assessment

At Portchester Community School our assessment system: 

Gives reliable information to parents about how their child is performing 

a)    Allow meaningful tracking of pupils towards the end of key stage expectations in the new curriculum, including regular feedback to parents
b)    Provide information which is transferable and easily understood and covers both qualitative and quantitative assessment
c)     Differentiate attainment between pupils of different abilities, giving early recognition of pupils who are falling behind and those who are excelling
d)    Are reliable and free from bias 

Helps drive improvement for pupils and teachers 

a)    Are closely linked to improving the quality of teaching
b)    Ensure feedback to pupils contributes to learning and is focused on specific and tangible objectives
c)     Produce recordable measures which can demonstrate comparison against expected standards and reflect progress over time 

Whole school data collection

  • Input six times per year by all class teachersBased on a variety of assessment methods (not all formal tests)
  • Sub levels are used at Key Stage 4 eg. C-, C=, C+ (C+ being the highest of the three grades). For Y11 this year, GCSE Grades are numbered rather than lettered (see information below)
  • At Key Stage 3 students are assessed relative to their age related expectations in the National Curriculum.
  • Progress and effort for all students is also tracked, monitored and shared with parents.

Data is sent home to parents twice per year, and in addition, is discussed at ‘Parents Evenings’. Y7, 10 and 11 have two Parents Evenings per year, Y8 and 9 have one. 

Targets are set individually for every student, in every subject, and are set to motivate students to exceed national rates of expected progress.  

Assessment and reporting procedures 

Updated: Jan 2017 

Formative assessment will occur regularly as per the Teaching and Learning Policy. 

Summative assessment will follow the frequency prescribed in the school calendar. Parents will receive one full written report per year and at least one attainment and progress update during the academic year. 

Written reports

Guidance will be issued prior to each report writing window.

 Data inputs

For Y7 – 9 staff will input the following data:

  • An attainment judgement for each assessment strand based on age related expectations at Key Stage 3, and on GCSE criteria at Key Stage 4
  • A progress statement based on progress since the start of the academic year
  • An effort judgement
  • A spelling, punctuation and grammar judgement for some subjects 

For Y10/11 staff will input:

  • A current grade
  • A predicted final exam grade
  • A suffix of + =  or – to represent the top, middle or bottom third of a grade.
  • An effort grade
  • A spelling, punctuation and grammar judgement for some subjects 

Key to judgements

Attainment at Key Stage 3

Accelerated

A student has a demonstrated a significantly deeper understanding of the knowledge, application and skills that are expected at a given point in the curriculum.

Higher

A student has a demonstrated a deeper understanding of the knowledge, application and skills that are expected at a given point in the curriculum.

Expected

A student has a demonstrated a secure understanding of the knowledge, application and skills that are expected at a given point in the curriculum.

Below

A student has not yet demonstrated a secure understanding.

 Progress (Y7/8/9):

Rapid

·  Substantial and sustained progress in all areas of a subject since the start of the academic year.

Secure

·  Effective progress in most areas of learning since the start of the academic year enabling a student to at least maintain their level of attainment.

Developing

·  Progress is not yet secure.

 Effort:

Excellent

·  A very positive attitude towards learning.

·  Cooperate fully with the class teacher.

·  Always have the appropriate equipment.

·  Polite and respectful towards all adults and fellow students.

·  A significant contribution towards the establishment of a positive ethos in the classroom.

 

Good

·  A positive attitude towards learning.

·  Cooperate with the class teacher.

·  Usually have the equipment expected of you

·  Polite and respectful towards all adults and fellow students.

·  Respond positively to correction in response to isolated incidents of inappropriate behaviour.

 

Satisfactory

·  Attitude towards learning occasionally dips below expectations.

· Usually cooperate with the class teacher.

·  Sometimes have the equipment needed for learning.

·  At times, impolite or disrespectful towards others.

·  Usually respond appropriately to correction in response to incidents of inappropriate behaviour.

Unsatisfactory

·  Attitude towards learning often below expectations.

·  At times uncooperative with the class teacher

·  Often do not have the equipment needed for learning.

·  Often impolite, disrespectful or challenging towards others.

·  Usually respond inappropriately to correction in response to incidents of inadequate behaviour.

 Spelling, punctuation and grammar

Mastered

Key subject words and regularly used words are consistently spelt correctly.

Punctuation is consistently used accurately.

Use of grammar is consistently correct. 

Secure

Key subject words and regularly used words are usually spelt correctly.

Punctuation is usually used accurately.

Use of grammar is usually correct. 

Developing

Spelling of key subject words and regularly used words needs practice and improvement.

Punctuation and grammar is not yet secure.

 New GCSE Grading – Parent Guide for Y11 students 

Ofqual reformed GCSEs:

Ofqual state that reformed GCSEs

  • will have more demanding content
  • have been designed for a two-year period of study
  • will be linear, so students will take all of their exams at the end of the course
  • degree of non-exam assessment will reflect balance and nature of new subject content
  • will have a new grading scale from 9 (top grade) to 1
  • students studying combined science will receive one of 17 possible grades, from 1-1, 1-2, 2-2, 2-3... to 9-9 

Ofqual explain the Grades:

Statistical predictions will be used in 2017 to ensure there is alignment between the new and current grading structures, such that:

  • broadly the same proportion of students will achieve a grade 4 and above as currently achieve a grade C and above
  • broadly the same proportion of students will achieve a grade 7 and above as currently achieve a grade A and above
  • broadly the same proportion of students will achieve a grade 1 and above as currently achieve a grade G and above

All other grade boundaries will be set arithmetically, as now. For example, the boundaries at grades 5 and 6 will be set based on the difference in marks between grades 4 and 7; grade 5 will be set at one third of the difference in marks, and grade 6 at two thirds the difference in marks. 

The government’s definition of a ‘good pass’ will be set at grade 5 for reformed GCSEs. A grade 4 will continue to be a level 2 achievement. The Department for Education does not expect employers, colleges or universities to raise the bar to a grade 5 if a grade 4 would meet their requirements. 

The new grading structure will be applied to other GCSE subjects in 2018 and 2019.  

Useful websites for more detailed information:

Ofqual

https://www.gov.uk/government/publications/your-qualification-our-regulation-gcse-as-and-a-level-reforms 

The Examination Boards

AQA

http://www.aqa.org.uk/about-us/what-we-do/policy/gcse-and-a-level-changes/background-to-new-gcses 

Edexcel

http://qualifications.pearson.com/en/qualifications/edexcel-gcses/gcse-changes.html 

OCR

http://www.ocr.org.uk/qualifications/gcse-and-a-level-reform/gcse-reform/