Sheffield Park Academy Assessment and Data Policy

Transcription

1 Sheffield Park Academy Assessment and Data Policy Page 1 of 17

2 Contents Introduction 1. Rationale 2. Definitions 3. Aims 4. Objectives Development and implementation 5. Assessment and Data Collection in ULT Academies KS2 to KS4 6. Half Termly Assessments in UL Academies and the 18 Point model 7. High Middle Low Attainment 8. Target setting / progress and tracking 9. Six phases for assessment and tracking 10. Conclusion Page 2 of 17

3 1. Rationale 1.1 The purpose of this document is to establish clear ground rules and recommendations for assessment within Sheffield Park Academy. It is expected that teachers should read it and act accordingly regarding the assessment of pupil work. Individual departmental polices that relate to assessment should be reflected in the guidelines contained in this document. 1.2 Assessment is the process of obtaining, analysing and interpreting evidence for use by both pupils and teachers to enable the review, planning and improvement of learning. It is fully integrated with the delivery of the curriculum and is an essential component of effective classroom practice. 1.3 Assessment in Sheffield Park Academy supports each pupil in the achievement of his or her full learning potential and fosters the development of self-esteem and personal responsibility. It takes place in a self-reflective context and encourages the involvement of all staff, pupils and parents. 1.4 This document aims to guide teachers, data managers and examination officers in the use of data as a School Improvement tool. It is based on the point score structure linking levels at KS2 with grades at KS Since September 2010 all UL Academies are required to follow the six Phases of Assessment and Data collection as noted in this booklet. This includes reporting to parents and staff on a half termly basis and involves the production of a student progress graph for all students in Year 7 to Definitions 2.1 Summative assessment is Assessment OF Learning. It is used mainly to measure performance and clearly identifies a standard of pupil attainment. It is carried out at the end of a period of learning, eg: External Examinations Internal School Examinations End of Topic/Unit Tests Summative Assessment happens after the learning proves learning has taken place assists in measuring learning is done to learners is externally referenced is focused on the outcome Page 3 of 17

4 2.2 Formative assessment is Assessment FOR Learning. It is ongoing and provides evidence of and for progression in learning. It supports learning through identifying difficulties, providing feedback and diagnosing future learning priorities. Formative Assessment happens during the learning helps to improve learning assists in growing learning is done with learners is personally referenced is focused on the process 2.3 Teachers should be encouraged to integrate the following Assessment for Learning strategies into their teaching and learning. Learning objectives - Clearly communicated at start of lesson/task on the board Success Criteria / Learning outcomes - set of criteria, agreed with pupils, determining exactly what is required for a particular task or assignment: Effective Questioning o More thinking time for students: eg: think/pair/share o Asking questions better and asking better questions Formative Assessment o Set against success criteria o Self-assessment /peer assessment/teacher assessment Feedback given to pupils should be about the particular qualities of his or her work, with advice on what he or she can do to improve, and should avoid comparison with other pupils. 3. Aims 3.1 Assessment should help pupils to develop fully their academic abilities and self-confidence, to develop skills which they need for reflective and independent study and to establish shared understanding by pupils and teachers of clear and explicit study goals. In other words to help all pupils become more effective learners. 3.2 Assessment, both formal and informal, should complement and reinforce the delivery of the curriculum. 4. Objectives To use suitable forms of assessment, based on expectations which are clear, realistic, and Page 4 of 17

5 understood by the pupils; To ensure that all pupils experience challenge and a measure of success To recognise the whole range of pupils experiences and achievement To enable pupils to develop skills that are needed if they are to become effective learners To provide constructive feedback to pupils, discuss weaknesses in pupils learning and offer a remedial strategy. 5. Assessment and Data Collection in UL Academies KS2 to KS4 5.1 In order to ensure that ALL our students make the best academic progress possible it is essential that an adequate system of tracking is established from the start of Year 7. Such tracking requires a baseline starting point and a suitable means of noting progress from this point until the conclusion of KS4. Means for establishing both these items are outlined below but at the outset it should be noted that the tracking of progress assumes that every Academy operates from an assessment platform that is well established, is accurate and where all teaching staff are competent and trained practitioners in assessing progress and measuring standards in their subject. Within every Academy there is a Lead Assessor whose remit is to ensure that such assessment procedures and training are a requirement of all subjects and department areas. At Sheffield Park Academy Deputy Headteacher Mrs S Szafraniec is Lead Assessor. 6. Half Termly Assessments in UL Academies and the 18 / 24 Point models. 6.1 Progress, and the consequential tracking of all students, is shown in a format that is easy for students, staff and parents / carers to follow. Moving from Levels at KS2 and KS3 to Grades at KS4 can be ambiguous and does not compare like with like. This can be an additional problem where BTEC s and OCR Nationals have to be assessed and calculated. The point score structure is the only format that links KS2, KS3 and KS4. Parents / carers will still want to know about Levels and Grades but the increasing use of the points structure should enable them to understand and appreciate how progress is being made. 6.2 In order to compare progress from Levels (at KS2 and KS3) to Grades at KS4 it is essential that the point score structure is used and that the progress of a student is monitored using this system. KS2 levels (using Fine Points) should be used for this purpose as a starting point. In essence we would expect that all students would advance by a minimum of 18 points from the end of KS2 to the end of KS4 i.e. by 3.6 points per year. Progress from KS2 to the end of KS3 would be by 10.8 points whilst progress from KS3 to the end of KS4 would be by 7.2 points. The rationale for this is taken from the DFE s own documentation where it is expected that progress is measured in terms of levels at KS2 to KS3 and Grades KS3 to KS4. Each Level/Grade represents 6 points. 3 Levels and/or Grades represent 18 points (see Progress 1 below). At Sheffield Park Academy students also have a target based on a 24 points model (4 Page 5 of 17

6 levels). Although aspirational, it has been shown that such a measure is attainable by a large group of students across the ability range. In many cases the 24 point target can be comfortably achieved. Of the 166 students eligible for the measures in Year 11 at Sheffield Park Academy during the Academic year 2013/2014, 109 achieved 24 points / 4 levels progress in English and 65 in mathematics. 6.3 First noted in 2005 by the then DFEE Progress 1,below, gives an indication as to the level of progress expected by all students. Progress 1 Expect pupils entering at Level 4 to reach at least Level 5 (and possibly Level 6) and a substantial proportion of level 3 pupils to reach Level 5 also by the end of KS3. Expect every pupil to add 2 sub levels to their prior attainment in each Year between KS2 and KS4 Secondary national Strategy Tracking for success DfEE 6.4 The new progress measures introduced for the 2009 Raiseonline indicate that, in order to have made satisfactory progress, all students should advance by 2 levels of progress from their KS2 starting point in English and Maths in reality advancing by 12 points from their starting level. Whilst such a model could mean that schools may find themselves more comfortably placed in published tables there is a concern that this lowering of the target from that noted in 2005 could lead to students being given less challenge with a consequential impact upon their results and those of the school (5+ACEM and CVA). The expectation of all UL Academies is that all their students will advance by 18 points from the end of KS2 to the end of KS4. Page 6 of 17

7 7. High Middle and Low Attainment Banding 7.1 On entry to Sheffield Park Academy students are placed into a High, Middle or Low attainment category using their KS2 fine points. Students will have a HML attainment band for English, Maths and a Core Average. This is then used in marksheets and analysis documents as a way to measure and track progression. Students are placed into into one of 3 bands according to their KS2 scores (below). At the beginning of their KS2 course (or upon entry to the Academy) all students should be similarly placed into one of these bands in order that we can monitor progress. Band Low Middle High KS2 Points <25 25 to 29 29> Ideally, this will be done on the basis of their fine point score (aps) or, if this is not available, on the basis of a converted CAT score as in the DCSF booklet ( Releasing Potential, Raising Attainment, Managing Data in Secondary Schools which is available from the Departments publication section). The relevant data is printed in the following chart: 7.2 CAT Conversions Page 7 of 17

8 Where KS2 data does not exist for a student, it is expected that CAT tests will be conducted within a week of the student s arrival in school. If this is not possible (EAL students for example) then a regular weekly review should be kept (and noted) of the student s progress and the tests should be conducted as soon as possible after admission. Fine Point scores at KS2 can be found at the Key to Success web site as follows. Log in to the Secure Access website and click on K2S (Key to Success) The password will have been sent to the Headteacher or Data Manager. It is the same Password as used by the DFE for Data collection. 2. Click on the searchable data link on the left-hand menu. 3. Post UPN(s) into the box and make sure you have put a tick in the tick box agreeing the following: Page 8 of 17

9 4. Click search. 7.3 Additional material relating to KS3 data can also be found on the site as well as material related to Gifted and Talented students as well as the Pupil Premium download. Fine Point scores for year 10 and Year 11 students can be found in searchable data in Raiseonline. 7.4 Finding Fine Point scores at KS2 is an essential prerequisite for the essential monitoring of student progress. The figures used will be based on the average point score in English, Maths and Science (English and Maths for the current Year 7, 8 and 9 groups). Useful as this is, it can mask the overall ability of a student in a particular core subject. For example, a student may have an overall average point score of but this is an average of all 3 subjects. In reality Maths is weak for this student but we would not know this unless we knew the Fine Point score for that subject (in this case, and for this student, it is 26.21) 8. Target Setting 8.1 Target setting (in terms of levels and grades) should be based on the 18 point model. For example, a student with an average point score of exactly 27 at the end of KS2 would have the following end of year targets for English, Maths and Science at the commencement of Years 7, 8, 9, 10 and 11 respectively. (Fine Points at KS2 can be allocated targets in exactly the same way). Starting Point (Levels and Points) Year 7 4B (27) 5C (31) Year 8 5C (31) 5A (35) Year 9 5A (35) 6B (39) Year 10 D/C (39) C/B (43) Year 11 C/B (44) B (47) Year End Target (Levels and Grades) 8.2 Targets can be revised at the end of each year but for the vast majority of cases this should be upwards. Only in exceptional cases should they be revised downwards (family difficulties, long term illness). 8.3 Progress and Tracking Where the 18 point target is used students would be expected to advance by 3.6 points per year from their starting point (in effect 0.6 points per assessment as per the following chart). First Assessment Second Assessment Third Assessment Fourth Assessment Fifth Assessment Sixth Assessment Year Page 9 of 17

10 Year Year Year Year As an example (and for ease of calculation) assume that we have a student who commences on exactly 27 points at KS2. The student has 4B (27) in English, 4B (27) in Maths and 4B (27) in Science (Average 27). The Academy has 6 assessments per year. After the first assessment the initial target is In reality this means that in at least one of the subjects the student has to obtain 4A. So in English the student obtains 4B (27), in Maths 4A (29) and in Science 4B (27). This is an average of 27.6 and the student has met their target. The English and Science teachers may have a concern, but this is only the first assessment and they will want evidence from the second assessment before making immediate judgements about the student s progress (or indeed) their own teaching and assessment methods. Some may argue that one assessment is insufficient time in which to show progress and that some topics being taught are more demanding than others. What matters is that progress is continually monitored and that movement (or lack of it) along the 18 point scale (3.6 points per year is) noted. There may well be dips but the overall trend within a year should be upwards. 9. Assessment and Tracking In Academic year Sheffield Park Academy developed the existing Red, Amber Green (RAG) 20 points tracking model to take into account the new RaiseOnline measures where students making 3 (18 points) and 4 (24 points) levels of progress are measured as opposed to the 2 level of progress standard previously. At Sheffield Park Academy student assessment is now tracked on an 18 and 24 point model and students receive a Rainbow Tracker which details all of their current assessment grades. Each grade also has a colour ranking depending on how much progress they have made since KS2. English and Maths are calculated on the students English and Maths KS2 validated results. All other subjects are calculated from a Core Average of English and Maths with the exception of Languages who are given a 4 points (2 sub level) advantage to account for lack of prior knowledge in that subject. This means students can fall into the following categories: Grey Regressing below KS2 APS Red making Inadequate progress Amber making Minimum expected progress (or 2 levels of progress, the old RaiseOnline standard) Green making Expected progress Blue making More than expected progress Page 10 of 17

11 In addition teachers at SPA are able to enter a sub levelled grades at KS4. This means that students progress is now tracked more accurately and those students who previously stayed on one grade throughout a whole year now have the chance to see progression. E.g C=40 points, C1=42 points and C2=44 points A student who is now tracking on a C has only just achieved the C grade, a C1 is a comfortable C and a C2 is just on the cusp of a B grade. Students also receive a progress graph at each assessment points detailing their Core Average Assessment (average of English and Maths). This is sent home with their Rainbow Tracking report and is a powerful tool for students and parents as it maps out their individual journey. Page 11 of 17

12 9.1 Six phases for assessment and tracking Phase 1. UL Assessment Initiative Ensuring the validity / accuracy of data. Assessment and tracking is useless unless the data entered by staff is accurate. Inaccuracies can occur owing to inappropriate assessment tasks / lack of teacher understanding regarding assessment levels / teacher error when entering data / teacher absence etc.). In order to ensure the accuracy of data entered all departments will conduct a standardisation / moderation process in weeks one and two of each term. In week one Curriculum Area Teams (CATs) will meet to agree which summative assessment tasks they will set at the end of the assessment point for each year group / course group. In week two Curriculum Area Leaders (CALs) will lead a moderation / standardisation activity to ensure that all staff can assess accurately. (Guidelines regarding phase one can be found on the T drive all staff will receive training regarding the ways in which phase 1 should be conducted.) CALs will be required to complete the necessary supporting documentation and submit to the Deputy Headteacher for Assessment Recording and Reporting by the Friday of the second week. Please see the calendar for phase 1 below. 9.2 Phase 2. The Collection of Data Staff will have collected data during the assessment period and must now enter their results into the approved database. A clear calendar and timetable for this activity has been published at the start of the academic year (Also available on the T drive in the folder Assessment and Exams Data). This coincides with Statutory Report writing as well as Parent Evenings. All students must be assessed and this can prove difficult if their teacher is absent during the half term or towards the end of it. In spite of this, all students have the right to have their progress monitored and teacher absence must not be used as a reason for this not being so. Responsibility for assessment lies with the Curriculum Area Leader of the subject and there must be accountability at this level or above in order to ensure that appropriate assessments are made for every subject. Where supply teachers have been used for any period of time then they can be required to assess and report on progress with support from the CAL. In order to avoid large gaps in the data as the deadline approaches CALs should monitor activity along the Who hasn t done it, How many have done it line. Generally speaking, where data for an Academy of 1000 students is being collected for (say) both attainment and effort then we would expect in excess of 10,000 pieces of data entry to be made. Page 12 of 17

13 9.3 Phase 3. Curriculum Area Leader/Senior Leadership Team Link Quality Assurance of all Assessment/Tracking Grades and Full Report Comments/Actions. Curriculum Area Leaders and their Senior Leadership Team link have a specified time window on the Assessment, Recording and Reporting Schedule in which to audit all class assessment data. They are then to conduct meetings with teachers to agree actions/amendments. An amendment window then opens at each assessment point to allow for any amendments. All findings from the meetings are recorded in the CAL/SLA QA booklet at each assessment point which is then forwarded and saved electronically by the Deputy Headteacher. Page 13 of 17

14 Curriculum Area leaders also conduct quality assurance checks on all Full Report comments and actions prior to printing and sending home. Any amendments are made by teachers and any findings are recorded on the CAL/SLT Full Report QA Proforma and are sent to the Deputy Headteacher and Data Manager/Data Officer for saving and filing. 9.4 Phase 4. Distribution to Parents. A suitable format for distribution to parents / carers has been prepared showing evidence of six assessments during the year. Parents / carers and students will be able Page 14 of 17

15 to review progress from the first assessment to the last as the year progresses. (See appendix 2) Assessments are presented in a recognisable format showing levels and sub levels at KS3 and sub levelled Grades for KS4. Suitable explanatory documentation is provided noting levels and grades as appropriate. It is now a requirement for all UL Academies that data is also provided on an individual basis in Graph format. All assessments are mail merged in a personal letter to parents / carers and will be posted home. For QA purposes a Heads of School / Assistant Heads of School should telephone a different 5/10% of the year group parents randomly after each assessment in order to ascertain if the documentation has arrived home and what is the parental reaction to it. 9.4 Phase 4. Data to staff There should be two formats booklet based and electronic: Booklet. This gives easy access to data and includes every child within the Academy. The basic data included is: surname, forename, ethnicity (Codes), Special Education Need (SEN) stating type of need, Free School Meal (FSM), Looked after Child (LAC), Pupil Premium (FSM6) and current attendance for the Year to date. Academic data to be in points or levels/grades as required but to be colour coded showing progress. A TOP (Tracking of Progress) booklet is published for all staff 6 times per year after every assessment. Electronic, as above, but with the facility to filter and interrogate. This is an essential format if the progress of the various micro-population groups is to be effectively monitored. In rank order staff will be able to determine those who are making the desired level or progress and those who are not. The document will be available on the T drive under Assessment and Exams Data. All this Data should be used by staff in order to inform planning (with the Booklets for ease of portability) and discussion. Material should be available for all teaching staff, including supply teachers on a daily or long term basis. Many classroom support workers or teaching assistants will also find the data invaluable. 9.5 Phase 5. Analysis A detailed analysis will be made available on a half Termly basis within 3 days of the data having been sent to staff. This analysis will be completed and led by a teaching professional at Deputy Headteacher level (Mrs S Szafraniec - Assessment Recording and Reporting) or above although they may wish to secure the assistance of the Data Manager/Data Officer in preparing the material. Key trends will be identified with comments relating to sub groups and micro populations noted as well as annotations regarding individual students where appropriate. Use of Charts and diagrams will assist perceptions and understanding. Analysis will be provided in Page 15 of 17

16 booklet form but also to be stored electronically. This will be made available to all classroom based members of staff and should form the central part of the agenda for the next Curriculum and Year departmental meetings. Analysis documentation is to include: TOP (Tracking of progress) Booklet Levels of Progress Analysis by year group and micropopulation High Middle Low Analysis by year group KS4 Progress document by each student (Y11 only) this includes the students current assessment grades in English and Maths and the analysis on who is tracking on the current measures i.e. 5 A*- C and 5 A*-C including etc. Review Board Analysis this summarises the average points progress from KS2 for each micropopulation CALs must also complete a subject analysis proforma after each assessment point and implement suitable interventions to combat underachievement. Proformas must be submitted to the Deputy Headteacher for Assessment Recording and Reporting five days after the TOPs booklet is made available on the T drive. Student Rainbow Tracker reports are provided to all students during their Form Group time to look at and analyse their own progress. Students will fill in a Rainbow Tracker Review sheet at every assessment point. 9.6 Phase 6. Intervention This will be conducted as speedily as possible after the publication of the booklets noted in Phases 4 & 5. Part of this intervention includes a QA system that allows middle managers (primarily Heads of School / Assistant Heads of School) to contact a random sample of parents as noted above. Intervention should aim to be affirmative and positive. All students on Grey and Red assessments will have been identified in Phase 5 and these Page 16 of 17

17 should become an immediate cause for concern not least of all from the child s point of view but also from the disastrous impact on the CVA of the school if this were to be maintained throughout KS4. No student with a Grey or Red assessment should be ignored and immediate steps must be taken in order to ensure that a professional dialogue takes place with the student and that the results and decisions are recorded. Those on Green and Blue assessment should not go unnoticed. (They need to know that somebody has noticed!). They will need further encouragement and praise as will those showing Amber assessment particularly if only limited progress has been made in terms of point scores. After each 6 weekly assessment, every single child in the Academy should have a discussion with at least one member of the teaching staff in order to have a mutually beneficial conversation about their academic progress. Normally this will be by the student s form tutor but it should become a feature of the assessment that any child can expect to have this discussion with any member of staff about their academic progress from the Headteacher onwards. Procedures should be set in place by senior managers in order to ensure that this happens (e.g. in case of form tutor illness). 10. Conclusion All the above is superfluous unless Progress 2 Tracking and Monitoring that does not initiate changes and action by staff and students will not help to raise standards. Secondary National Strategy Tracking for Success DfEE 2006 Page 17 of 17