Reporting and Assessment
What does it look like?
- Regular progress checks – Summative - consistent across dept
- Formative Assessment - Targeted at a particular skill/skills to allow meaningful formative feedback
- Planned timings to feed into PR data
What for? To be able to:
- MAP where the learning is at
- MASTER the LEARNING: Use the map to know where and what needs mastering, and do this
- MOVE FORWARDS with new content, next sequence of learning
Assessments must be robust and consistent across the department, within year group and tier of entry and must inform teaching and the curriculum review.
Types of Knowledge
- Essential knowledge: Gateway knowledge: Key concepts which enable learners to progress to the next stage in their learning journey
- For KS3, Desirable knowledge: when appropriate e.g. H/W or lesson allocation if possible once essential knowledge is mapped
- For Ks4/5, Exam skills focus: Personalised Learning Checks are also key
Example Data & Reporting Calendar
KS4/5 Data Tracking
The College recognises the importance of reporting SMART data. Recording formative assessment grades gives us the detail we need to address areas of strength and weakness within the content being assessed.
HOWEVER, it is not fit for purpose when it comes to reporting an overall picture of where that student is within their learning journey. It is a snapshot of their knowledge of a particular subset of that subject taken at any given time. As a result it tends to give a spikey picture.
Thus, we continue to report a student’s CURRENT WORKING GRADE (CWG) which is an holistic (ipsative) grade that best reflects the standard to which they are currently producing work.
It is NOT their Predicted GCSE/ A level grade or the grade they would achieve if they sat the exam tomorrow.
This should give us a smooth curve for improvement and allow for better informed interventions to take place.
KS3 and KS3+ Data Tracking
Reports throughout years 7 to 9 will contain three indicators of how well students are currently performing in each subject.
- A Current Indicator of Attainment (CIA): This gives a current idea of a student’s potential by the end of year 11. It is set at the start of year 7 and will be reviewed based on their progress and effort over years 7 to 9. (In the absence of KS2 data, this will be calculated using CAT4, PTE, PTM scores and FFT data)
- A Progress Grade: The progress grade is based on the current progress a student is making, relative to their CIA, in that subject . This will be based on the work they have produced, their progress in lessons and the marks they have gained in unit assessments (P-/P/P+) . This will indicate whether the student is making less than, more than or in-line with expected progress towards their CIA
- A PPP Grade: This will be linked to our college values; Pride, Passion and Positivity and will be based on their aptitude and attitudes to learning and how well they are demonstrating these values in lessons, and within their Form and their House. (listed below)
External Assessments (CAT – Cognitive Ability Testing, PTM – Progress Test Maths, PTE – Progress Test English)
CAT – Beginning of Year 7
PTE/PTM – Beginning and end of Year 7 and end of Year 8
A PPP Grade (Attitude to learning)
These grades relate to specific criteria identified by our core values; Pride, Positivity and Passion. They are awarded on a four-point scale that measure the consistency of a student’s learning behaviours in your given subject. The grades should take into account the aptitude and attitude to learning in the subject area throughout the term. They are measured on a 4-point scale: ALWAYS, MOSTLY, SOMETIMES, RARELY/NEVER
Current Indicator of Attainment (CIA)
Reporting and Quality Assurance
- Two reports home per academic year, each containing a written comment
- Within the reporting cycle, there is a 2 week interval between the data drop by teachers and reports going home to parents. This has been done to enable quality assurance of the reporting content by HoDs, SLT and the Data Manager
- Tutors schedule academic mentoring sessions with their tutees during the week indicated in the Reporting & Assessment calendar. These sessions discuss the outcomes within the report and are written up and recorded