FREDERICK BREMER SCHOOL

Transcription

1 FREDERICK BREMER SCHOOL Assessment Policy: Aims and Rationale Person responsible Emma Hillman Review Frequency Annually reviewed Policy First Issued Last Reviewed Agreed by LT on Does this policy need to be ratified by Governors? Yes If yes, which committee CLT Group Committee Ratified by Governors on 25 th November 2015 This policy is communicated by the following means Staff shared area and Website

2 Contents Page Number Aims 2 Rationale 2 Purposes of Assessment 2 Assessment for Learning in Lessons 3 Assessment of Written, Practical or Performance Work - Marking 3 The Non-Negotiables of Marking 4 The Non-Negotiables of Presentation 4 Marking for Literacy 5 Progress and Outcomes 6 Flight Path 6 Assessment Calendar 7 Pupil Premium and Year 7 Catch Up Funding 8 Roles and Responsibilities 8 Appendix 1: New GCSE Grade Descriptors 12 Appendix 2: Sample Grade Descriptors 13 Appendix 3: Sample Pupil Report 14 Appendix 4: Strategies for Success 19 Appendix 5: Assessment Calendar 20 Appendix 6: Suggestions for the type of questioning for extended data meetings 21 Appendix 7: Head of Department Questions 22 1 P a g e

3 We aim high to ensure that all our pupils make outstanding progress. Progress for all is essential and we expect everybody to make rapid and sustained progress. By having high aspirations we can help improve the life chances of our pupils. By securing the best possible outcomes, our pupils can continue into higher education, training or employment. It is vital that we do not underestimate what pupils can achieve and that ability is not fixed or innate. The quality of teaching and learning is first and foremost the key to success backed up by effort, quality of work and independent learning. Quality teaching and learning is underpinned by quality assessment. The core purpose of assessment is to move all pupils on in their learning to make outstanding progress. Assessment must improve standards, not merely measure them. The quality of assessment has a significant impact on attitudes to learning and attainment in our school by stimulating and challenging pupils to work hard and by encouraging teachers to focus on how to improve the learning of individual pupils Aims Rationale Assessment: To provide clear guidelines on our approach to assessment and reporting To establish a coherent approach to assessment and reporting To provide a system that is clear to pupils, staff, parents and other stakeholders Should inform teaching and learning Should be manageable and useful Should be a reliable source of information Has to give understandable information to everyone Has to help set achievable targets for future improvement Has to give information about strengths and weaknesses Has to evaluate the success of teaching strategies providing an indication of what works and what does not work Has to be positive and provide motivation Has to involve pupils Must provide equality of access to the assessment process for all learners Purposes of Assessment Assessment may be used in a variety of ways for a variety of purposes. It may be: Formative Assessment for learning: Assessment for learning is formative when it involves both teachers and pupils in an on-going dialogue with targets and next steps set for improvement. This should be diagnostic and evaluative. 2 P a g e

4 Summative Assessment of learning: Assessment of learning is summative when it involves determining the quality of the learning that has taken place at the end of a unit or theme, term or year. The school has formal assessment periods when pupils are provided with exam experience to help prepare them for future formal exams, as well as providing staff with another way to standardise pupil attainment, and adjust the learning experience accordingly. Assessment is most effective when teachers are able to construct a detailed picture of the strengths and weaknesses in pupils learning and hence better match lessons and interventions to pupil needs as well as target resources to tackle gaps in pupils learning. Assessment needs to be able to inform pupils about what they have done well and what steps they need to take for improvement as well as motivating and encouraging pupils. Pupils must therefore be fully aware of the grade descriptors and the criteria for success in each piece of work. Assessment of Learning in Lessons Staff should regularly use strategies with pupils to evaluate and support learning in lessons. For example: High quality questioning Holding up traffic light flashcards to indicate pupil level of understanding. Showing answers and working out on mini whiteboards Giving and assessing work in relation to success criteria. Answering questions in a particular role Chairing class and group discussion. Designing questions to test each other s learning. Reflecting on learning using specific questions such as A question I would like to ask about today s lesson is... Assessment of Written, Practical or Performance Work - Marking The purposes of marking are: To monitor the progress of the pupils. To assess competency of particular skills. To determine the knowledge and understanding of the pupil. To demonstrate improvement. To give feedback to the pupil about ways to improve. To award a grade corresponding to the standard of work. To correct inaccuracies in the work. To encourage effective literacy and numeracy. To comment on the presentational skills of the work. The following must be consistent across departments: Work must be marked regularly as per the department s subject specific formative feedback cycle and this must be evidenced in the scheme of learning 3 P a g e

5 Marking should be linked to clear criteria of which the pupils are made fully aware before embarking upon an assignment. Work should be marked in a way that provides clear dialogic marking and feedback to each pupil as to what grade they are achieving (www) and on their strengths and specific areas for improvement (EBI) so progress takes place and pupils know how to move to the next steps in their learning Pupils must respond to feedback immediately and time must be set aside in the next lesson for improvements. Marking comments should be legible and written using language that the pupils are able to understand. Marking should support high standards of presentation, spelling, grammar and punctuation in all areas of the curriculum as per school protocol. Marking should be linked to the system of reward to encourage pupil motivation. Staff must keep records of all grades given for key pieces of work and of any tests throughout the year. The Non-Negotiables of Marking Marking must be done regularly and specifics must be clearly set out in the departmental handbook. Work must have clear assessment objectives and marking must be linked to this. GREEN highlighters must be used to highlight great work and PINK to denote where a pupil needs to think about their work. This should link to the formative comments below. Marking must include formative comments. Remember You should: Identify what has been done well Explain why it has been done well Then: Identify what could be improved Explain how it could be improved. Pupils must be given improvement time and there needs to be evidence that pupils have responded to marking and improvements can be seen as a result of this. This may include rewriting a pink section of work. The Non-Negotiables of Presentation Books must be kept tidy and in good order. They are a record of the pupil s progress and a key indicator to Ofsted of standards in school. Work should be completed in blue or black ink. Diagrams should always be completed in pencil and straight lines always drawn with a ruler. Appropriate paper should be used for appropriate exercises e.g. graph paper for graphs. 4 P a g e

6 If pupils do not have books in lessons, they should be asked to write on paper and this should be kept by the teacher and stuck in in the next lesson. Teachers MUST ensure all books are kept together and only sent home when necessary to avoid missing books. Rough work should be done on scrap paper or in the back of books if appropriate Marking For Literacy Capital letters Punctuation Does not make sense Spelling Paragraphs 5 P a g e

7 Progress and Outcomes Levels of progress refer to the number of steps pupils make from the end of Year 6 to the end of Year 11. We base assessment on GCSE grade descriptors (this will change to numbers as per the new exams see Appendix 1) for all pupils throughout the school to ensure this is clear and easy for pupils to understand each step represents a grade. Parents told us that they wanted a system that was consistent, clear and easy to understand and, during consultation, gave a very positive response to this system stating that they understand the currency of GCSE grades. During a child s time at school (Years 7 to 11), we aspire for the vast majority of pupils to make 4 levels of progress: challenge progress and set the bar high to motivate our learners. For this reason, we would not express that pupils are below expectation, but instead focus on the amount of progress that they have made towards their ambition. Pupils who arrive below national levels (specifically 3a or below) will be internally initially set a target of 3 levels of progress but this will adjusted upwards if these pupils are on track. This is to reflect the national picture of a lower percentage of these pupils reaching 3 levels of progress. However, we aim to exceed national progress wherever possible and reports will show the challenge targets. In the core subjects (English and Mathematics) we currently use the Key Stage 2 National Curriculum level to set their baseline from which we measure further progress. In other subjects we use an average of the KS2 English and Mathematics level to give our pupils baselines. At the start of each academic year Heads of Department attend a Performance and Accountability meeting (PAM) with a School Governor to review progress and to ensure the department improvement plan reflects the necessary action. Information and evidence is supplied prior to the meeting (See Appendix 6). During the year and prior to each data drop, HODs must lead on the Strategies for Success Cycle with Key action planning based on specific actions, Heads of year also analyse data and produce Year action plans. Flight Path Pupils are given grade descriptors in each subject (See sample in Appendix 2). Some of these are divided into separate Key Stage 3 and Key Stage 4 sections depending on the subject and they are published on the website. In lessons, pupils are regularly told the grade at which they are currently working and these can be found in exercise books/files. Pupils should be able to describe their grade and have a clear idea of what they need to do in order to improve. They should also have the opportunity to act upon this advice. Progress is not always evenly spread e.g. new subjects such as MFL or Creative Arts may make slow progress and then improve more rapidly. Teachers are aware of this and share this information with pupils. 6 P a g e

8 4 Levels of Progress these are challenge targets KS2 Level Equivalent GCSE grade Year 7 Target Year 8 Target Year 9 Target Year 10 Target Year 11 Target 6a C- C+ B+ A A* A*+ 6b D+ C B- A- A*- A*+ 6c D C- C+ B+ A+ A* 5a D- D+ C B A A*- 5b E+ D C- B- A- A+ 5c E D- D+ C+ B+ A 4a E- E+ D C B A- 4b F+ E D- C- B- B+ 4c F E- E+ D+ C+ B 3a* F- F+ E D C B- 3b* G+ F E- D- C- C+ 3c* G F- F+ E+ D+ C 2a* G- G+ F E D C- 2b* GR G F- E- D- D+ 2c* GR G- G+ F+ E+ D B/N* GR GR G F- F+ E+ *These pupils are also set 3 levels of progress targets 3 Levels of Progress these are minimum targets KS2 Level Equivalent GCSE grade Year 7 Target Year 8 Target Year 9 Target Year 10 Target Year 11 Target 3a F- F+ E E+ D C- 3b G+ F E- E D- D+ 3c G F- F+ E- E+ D 2a G- G+ F F+ E D- 2b GR G F- F E- E+ 2c GR G- G+ F- F+ E B/N GR GR G G+ F F+ Assessment Calendar There are 4 periods in the year when we formally collect data (October, January, April and July) and this is shared with parents at this time (see Sample Report Appendix 3). Parents can attend a variety of events during the year such as Parent s Evening and Staff Surgeries to discuss their child s progress. Prior to the data drop, each department has rigorous moderation processes to ensure that the data is accurate, consistent and reliable. (See Appendix 5) Departments are encouraged to moderate with other schools to ensure greater consistency and benchmarking. After each data drop, staff must follow the Strategies for Success cycle (See Appendix 4) to respond to the patterns and trends and ensure teaching and learning is further personalised to ensure any 7 P a g e

9 gaps for groups or individuals are closed. The specific actions following a data drop are set out on Appendix 5. The key activities that take place are an extended data meeting, department analysis and action plan. HODs rigorously monitor the quality of intervention in classrooms through their quality assurance processes. This is further scrutinised in whole school quality assurance such as lesson observations and learning walks. Line Managers discuss the data and response to the data in line management meetings and a series of questions are asked (see Appendix 7) Pupils without Key Stage 2 data are set aspirational targets based on pupils with similar characteristics and these are regularly reviewed to ensure they are challenging enough. Often pupils who come to the school from abroad and have English as another language, they make rapid progress once they have mastered the language. Pupil Premium and Year 7 Catch up Funding This will be strategically monitored and allocated to ensure all pupils with an entitlement receive appropriate support. As well as Pupil Premium funding supporting any whole school strategies, requests for specific Pupil Premium funding to support department actions can be made (subject to specific annual allocation of these funds) after every data drop in the Department Action Plan. Roles and Responsibilities Class Teachers Class teachers should: Gain the necessary expertise and knowledge about data analysis through training Ensure that they and their pupils have a clear understanding of the grade descriptors Regularly assess and mark pupils work Use the results of all assessments to monitor progress and plan future learning and intervention tasks which match pupil capabilities and close any gaps Motivate pupils by giving them a clear picture of their level of performance, what they have done well and what they need to do better next time Celebrate success in meeting targets Possible Intervention at Class Teacher level Early progress checks Differentiation Target setting Learning conversations Assessment for learning strategies and then adapting teaching as a result of assessment for learning Traffic lights or alternative Grade awareness Share assessment criteria with students Ensure targeted attendance at after school club 8 P a g e

10 Contact parents Rewards Use of Teaching Assistants Check SEN/EAL levels and speak to relevant staff Advice from SEN Seating plans Peer assessment Set changes Look at learning styles are they appropriate? Learning outside the classroom Attend CPD to ensure confidence in certain areas Liaise with HOYs about issues such as attendance Bring concerns to department meeting Head of Department Led Intervention Support Department members in the implementation of the Policy Plan assessment opportunities into their schemes of work and regularly evaluate their effectiveness Establish agreed subject criteria for assessment and marking which conform to whole school guidelines Ensure that robust Quality assurance is in place to ensure consistency of assessment and marking within the department Ensure work is standardised and moderated to ensure consistent standards Maintain a portfolio of assessed and standardised work to ensure consistency of standards Ensure that assessment information is systematically recorded and appropriate Ensure that information is entered into SIMs as per the assessment calendar Analyse performance data, monitoring progress of pupils/groups towards their targets at least four times a year Write a department action plan to define appropriate intervention with clear procedures for evaluation and review Discuss this with Line Managers to ensure this is quality assured Disseminate this confirmation to staff and ensure this is used in individual s lesson plans Use assessment information for setting pupils Identify the CPD needs of their team Ensure that their Department meets the report deadlines and standards 9 P a g e

11 Other HOD Led Intervention Could Include: Support/challenge for staff/classes where gaps are identified Set changes Rotation of teachers Review of attendance at after school clubs Referral to after school clubs compulsory or voluntary Booster sessions/one to one/ Saturday schools Department sanctions Liaison with HOY Review schemes of work Pupil voice Individual/group mentoring Learning outside the classroom/enrichment opportunities Check SEN/EAL levels and speak to relevant staff Look at deployment of Teaching Assistants Form Tutors will: Monitor progress on a regular basis Share reports with pupils and set targets Be aware of the key groups and individuals that are being targeted in the year group Celebrate success in meeting targets Heads of Year will: Support form tutors in the implementation of the Policy Lead a vision of high aspiration and a relentless focus on progress within the year group Analyse performance data, monitoring progress of pupils/groups towards their targets Throughout the year and write a year action plan to define appropriate intervention clear procedures for evaluation and review Discuss this with Line Managers to ensure this is quality assured Ensure that robust Quality assurance is in place to ensure consistency across different form groups Identify the CPD needs of their tutor team Other HOY led intervention could include: Targeted parent session Assertive Mentoring Look for patterns in target groups Quality assurance including pupil voice and ISOGP walks Individual/Group mentoring 10 P a g e

12 Liaise with departments across school Mentoring and coaching in tutorial time Outside agencies Pastoral Support Plans Assemblies Motivational speakers Parental contact Place students on report Look at learning styles of year group Review attendance of students Advice/input from Student Services Pupils will: Be aware of their targets and grade descriptors in each subject Work to the best of their ability in every lesson Complete all homework Seek advice about what to do to improve Immediately act upon the advice given by their teachers Seek support if they are struggling to make progress Parents will: Be involved in regular communication with the school in order to understand the Learning needs of their son/daughter Use the website to be aware of curriculum content and grade descriptors Monitor the use of Show My Homework Assist their son/daughter in achieving their targets Attend Parent Events The Leadership Team will: Undertake a regular review of the Policy Support and monitor the different departments in the implementation of this policy Ensure that there is a coherent strategy for the effective management of performance data Oversee the progress of each department and how this relates to whole school outcomes Challenge and support middle leaders through line management and quality assurance Take strategic action where gaps are not being closed in department or year groups areas Ensure staff receive training on the interpretation and use of data to inform their planning 11 P a g e

13 Appendix 1: New GCSE Number Descriptors 12 P a g e

14 Appendix 2: Sample Grade Descriptors 13 P a g e

15 Appendix 3: Sample Pupil Report Pupil Photo 14 P a g e

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20 Appendix 4: Strategies for Success 19 P a g e

21 Appendix 5: Assessment Calendar 20 P a g e

22 Appendix 6: Suggestions for the Type of Questioning For Extended Data Meetings Breakdown the progress of your class: - How many pupils are on/off target? If they have met FFT, are they meeting 4 LOP? - How many pupils are making 3 or 4 LOP? - What is the progress of Pupil Premium? - What is the progress of Black Caribbean, Pakistani and White British? - How are girls achieving /progressing? - Are MAGATs making faster progress than other pupils? - How do the rates of progress of SEN pupils rate against others? - Are ASD pupils meeting high aspirations? How are the Teaching Assistants benefiting SEN? How are new interventions impacting different groups? What are holding pupils/classes back? What issues do these pupils/groups experience when learning new concepts? What teaching and learning strategies have you tried to progress learning? How would you describe the impact? Celebrate success. 21 P a g e

23 Appendix 7: Head of Department Questions Have pupils in your subject made progress below, in line with, or better than what was expected? How well are pupils doing against relevant age-related expectations as set out by the school? Where does the department sit compared to a national picture? Has your department maintained or improved levels of achievement? Is the rate of progress better at Key Stage (KS) 4 than at KS3? If so, what is being done about this? What is the trend over time? What value has your department added? How much progress have pupils made in comparison to where they started? What is their rate of progress through the key stage respect of prior attainment and age? What proportions of pupils achieve or exceed their target grades? Have able pupils been sufficiently challenged and stretched? For example, do a large enough proportion of those pupils who had the highest attainment at the end of KS2 in English and mathematics achieve or are on track to achieve A*/A GCSE grades in your subject? Are there any discrepancies in achievement between subjects/teachers in your department? If so, how is this being addressed? Are there differences in the progress pupils are making within your department? If so, what action are you taking and with what effect? Is the behaviour or the level of absence impacting on progress? What are you doing about this issue? Do particular groups of pupils, such as pupils with special educational needs or disability (SEND), pupils from different ethnic backgrounds, pupils with English as an additional language (EAL), boys or girls, H, L, M prior attainment, disadvantaged children, or looked after pupils, attain less well than their peers? If so, what is the school doing to address this issue? Can you demonstrate that, in terms of performance in your department, gaps are narrowing between different groups of pupils? What does intervention look like in your department? Is it tangible within the classroom? Does it have impact in narrowing the gap? How do you quality assure the intervention in the classroom? How do you use the data to target intervention? Do those pupils who receive intervention in the classroom or additional intervention demonstrate accelerated or sustained progress? How do you moderate work and standards to ensure consistency? How robust is your department analysis of its data? What evidence can you provide to demonstrate this? How are you tracking the progress of pupils eligible for the pupil premium grant? Does your monitoring indicate an impact on attainment gaps for disadvantaged pupils? Can your monitoring identify what factors have made the most impact in closing the gap? What actions are you taking to ensure that the rate and level of progress are at least as good as anticipated? 22 P a g e