Assessment
The removal of attainment levels means that schools have developed their own way of assessing children's progress. Over the last year, senior leaders and teachers at Eckington School have been engaged in improving our curriculum and building an assessment system that drives teaching, learning and progress. We have listened to feedback from parents and collaborated with our partners in Chorus Education Trust to create a new assessment system. This guide outlines our systems and practices.
What is the purpose of assessment ?
- To give students a clear understanding of the knowledge, skills and understanding that they will learn.
- To support students, over the course of a carefully constructed series of lessons, to learn the appropriate knowledge, skills and understanding to make progress.
- Provide students with clear feedback about the knowledge, skills and understanding that they have developed, and the areas in which they need to improve.
How do we assess students?
We assess the learning of students in two ways. Each way acts as a separate layer of assessment. These are as follows:
Formative
Formative assessment takes place on a day-to-day basis during teaching and learning, allowing teachers and students to assess attainment and progress more frequently. It begins with diagnostic assessment, indicating what is already known and what gaps may exist in skills or knowledge. If a teacher and pupil understand what has been achieved to date, it is easier to plan the next steps. As the learning continues, further formative assessments indicate whether teaching plans need to be amended to reinforce or extend learning. Formative assessments may be questions, tasks, quizzes or more formal assessments. Often formative assessments may not be recorded at all, except perhaps in the lesson plans drawn up to address the next steps indicated.
Summative
Summative assessments will usually take place two or three times per year, and these may take the form of progress assessments, mock examinations, a test, an assessed piece of writing or practical work as appropriate to the subject. Knowledge included will build cumulatively through the year.
Responsive teaching is at the core of how our teachers plan and teach lessons. This is because research evidence tells us that this has the greatest impact on learning. It does not involve the grading of work but instead, the teacher identifying students' strengths and weaknesses and then adapting their teaching to help students to improve.
Some examples of responsive teaching strategies:
- Questioning.
- Quizzes.
- Multi-choice questions.
- Reading or observing pupil work (either during or after a lesson).
- Live marking (marking students' work as they are completing it).
- Breaking a complex task down into several smaller parts and assessing one part at a time.
- Spelling and vocabulary tests.
- Student responses on mini whiteboards.
- Marking books.
Progress
Every child arrives at the start of each key stage having reached a different level of attainment in each subject. It is important that we take account of their starting points in setting targets and measuring progress. In our system, teachers will take into account how well each student is doing compared to where they started. All students have the scope to make excellent progress regardless of where they start, and we want all children to believe that their learning and potential has no limits.
How do we judge the starting points of students?
Key stage 3
We do not assign target grades to students at key stage 3, as we do not want to put any limits on their aspirations. We want to encourage the mindset where all students strive for excellence and maximise their achievement across a broad curriculum.
In the summer term of Year 6, all students in English state schools sit their end of key stage 2 assessments. The scores achieved in those tests are then reported as scaled scores ranging from 80 to 120. We use the average of these scores in reading and maths to support setting and learning support.
We use Fischer Family Trust (FFT) software which provides all key benchmarking data based on key stage 2 SATs results and other information about the student's progress at key stage1 and key stage 2. The FFT benchmarks, including estimated grades for every subject, are based on how similar students nationally performed in the subject last year (similar students are defined as similar prior attainment, gender and month of birth). We share FFT benchmark data with students and parents in Year 9.
The processes outlined above are only a starting point. Our goal is to make sure that every child achieves their full potential across a broad, balanced, rich curriculum.
Key stage 4
We use Fischer Family Trust (FFT) software which provides all key benchmarking data based on key stage 2 SATs results and other information about the student's progress at key stage1 and key stage 2. The FFT benchmarks, including estimated grades for every subject, are based on how similar students nationally performed in the subject last year (similar students are defined as similar prior attainment, gender and month of birth). We share FFT benchmark data with students and parents in Year 9.
Students who were in Year 6 in 2020 or 2021 did not sit SAT tests as the tests were cancelled in response to the Covid 19 pandemic. These students will undertake Cognitive Ability Tests (CATS). These are assessments that identify students' strengths, weaknesses and learning preferences. CATS are not about knowledge recall and require no preparation. They offer all students the same opportunity to show their underlying ability. CATS give a detailed profile of students' verbal, non-verbal and quantitative abilities and the result data can be used to build an understanding of a student's potential and learning style. In turn, this is used to inform the development of effective teaching and learning that meets the needs of students.
Key stage 5
We use Fischer Family Trust (FFT) information to set targets for our Sixth Form students. L3VA is a key stage 5 performance measure that calculates progress in A-level, academic, and applied general qualifications. This is used to show how well students have progressed compared to students nationally with similar prior attainment at key stage 4.
Attitude to learning (ATL)
We believe that to learn successfully, students need to be ready to learn, resilient, resourceful, respectful and reflective. These are the five characteristics of good learners and students who are consistently demonstrating these characteristics will progress well in school.
Further information on ATL is available on our attitude to learning page.
Measuring academic progress
Key stage 3
All subjects will use responsive teaching strategies and summative assessment to drive the academic progress of all students. This is benchmarked against GCSE potential grades, and based on key subject specific knowledge, skills and application. Using this information, our teachers will indicate if each student is progressing below expectations, as expected or beyond expected progress. Parents are provided with this additional information prior to a parents’ consultation evening so that any concerns or queries can be raised with the class teacher.
Key stage 4
At key stage 4, student's work is marked in line with GCSE or equivalent specification mark schemes. Alongside any assigned attainment grades, high quality formative feedback will also be given in line with subject-specific marking strategies. Departments will also undertake moderation and standardisation to ensure accuracy and consistency of marking.
At key stage 4, we report to parents the potential grade for each subject and the most likely outcome. The potential grade, generated by Fischer Family Trust (FFT), should be viewed as a minimum grade and we expect all students to achieve or exceed this. The most likely outcome is the grade a student will achieve if they continue to work as they are doing currently.
Key stage 5
At key stage 5, student's work is marked in line with A-level or equivalent specification mark schemes. Alongside any assigned attainment grades, high quality formative feedback will also be given in line with subject-specific marking strategies. Departments will also undertake moderation and standardisation to ensure accuracy and consistency of marking.
At key stage 5, we report to parents the potential grade for each subject and the most likely outcome. The potential grade, generated by Fischer Family Trust (FFT), should be viewed as a minimum grade and we expect all students to achieve or exceed this. The most likely outcome is the grade a student will achieve IF they continue to work as they are doing currently.
Attendance and progress
Regular attendance at school is vital to help children achieve and get the best possible start in life.
Children and young people who frequently miss school often fall behind with their work, and there is a strong link between good school attendance and achieving good results. The information below is our interpretation of a range of attendance percentages.
- 98% or above: more likely to achieve the best possible grades of which they are capable.
- 95% or below: more likely to achieve up to half a GCSE grade below their full potential.
- 90% or below: more likely to achieve up to three quarters of a GCSE grade below their full potential.
- 85% or below: more likely to achieve up to a whole GCSE grade below their full potential.
- 80% or below: more likely to achieve up to one and a half GCSE grade below their full potential.
Reporting to parents/carers
Key stage 3
We report attitude to learning grades five times per year, at the start of each half term.
In addition, once per year, we report on expected progress. Using information from previous assessments, our teachers indicate if each student is progressing below expectations, as expected or beyond expected progress. Parents are provided with this additional information prior to a parents’ consultation evening so that any concerns or queries can be raised with the class teacher.
Key stage 4
We report attitude to learning grades five times per year, at the start of each half term.
In addition, twice a year all students will complete a summative assessment of learning to date. This will be a progress assessment and mock examination in Year 10 and two rounds of mock examinations in Year 11. Following this, parents will be informed of the most likely outcome in each subject. This can be compared against the Fischer Family Trust (FFT) estimate. Parents are provided with this additional information prior to a parents’ consultation evening so that any concerns or queries can be raised with the class teacher.
Key stage 5
We report attitude to learning grades 3 times per year. In addition, twice a year all students will complete a summative assessment of learning to date. This will be a progress assessment and mock examination in Year 12 and two rounds of mock examinations in Year 13. Following this, parents will be informed of the most likely outcome in each subject. This can be compared against the target grade. Parents are provided with this additional information prior to a parents’ consultation evening so that any concerns or queries can be raised with the class teacher.
