Swanshurst School

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

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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 studentsAssessment 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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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

Purpose of Assessment

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Assessment for learning is the process of using classroom assessment to improve learning

Assessment of Learning is the measurement of what pupils can do

Definitions

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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 Short term

objectives set and shared with

pupils. Continual assessment and

evidence gathering

Standardised assessments carried out

leading to termly level or grade. Inputted into e

portal

Progress checked against expected

in tracker. Comments and targets written and inputted

Monitoring of data by

HODs,HOYs LLMs and achievement

coordinators

Students make expected progress

or Interventions for supporting students not

making expected progress.

Assessment Cycle

(Click coloured boxes for more info)

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Base Line DataInformation from primary schools including:• KS2 SATs• SEN• G&T• EAL• FSM • Other verbal feedback

MIDYIS test and departmental base line testing

Back

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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 reviewed regularly.Back

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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 projectsBack

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ReportingSummative assessment data put into e portal by subject teachers termlyDisplayed 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.

Back

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MonitoringWhen 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

Back

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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

Back

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Supporting the PolicyContinuing 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:• 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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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

Supporting the Policy

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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

Review undertaken February 2011

L. McCabe

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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 celebratedSwanshurst School

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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

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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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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.

Whole School:

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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.

• This should be in books or on a diagnostic piece of work. (ELPs can form one of these).

• In addition, homework should be marked by teacher, self or peer and this should be made evident on the work.

• Any work deemed to be inadequate should be repeated by the student at home or in own time, detention etc.

Whole School (continued):

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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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• Teachers should mark and correct spelling , punctuation and grammar and use the following notations to do so.

• Circle the error and write the correction once. Circle repeated errors. Comment on any pattern of errors.

• Use /\ for missed words.

• 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.

Literacy specifics:

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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.

Curriculum area Marking Policies:

Reviewed: July 2014Reviewed by: L McCabeDate of Next Review: July 2015

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