are made and agreed by the Deputy Headteacher responsible for entries, in consultation with the Head of Year and Head of Department. The Deputy Headteacher will have the final say in such discussions. The level of entry at GCSE will be determined by the Head of Department after appropriate consultation. 6. Staff absences If a teacher is ill during the period that is allocated to the completion of a set of reviews, then he/she is not expected to write them whilst absent. Upon their return, staff are expected to complete the reviews for their classes within a reasonable time. If individual circumstances make this difficult, the Head of Department should see the Deputy Headteacher responsible for reviews and provision will be made to ensure their completion. Review Schedule Reviews should be produced and published to parents as quickly as possible. This allows reviews to go home that are relevant and up-to-date for parents and students. Reviews will be open from the Monday to 3pm the following Monday. Please see the assessment calendar for specific dates. 12

13 Responsibilities Responsibilities: Subject Teacher To enter grades and set targets for the classes taught, following the school s guidelines. To ensure that grades and comments accurately reflect assessment data. To check carefully all review and work to agreed deadlines. Head of Department and, if appropriate, 2 nd I/C Responsibilities: To ensure the department follows the school s reporting guidelines and professional standards. To establish procedures to exercise quality control over reviews. This will involve HoDs (and 2 nd I/Cs if appropriate) sampling review by colleagues within their department. To ensure that all group changes are communicated to Lindsay Jarvis (data manager). To induct new staff and provide support. Form Tutor Responsibilities: To inform the Head of Year about any student concerns arising from the review. To issue review to parents via students. Head of Year Responsibilities: To organise mentoring sessions for students identified from comments in review. To distribute parental review (via tutors). To liaise with parents regarding issues arising from review. Responsibilities: SLT To ensure the quality of review, and take appropriate action where necessary. 13