maghull high school assessment policy...maghull high school assessment policy introduction there is...
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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