How Students Are Assessed

 

 

 

Assessment

Policy 

2016-17

    

 

Assessment Policy

 

Core purpose for assessment is to inform: 

 

  • Parent/guardians and students about progress and achievements.  
  • Parent/guardians and students about the next steps required for further progress.
  • Teachers about gaps in students’ knowledge.  
  • Academy leaders about the progress of students and groups, intervening where       necessary.  
  • Academy leaders of areas of strength and areas that require improvement.  
  • Academy leaders where to target resources and interventions.  
  • Academy leaders if this has been successful.

 

Creation of a whole academy system

 Subject Leaders and class teachers to gain a real understanding of what the curriculum is expecting from students at different ages and stages; national age related expectation.

Ensure that that all assessments are clearly related to relevant performance descriptors and competencies.

Moderate and standardise judgements across all department members at every data capture point.

Adopt the same universal numerical graded system below to assess work in books and for data captures.

Know what Outstanding, Good and Requires Improvement work looks like when compared to national expectations.

Produce exemplar pieces of work to help guide and support students and teachers marking and assessment at every grade.

Build in time at the start of lessons to complete learning reflections and to act on feedback.  Students that fail to reach the standard to be taught again to enable them to ‘keep up’ rather than ‘catch up’.

Adopt PIXL principles for assessment of Diagnosis, Therapy and Testing (DTT)  Use Personalised Learning Checklists (PLC’S) to identify, diagnose gaps in student knowledge.

Use Pre Public Examinations (PPE) to test knowledge and value of interventions.  Create a working group with assessment and PIXL champions from each department.  Focus for the group being the professional development of all department colleagues with assessment to ensure accuracy of judgements.

Use 4Matrix to analyse data for all stakeholders.  Bespoke training and support on assessment to be offered to leaders at all levels; senior team, governing body, subject leaders and classroom practitioners by the Vice Principal (Curriculum and Data)  

Target Setting

Aspirational targets are generated from end of Key Stage 2 assessment scores. They will be used to create end of year and end of Key Stage targets. However, as we are currently in a transitional phase due to changes to the KS2 tests and the way their results are reported, two flight paths have been produced dependant on the KS2 result given, see tables 2 and 3. For all subjects other than Maths and English these targets will be generated using a mean average of both Maths and English points scores to reflect national analyses in RaiseOnline. 

 

Aspirational Targets are being set using four numerical grades of progress over a student's five years in school. We believe the best approach is to have numerical GCSE grades

 

Sub divided into three sections. These are 'plus' (indicating that the student is secure at that grade), 'equals' (indicating the student is developing at that grade) and 'minus' (indicating the student is a novice at that grade). We believe this offers students the challenge needed to improve aspirations and raise standards.

Aspirational targets are shared with students at assessment points and through the marking system.

If a student is working at their target grade, targets are reviewed and can be raised, to ensure continued challenge.

In order to aid transition between the old assessment structure and the new assessment structure the Academy has developed a transition matrix from NC Levels to alpha grades and numerical grades. As an academy, we understand that this is a 'best fit' approach which will be refined over the coming years.

 

Table 1

 

NC Level

 

Old GCSE Grade

 

New GCSE

Numerical Grade

10a

A*+

8+

10b

A*

8

10c

A*-

8-

9a

A+

7+

9b

A

7

9c

A-

7-

8a

B

6+

8b

B+

6

6-

8c

B-

5+

7a

C+

5

5-

7b

C

4+

7c

C-

4

4-

6a

D+

3+

6b

D

3

6c

D-

3-

5a

E+

2+

5b

E

2

5c

E-

2-

4a

F+

1+

4b

F

1+

4c

F-

1

3a

G+

1

3b

G+

1

3c

G

1-

2a

G

1-

2b

G-

BL

2c

G-

BL-

1abc

B/N

 

           GCSE targets for students with a KS2 NC Level in English and Maths

 

 

 

End of Year Numerical GCSE Targets

 

Old NC level

Starting point

Year 7 

Year 8

Year 9

Year 10 

Year 11

6b

3

4

5

7-

8

9

6c

3-

4-

5-

6+

7

8

5a

2+

3

4

5

6+

7

5b

2

3-

4-

5-

6

7

5c

2-

2+

3

4

5+

7

4a

1+

2

3-

4-

5

6

4b

1+

2-

3-

4-

5-

5

4c

1

1+

2+

3+

4+

5

3a

1

1+

2

3

4

4

3b

1-

1

2-

3-

4-

4

3c

1-

1

1+

2

3

4

2a

BL+

1-

1+

2-

3

3

2b

BL

1-

1+

2-

3-

3

<2b

BL-

1-

1

1+

2

2

 

Example A:  In 2015 Student A started at Khalsa Secondary Academy. At the end of Year 6 he achieved a 5c in English and a 4b in Maths. His average KS2 level is a 4a. Student A is now going into Year 8. His end of Year 8 targets are:

                                                                                   English                             3

                                                                                   Mathematics                   3-

                                                                                  All non-core subjects   3-

Example B: In 2013 student B started at Khalsa Secondary Academy. At the end of Year 6 he achieved a 5a in English and a 5c in Maths. His average KS2 level is a 5b. Student B is now going into Year 10. His end of Year 10 targets are:

                                                                                       English                             6+

                                                                                  Mathematics                   5+

                                                                                 All non-core subjects    6

Students with a numerical KS2 score in English and Maths

    

 

End of Year Numerical GCSE Targets

 

 

KS2 Score

Starting point

Year 7 

Year 8

Year 9

Year 10 

Year 11

Achieved Standard

High Standard

115-

120

3

4

5

7-

8

9

110-

114

3-

4-

5-

6+

7

8

 

108-

109

2+

3

4

5

6+

7

105-

107

2

3-

4-

5-

6

7

102-

104

2-

2+

3

4

5+

7

100-

101

1+

2

3-

4-

5

6

Below Standard

97-99

1+

2-

3-

4-

5-

5

94-96

1

1+

2+

3+

4+

5

91-93

1

1+

2

3

4

4

88-90

1-

1

2-

3-

4-

4

85-87

1-

1

1+

2

3

4

82-84

BL+

1-

1+

2-

3

3

80-81

BL

1-

1+

2-

3-

3

N/B

BL-

1-

1

1+

2

2

 

 

Example C: In 2016 student C started at Khalsa Secondary Academy. At the end of Year 6 he achieved 106 in English and 110 in Maths. His average KS2 score is a 108. Student C is now going into Year 7. His end of Year 7 targets are:

                                                            English                                 3-

                                                            Mathematics                       4-

                                                            All non-core subjects       3         

 

 

               BTEC targets for students with a KS2 NC Level in English and Maths

 

 

End of Year BTEC targets based on KS2 level

Old NC level

Year 9

Year 10 

Year 11

6b

M

D

D*

6c

M

D

D*

5a

P+

M+

D

5b

P+

M

D

5c

P

M-

D

4a

P-

P+

M

4b

P-

P+

M

4c

P-

P

M

3a

P-

P

P

3b

P-

P

P

3c

P-

P

P

2a

P-

P

P

2b

P-

P

P

<2b

P-

P

P

 

 

 

 

 

 

 

             

 

 

                BTEC targets for students with a numerical KS2 score in English and Maths

 

                    

 

End of Year BTEC targets based on KS2 numerical score

 

KS2 Score

Year 9

Year 10 

Year 11

Achieved Standard

High Standard

115-

120

M

D

D*

110-

114

M

D

D*

 

108-

109

P+

M+

D

105-

107

P+

M

D

102-

104

P

M-

D

100-

101

P

P+

M

Below Standard

97-99

P-

P

M

94-96

P-

P

M

91-93

P-

P

P

88-90

P-

P

P

85-87

P-

P

P

82-84

P-

P

P

80-81

P-

P

P

N/B

P-

P

P

Tracking 

Students will have four data captures throughout the year. All captures are calendared and follow an assessment week. For quality assurance, data is checked by the Subject Leader and standardised and moderated during departmental time. Each data capture will compare students' progress towards their end of year targets. This data will also allow us to demonstrate progress over time.

With each data capture we will ask for a fine level, which will be represented with a minus, equals or plus sign to represent how secure that grade is.  

A minus will represent a student developing some understanding at that numerical grade, an equals sign will represent a student who demonstrates a firm understanding of most aspects at that numerical grade and a plus sign will represent a student who is mastering all aspects of work at that numerical grade.

The data will be analysed using 4 Matrix and all stakeholders will be provided with review booklets to provide intervention and support where necessary.  

Teaching and Learning  

Each department will ensure that their own internal tracking monitors what students are able to do against a series of agreed competencies. These competencies will be continuously assessed and reviewed to indicate at which stage a student is working at. These judgements will be reinforced through marking and assessment in books using a minus to represent that the student is demonstrating some elements at that GCSE grade, the equals sign representing that the student has most of the elements at that grade and a plus sign to represent that the student has understood all elements at that grade.  

This whole-academy system of marking and assessment will inform staff, students and parents/guardians exactly what numerical grade a student is currently working at across all subjects. This universal approach to assessment will also ensure that the data entered into the tracking systems is more robust making it easier to demonstrate progress over time in books and with data captures. Focusing on what students can and can’t do, using clearly defined competencies and standards at each grade will also lead to more rapid and appropriate interventions.