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MaghullHighSchool

AssessmentPolicy

From:September2015AdoptedbyGoverningbodyon:Tobereviewed:September2016

MaghullHighSchoolAssessmentpolicyIntroductionThereisasignificantamountofchangecurrentlyineducation,includinganewNationalCurriculumandthephasedintroductionofmorechallengingGCSEandAdvancedLevelsubjects.Thesechangesarehappeningoverthenextfewyearsandourstudentswillexperiencethem.ThenewNationalCurriculumhasagreaterfocusonthedevelopmentofknowledge,skillsand‘BigIdeas’requiringstudyatagreatersubjectdepth.AkeychangehasbeentheremovalofattainmentlevelsattheendofKeyStage3withtherequirementforschoolstodevisetheirownrobustassessmentsystemtoreplacethem.TheseopportunitiesallowschoolsgreatercurriculumfreedomenablingstrongersubjectprogressionplanningbetweenKeyStage3toKeyStage4.ThisAssessmentPolicyisdesignedtoenablepupils,teachersandparentstounderstandthenewassessmentsystem

1. PrinciplesofassessmentTheschoolassessmentpolicyprinciples:

• Itisbaseduponhighexpectationsandchallengeforall• Itfocusesondevelopingkeysubjectconcepts,knowledgeandskills• Itensuresthatpupilsarenotmovedonbeforeachievingtherequiredstandards• Itusesregularassessmentandpupilfeedback• Itincorporateshighqualityendoftopicassessmentswhichhelppupilsdeveloptheskills

neededtotackleGCSEexaminationquestions• Itensuresthatassessmentsreliablyidentifygoodandbetterprogressandunderperformance• Itsupportstherigourofself-evaluationincludingtheanalysisofdata,observationoflearning

andthescrutinyofpupilswork• Thepolicyismindfulofexternalaccountability.• Itevaluateshowwellpupilsaredoingagainstrelevantage-relatedexpectationsassetoutby

theschoolandtheNationalCurriculum.

Outcomes

Theschoolmonitorscurrentstandardsandprogress,includingtheschool’sownperformanceinformation,andmakearelevantjudgementonacademicandotherlearningoutcomesforpupilsbyevaluatingtheextenttowhichallpupils:

• progresswellfromtheirdifferentstartingpointsandachieveorexceedstandardsexpectedfortheiragenationally(attheendofakeystage),orwithintheschool’sowncurriculum

• attainrelevantqualificationssothattheycananddoprogresstothenextstageoftheireducationintocoursesthatleadtohigherlevelqualificationsorintojobsthatmeetlocalandnationalneeds.

Theschoolevaluatespupils’academicandvocationalachievement.

Theassessmentprocessincludesclosescrutinyofpupils’work,toconsiderhowwell:

• pupilsaremakinggoodprogresstowardsmeetingorexceedingtheexpectedattainmentfortheirage,assetoutintheschool’scurriculumandassessmentpolicies

• pupilsaresetchallenginggoals,giventheirstartingpoints,andaremakinggoodprogresstowardsmeetingorexceedingthese

• pupilsaregainingandconsolidatingknowledge,understandingandskills

• pupils,includingthemostable,doworkthatdeepenstheirknowledge,understandingandskills,ratherthansimplyundertakingmoreworkofthesamedifficultyorgoingontostudydifferentcontent.

2. KeyStage3Assessment(Year7andYear8)

JudgingandtrackingprogresswithineachacademicyearofKeyStage3

TeachingstaffhavecarefullymappedthenewNationalCurriculumaimsandcontentofthesubjectprogrammesofstudyinto4learningpathways,orLearningAbilityBands,baseduponpriorattainmentstartingpoints.TheseareidentifiedaVeryAblelearners,UpperAbilitylearners,MiddleAbilitylearners,andFoundationLearners).Aftercloseexaminationofprogrammesofstudytheyhaveidentifiedtheappropriateconcepts,knowledgeandskillsexpectedforeachYeargroupwithintheKeyStage.ThesearepublishedforeachsubjectontheschoolwebsiteasSubjectKS3ProgressGrids.Avarietyofsupporthasbeendrawnuponincludingsubjectassociations,DfEassessmentprojectschools,TeachingSchools,LINCScluster,localsubjectworkinggroupsandotheragenciestogeneratetheachievementstatementswithintheyeargroupProgressGrids.

TheProgressGridassessmentapproachenables:

• Diagnosticassessmentofpupilachievementacrosstherecognisedlearningdomainsofeachsubject.Anyunder-performancedirectstherequiredinterventionapproach.

• ProvidingpupilswithdirectiononhowtoimprovetheirworkanddirectthemtothenextstageoftheirlearningcateringalsoformoreableandpupilswithSEN/DmeetingSENTheCodeofPractice2014requirementsintheclassroom–qualityfirstteaching

• PupilstobecomeGCSEreadyenablingcontinuityofteachingattheendofKeyStage3toGCSEassessmentobjectives.

• TheseProgressGridsinmostinstanceshavebeenmoderatedinternallybetweenteacherswithinthedepartmentincreasingtheirconfidencemakingassessment

• ModerationhasbeenundertakenexternallytosecuretheaccuracyofexpectationacrosslocalschoolsthroughtheLINCScluster.

• TheProgressGridshavetheutilitytoenablecross-phasemoderationofstandardsbetweenprimaryandsecondaryschoolteachers.

• TypesofassessmentsinKeyStage3Assessmentwillbebasedonacombinationofon-goingformativeassessedtasksandsummativeassessments.Assessment isan integralpartof the learningprocess.Assessmentsaredesigned toclearlycheckprogress.Aftereachassessmenttherewillbedetailedmarkingandfeedbackgivenbytheteacher,againstattainmentstatementsrelatingtotherelevantNationalCurriculumsubjectaims.Pupilsareexpectedtoactuponthisfeedbackduringthestartoftheirnextlesson.Thisprovidesopportunitiesfor pupils to further develop their sub jec t knowledge, skills and understanding before asummativeassessment,usuallygivenattheendofaunitofwork.Wherework is assessed as beingbelow the required standard, pupilswill need toimprovetheirworkuntilitisattheexpectedlevelwithappropriateinterventionandsupportfromtheschoolandhome.

SummativeassessmentSummativeassessmentstakeplaceattheendofaunitofworkandareusuallyatestoramarkedpieceofsubstantialworkisundertakenSummativeassessmentsshould:

• Provideasummaryjudgementaboutwhathasbeenlearntbyeachpupilataspecificpointintimeagainsttheappropriatenationalcurriculumsubjectaims

• Showwhatpupilscanachievewithoutsupportfromtheirpeers,parentsorstaff• Informanysubsequentinterventionactivities.

Wheresummativeassessmentsarebelowtherequiredstandard,pupilswillbeencouragedtoimprovetheirworkuntilitisattheexpectedlevel.Summativeassessmentswilltakeavarietyofforms,dependingonthenatureofeachsubject.Forexample,inmathematicsandsciencetheyaremostlikelytobetests.InDesignandTechnology,assessmentsmaybebasedarounddesignandmakeprocesses.InDramaandPE,teacherswilloftenratetheperformanceofpupilsagainstsetcriteria.Duringtheacademicyeartherewillalsobeformalexaminations.InKS3thesewillbeinEBacc*subjectsandinKS4allexaminationsubjectsareinvolved.*EBacc subjects include English, Mathematics, Science, History, Geography, MFL andComputerScience

3. Targetssettingforpupils

ThestartingpointsforpupilsarebaseduponpriorattainmentdatafromY6andothersubjectbaselinesinY7.ItispossibletoallocateindividualpupilsinY7into4broadLearningAbilityBands.Attentionisgiventopupilsstartingpointsandincludesthoseidentifiedasmostable.

TheexpectedstandardofpupilprogresswillbeforalearnerintheMiddleLearningAbilityBand.

ProgressBand:BaseduponKeyStage2finesubjectmarks*

LearningAbilityBandbasedonstartingpoints

Schooldeterminedagerelatedstandards

Aftereachassessmentpoint,pupilsaregivenaprogressresponsegrade

CurrentGCSEpredictiveflightpathgrades

NewKS4predictiveflightpathgrades

VeryAble VeryAble Thewellabovetheagerelatedexpectation

ExceptionalAboveOnBelow

A*/A 8-9

Upper Upper Theaboveagerelatedexpectation

ExceptionalAboveOnBelow

B+ 6-7

Middle Middle Attheagerelatedexpectation

ExceptionalAboveOnBelow

C+ 4-5

Foundation Foundation Thebelowtheagerelatedexpectation

ExceptionalAboveOnBelow

BelowC 1-3

*TheProgressBandsarebaseduponannuallystatisticsfromtheDfE‘Progress8measurein2016and2017’AnnexB(baseduponthe2014GCSEresults).

Howwillassessmentsbegradedtoshowprogressinlearning?

Anewgradingsystemhasbeenintroducedwhichindicateshowwellthepupilshaveunderstoodaparticularaspectofwork.ThesamegradingsystemapproachisconsistentwithinallProgressBands.ThisapproachfitswithouraimforpupilstodevelopatleastasecureunderstandingofthekeyideasneededforsuccessfulperformanceinKS4.Thescaleis:ResponseGrade

Description

Exceeding ThepupilhasdemonstratedacomprehensiveunderstandingandmasteryoftherelevantNCsubjectstrandaimsincludingconcepts,knowledgeand/orskills.

Above Thepupilhassecureunderstandingandmasteryoftheconcepts,knowledgeand/orskillsi.e.allstrands/domainsofthesubject

On Thepupilisdevelopingunderstandingandmasteryoftheconcepts,knowledgeand/orskillsinanyaspectofwork,andisapproaching‘Secure’.Otherstrandaspectsrequirefurtherdevelopment

Below Thepupilhasnotreachedtheminimumexpectationsfortheirabilityandprogressisnotrapidenough

RecordingachievementandtrackingprogresswithinindividualsubjectsAtKeyStage3,teacherswillenterassessmentdataintotheinternalschooldatatrackingsystemforallsubjectsusingthefourpoints(Exceeding,Above,On,Below)at5agreedassessmentpointsacrosstheacademicyearforeachyeargroup.ThiswillenableprogressofcurrentlearnersforallYeargroupstobemonitoredandanalysisInsummary,pupilswillbeexpectedtoperformatanachievementgradewhichisconsistentwiththeirpriorattainmentProgressBand.Whateverthenatureoftheassessment,theoutcomeswillgenerateagradeonthisscale.Theteacherchallengeistogetasmanypupilsaspossibletobemakingatleast'Ontarget'(Secure)

Progress8andPerformanceMeasures

ForeachpupilinKeyStage4modelAttainment8predictedoutcomesfortheendofY11inordertopredicttheschoolPerformanceTablemeasuresforthatcohort.

TheschooltargetsetsinY7andY9tomaintainhighexpectationsandchallengeonceOptionshavechosenandnewcoursesstarted.

Asinalltargetsettingmethods,priorattainmentguidestheexpectedoutcomessoaHigherLearnerwouldbeexpectedtoachieveahighergradeatGCSEthanapupilwhohasastartingpointasaFoundationLearner.HoweverbytheendofY8somepupilswillhavemadegreatprogressandtheirendofY11targetcouldbeincreased.

Onceapupilisplacedontheirlearningpathwaytheywillbetaughtwithchallengingtasksovertheyeartocompleteit.

GCSEtargetswillbebasedonthecurrentGCSEgradingscaleofA*-Gexceptinmathematics,EnglishandEnglishLiteraturewhere9-1gradesareused.

TargetswillspantwogradesMinimumandAspirational.

ThetimetablefortheintroductionofnewGCSEexaminations

InSeptember2015,newGCSEswillbetaughtinEnglishLanguage,EnglishLiteratureandMathematics. InSeptember2016,newGCSEswillalsobetaughtinthefollowingsubjects:

ArtandDesign MusicBiology PhysicalEducationChemistry PhysicsComputerScience ReligiousStudiesFoodPreparationandNutrition Science(DoubleAward)Dance SpanishDrama GeographyFrench History

InSeptember2017,newGCSEswillalsobetaughtinthefollowingsubjects:DesignandTechnology

ThesenewGCSEswillbemoredemandingandrequirehigherlevelsofliteracy andnumeracytoaccessthebestgrades.Teachermarkingandpupilfeedback

Lessonswillhaveclearlearningintentionslinkedcloselytopupilassessmentchallengesandexpectations

Whenmarkedpupilsworkwillhaveteachersgradeormark,commentincludinghowtoimprovetheworkandanopportunityforpupilreflectionandactionplanning.

CommonapproachesincludeusingAfLmethodssuchasWWW,EBI,trafficLights,andcommentpensusingcolourtohighlightpupilresponse.

ReportstoParents

Theschoolgivesparentsaccurateinformationabouthowwelltheirchildisprogressing,howwelltheirchildisdoinginrelationtothestandardsexpected,whattheirchildneedstodotoimprove.Annualreportstoparentsreferencethepupilsstartingpoints,theprogressbandtheyareinforeachsubjectandastatementabouttheirprogressinrelationtotheexpectedstandard.ThisjudgementisreferencedtotheschoolexpectedstandardsintheappropriatecommentSubjectProgressGrids.

APPENDIX A Ø Setting up the system – Key Stage 3 (Year 7 & 8)

Starting Point

September 2015 Year 7 and Year 8 On entry to Maghull High School pupils are placed into one of four ability / learning bands based on KS2 prior attainment, CAT score (average), information from feeder schools, reading tests and internal tests

KS2Levels KS3LearningBand

MinimumGCSETarget(Current)

MinimumGCSETarget(New)

5a+ VeryAble A* 9-85 Upper A-B 7-64 Middle B-C 5-43-2 Foundation D-G 3-1

English and Maths – will use p r edom inan t l y u se t he KS2 core results with sub-levels e.g. 4a, 4b, 4c, to determine a pupil’s ability band. This information will be automatically transferred electronically from the Primary School Data and/or the autumn FFT release. This will help inform the student’s starting point for year 7. CAT data will also be given to departments when this becomes available in late September

Year 7 and Year 8 other subjects– will predominantly use the Key Stage 2 Average Points Score (APS) of English and Maths. This will be used to determine a pupil’s ability band. CAT data will also be given to departments when this becomes available in late September. All subject areas complete baseline tests with Year 7 on entry to identify gaps in knowledge.

This information will be shared with students and parents on the Interim Reports and Full Reports. In 2015-16 there are FOUR Interim Reports and ONE Full Report. Expected Progress In Year 7 and Year 8 each subject tracks a pupil’s development in relation to the knowledge and skills they have acquired at each assessment point. Each pupil in each subject is reported as making exceptional progress, better than expected progress, expected progress or not making expected progress. Not all students will make the expected progress as they go through the year. If they do not they will be flagged up on the appropriate tracking sheet and on their report.

Students who make better than expected progress will also be flagged within the SIMs mark sheets to insure that their targets are increased appropriately.

Ø Setting up the system – Key Stage 4 (Year 9, 10 & 11) September 2015

GCSE target grades will be set by subject teachers at the start of the Autumn Term. The estimates will

be given to Departments via marksheets on SIMS. The estimates are based on expected progress from KS2

APS. All staff are also provided with FFT A estimate information. We use FFT 50 as this has minimal

contextualisation (except for gender and DOB). We expect all staff to use the aspirational grade (GA) in

conversation and communication with pupils and parents.

All students in all subjects at Key Stage 4 are given an end of year target, and an end of Key Stage 4 target (FFT50GA) to provide challenge. The end of year target for Year 9 is at least FFTA GM minus 1, and the end of year target for Year 10 is at least FFTA GM.

Subject leaders should also refer to the chances graphs for the appropriate course and apply the '50% rule' to

set/confirm challenging targets for pupils.

There are 3 stages to setting target grades for GCSE/equivalent at the start of the Key Stage 4:

• Departments are issued with estimated GCSE/Level 2 grades for each pupil. This provides an expected grade based on 3 levels of progress from KS2 APS and an aspirational grade based on 4 levels of progress.

• Departments will then have the opportunity to go through this data, before involving the

students.

• Discussion will then take place between the class teacher and each student related to the

individual student chances graphs/data provided by the Data team.

Progress Checks and Formal Assessments Regular assessments will be reported to parents (see calendar for sequence) in the form of progress checks/reports.

KS4 Progress Checks The grade or level on each progress check is a professional judgment of the final grade the student is online to achieve at the end of their KS4 course for both Year 10 and 11. Teachers will use recent assessment data and class work and course work as an indicator of this grade

KS3 Progress Checks

The level on the progress check is a professional judgment of the end of the year level the student is online to achieve. Teachers will use recent assessment data and class work as an indicator of this level.

PUPIL REPORT Example report