Transcript Slide 1

Swanshurst School
Assessment Policy
Swanshurst School
Introduction
This policy describes all aspects of assessment
recording and reporting
It is the overarching document that brings
together the policy and procedures which exist
to ensure progress for all students
Swanshurst School
Assessment is an integral part of teaching and learning at
Swanshurst. We believe that, for students to make progress,
we and they need to know where they are and where they are
going to. This is the journey which each individual undertakes
from 11-19 in our school
In response to this we strive to integrate all aspects of teaching
and learning, formative and summative assessments,
recording, reporting and target setting
Outcomes of assessment inform departmental planning
Setting challenging targets and assessing progress towards
them is fundamental to the whole improvement cycle
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We believe that students, teachers and parents should
always be aware of the current position, next steps and
ultimate targets. Any interventions taking place to address
faltering progress should be planned in conjunction with all
parties concerned, and monitored and recorded openly
We believe that teachers should employ and share clear
assessment criteria and should encourage a claiming
culture with the students
Assessment by APP tests, externally set coursework tasks
and other departmentally standardised tests contribute to
the summative termly awarded level or grade which is
communicated with parents online (in line with current
government guidelines) and via a printed report
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Purpose of Assessment
Actively involving all pupils in their own learning, providing
opportunities for pupils to assess themselves and understand how
they are learning and progressing, can boost motivation and
confidence
At Swanshurst we believe that AfL is one of the most powerful ways
of improving learning and raising standards
AfL should be part of effective planning of teaching and learning
strategies that address the diverse needs of different groups of
learners
AfL should acknowledge the barriers to learning that some of them
encounter
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Definitions
Assessment for learning is the process of using
classroom assessment to improve learning
Assessment of Learning is the measurement of
what pupils can do
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Policy into Practice
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Establish base-line data and set targets in line with national expectations
Depts plan challenging schemes
of work with whole school
assessment points
Students make
expected progress or
Interventions for
supporting students not
making expected
progress.
Assessment
Cycle
Short term objectives
set and shared with
pupils. Continual
assessment and
evidence gathering
(Click coloured boxes for more info)
Monitoring of data by
HODs,HOYs LLMs and
achievement
coordinators
Progress checked
against expected in
tracker. Comments and
targets written and
inputted
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Standardised
assessments carried out
leading to termly level
or grade. Inputted into
e portal
Base Line Data
Information from primary schools including:
• KS2 SATs
• SEN
• G&T
• EAL
• FSM
• Other verbal feedback
MIDYIS test and departmental base line testing
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Departmental Assessment Policy
• Each department will plan schemes of work where individual
lesson plans have highlighted opportunities for assessment
• Lesson plans will incorporate opportunities for
team,reflective,independent and creative learning (TRICs)
• Every teacher will employ a range of assessment techniques
to test the learning
• Every teacher will address misconceptions and reshape tasks
and explanations in order to improve learning.
• Each department will have a marking policy addressing its
specific curriculum needs
• Each department will map out assessment points throughout
the year in advance. HODs will have detailed knowledge of
how assessments are standardised, marked and moderated.
These maps will be held by all staff in teacher planners and
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reviewed regularly.
Target Setting
• Forecast levels set in year 7 for end of
year and end of key stage
• Forecast grades set in KS4 based on
KS2/3 levels using predictive software
• SEN targets set on an individual basis
• Post 16 forecast grades based on prior
attainment and LAT forecasts
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Termly assessment
• All departments will set standardised tests
such as;
• APPs in English, maths, science and ICT
at KS3 and as others become available
• Range and content tests
• Externally set coursework tasks and
controlled assessments
• Homework tasks, weekly and extended
learning projects
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Reporting
Summative assessment data put into e portal by subject teachers
termly
Displayed automatically in secure area graphically and colour coded
to indicate;
On target to achieve, slightly below, cause for concern
Comments written explaining any discrepancies between current
position and expected position. Targets are set in conjunction with
students whenever possible
For KS4 and 5 There are 2 grades relating to progress which are the
“working at” and the “expected “ grades.
Working at means current level of progress and expected means the
outcome expected at the end of the course.
There is an attitudinal grade :acceptable or unacceptable.
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Monitoring
When red in a subject the class teacher,
HoD, HoY and leadership line manager
will investigate as appropriate and
strategies devised
Achievement coordinators identify multiple
red students as “globally red” and
investigate and coordinate a strategy
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Interventions
• Staff; CPD and performance management targets used
to help and motivate
• Groups; Use of TAs, observations, team teaching to
elucidate problems and correct them
• Individuals; interviews with subject staff, dept reports,
parents involved
• Globally red; Zone involvement ;special group work in
attendance, behaviour etc. Referral to external agencies,
LLM /HOY as mentor/monitor
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Supporting the Policy
Continuing Professional Development (CPD)
Dedicating training days, staff meetings and
briefings where good practice is shared, twilight
CPD, ITT training, NQT training, coaching,
paired observations etc, all used to develop staff
expertise in:
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AFL
Moderation
Report writing
Use of secure area
Technology
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Supporting the Policy
Self Evaluation – departments evaluate their
performance in assessment and examinations –
reviewing and then setting targets for improvement
Self Evaluation – school reviews year groups on a
regular basis and identifies underperforming sub
groups where they exist eg FSM, ethnicity etc.
interventions planned by achievement coordinators
and monitored
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Supporting the Policy
Self Evaluation – school’s performance in
external examinations is reviewed taking into
account raiseonline /LAT, FFT and LA data
Targets for improvement set and aligned to
performance management. Where groups are
underperforming strategies are developed
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Supporting the Policy
Secure area:
• School data is fed into secure area and
analysed
• Will continue to develop new features to
display performance, communicate and
manage interactions between staff,
students and parents
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Monitoring and Evaluation
This policy should be carefully monitored
and regularly evaluated and reviewed
annually (October 2010) under the
direction of the headteacher and
governing body
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Review undertaken February
2011
L. McCabe
Swanshurst School
Amendments February 2011
• Each year group is reviewed by studying
the secure area data on a termly basis.
• Students in danger of underachieving are
.
identified by HOY and DHOY
• Target groups produced and achievement
mentors allocated
• Strategies devised and put onto Z balls in
secure areas
• Outcomes recorded
and successes
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celebrated
Amendments
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Amendments
Assessment mapping added to dept. policies.
Raising achievement strategies changed to
dept. monitoring on secure area.
Position statements written termly by class
teachers, highlighting pupils.
underachievement and interventions and
HODs and discussed with Leadership line
managers.
Whole school support pupils identified.
Swanshurst Marking Policy
Aims:
To achieve clear guidelines on a whole school approach to marking and feedback
To achieve consistency across subjects and school
To provide a system which is clear and accessible to students, staff, parents and carers
Marking:
Should inform teachers about student progress and shape planning
Will Highlight student achievement and motivate them to make further progress
Will form part of a learning dialogue between teacher and student
Will foster a culture where it is fine to make and learn from mistakes
Should include a literacy development focus
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Whole School:
Depts. should identify the key pieces which should be marked and which will inform
the assessment and reporting process
•Many departments have separate assessment folders / books and classwork books. This is
perfectly acceptable.
•Not all classwork will be marked by the teacher. Students can expect to receive a variety of
written and verbal feedback.
•All staff who mark will use the following notations on their written feedback:
•WWW (what went well
•EBI (even better if)
•A space for student comment. Stampers can be used or teachers can write these acronyms.
•Reward effort and attainment with TRICs.
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Whole School (continued):
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Every student should receive a minimum of 2 pieces of written feedback every half term.
This will include levels, grades relevant to the key stage when appropriate. Marks out of
10 etc. are absolutely not to be used unless they can be related to key stage assessment.
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This should be in books or on a diagnostic piece of work. (ELPs can form one of these).
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In addition, homework should be marked by teacher, self or peer and this should be made
evident on the work.
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Any work deemed to be inadequate should be repeated by the student at home or in own
time, detention etc.
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Every piece of assessed work must be given back to the student for reflection,
correction and comment. This is called REFLECTION TIME and the following should
happen:
•Correction of misconceptions
•SPG mistakes : see literacy.
•Reflection on EBI and commentary on how they will achieve it.
•Reflection time MUST be given for every piece of assessed work. Student must comment
on the work.
•Verbal feedback should be recorded with a red stamp and students should respond to this
with green pens.
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Literacy specifics:
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Teachers should mark and correct spelling , punctuation and grammar and use the
following notations to do so.
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Circle the error and write the correction once. Circle repeated errors. Comment on any
pattern of errors.
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Use /\ for missed words.
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Students should use corrected spellings in Reflection Time. This could be by peer to
peer practice or by preparation for spelling tests or by constructing new sentences.
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Curriculum area Marking Policies:
Follow the whole school practices.
To reiterate: Depts should identify the key pieces which should be marked and which
will inform the assessment and reporting process.
Have a curriculum area policy which reflects the needs of the individual subject area but does
not conflict with whole school policy.
Curriculum area should identify the key pieces to be marked which should then inform the
assessment process.
Agreed by LLM.
Have Reflective Time built into lesson planning.
Monitoring procedures in place to ensure that everyone adheres to policy (work scrutiny) and
provide support where it is needed.
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Reviewed:
July 2014
Reviewed by:
L McCabe
Date of Next Review: July 2015
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