ASSESSMENT AND TARGET SETTING POLICY...

Principal 21/05/201Lucy Monk

ASSESSMENT AND TARGET SETTING POLICY

2013-2014

ASSESSMENT AND TARGET SETTING POLICY 2013-14

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1 MISSION

Our mission is to create a group of outstanding results that radically improve our pupils’ life

chances. We want every pupil at Helenswood Academy to do well enough by age 18 to have

real options to: go to university or follow the career path of their choice.

2 TARGETS

2.1 At Helenswood Academy, within five years:

2.1.1 At least 80% of students in our academy make the ARK expected progress.

2.1.2 At least 80% of students in our academy achieve 5+ A*-C GCSEs including English

and mathematics.

2.2 In KS5, 100% of students achieve 3 passes at A*-C (or equivalent) in Level 3 courses.

2.3 Attainment and progress expectations

2.3.1 Minimum attainment thresholds

a Level 5b in English and science and level 6c in mathematics by Y9.

b Grade C by Y11 in at least 8 subjects including English and mathematics.

c Grade C (or equivalent) by Y13 in L3 courses.

2.3.2 Progress aspirations

a At KS3

i. Minimum of 6 sublevels in English [e.g. 4a to 6a].

ii. Minimum 8 sublevels in mathematics [e.g. 4c to 6a].

b Between KS2-4

This policy is based on the ARK Schools Assessment Model Network

Guidance.


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i. Minimum 4 levels progress [e.g. 4a to B].

c KS5

i. Alps score of 3 or better for both AS, A2 and other L3 courses.

2.4 Catch–up

a Students who start with lower prior attainment would be expected to make a

higher rate of progress.

b Exceptions to this should be discussed at middle leadership level but agreed by

SLT level.

3 BASELINE DATA

3.1 In Year 7

3.1.1 Targets are set using the SATs results as a baseline.

3.1.2 Helenswood Academy uses the Ark baseline tests in English and mathematics to:

a Provide baseline data where there are no SATs data.

b Provide diagnostic information about individual pupil strengths and weaknesses

to inform curriculum planning and the setting of students.

3.1.3 All students sit a reading age test at the start of Year 7.

3.2 In Year 10

3.2.1 Helenswood Academy refers to both end of KS2 and KS3 data to set suitably

challenging end of KS4 targets.

3.2.2 Use the ARK conversion to turn the agreed end of KS3 level into a KS4 base grade

(See Table 1).


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EoKS3 Level

(either by

subject of

aggregate of

selected

subjects)

Approximate

Baseline for

start of KS4

Minimum

KS4 Target

(Maths)

Expected

progress

Maths (sub-

grades)

Minimum

KS4 Target

(English and

all others)

Expected

progress

English and

other

subjects

(sub-grades)

8a B1 A*1 6 A*1 6

8b B2 A*1 7 A*1 7

8c B3 A*2 7 A*1 8

7a C1 A*3 7 A*1 9

7b C2 A1 7 A*2 9

7c C3 A3 6 A1 (or A*3) 8/9

6a D1 B1 6 A2 8

6b D2 B2 6 A3 8

6c D3 C1 (or B3)** 5 (or 6**) B1 8

5a E1 C2 5 B2 8

5b E2 C3 5 C1 (or B3) 8/9

5c E3 C3 6 C2 7

4a F1 C3 7 C3 8

4b F2 C3 8 C3 9

4c F3 C3 9 C3 10

3a G1 C3*** 10 C3*** 11

3b G2 C3*** 11 C3*** 12

3c G3 C3*** 12 C3*** 13

<3 <G C3*** 13 C3*** 14

Table 1 – End of KS3 conversion table


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4 KS4 TARGET SETTING PROCESS

•Historic data and estimated projections

•Knowledge of cohort

•Challenge and ambition

Overall academy target (e.g. 80%)

•VP Data

•Cross checking against EoKS2

•Use ARK conversion table

•Adjust to bring in line with overall target

Convert EoKS3 attainment to KS4 Bases and set targets

above

•Clear parameters set and rationale given

•Moderate baseline & targets based on their knowledge of: The curriculum; the assessment regime; how student performs in that subject

Moderate & rationale

•Big PUSH

•Revised top-line targets for AIP & DIP

•CCR datasheets

•Reports to parents and students

Agree targets and communicate to all


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5 KS5 TARGET SETTING PROCESS

5.1 Alps used as the primary tool for setting KS5 targets, based on banded GCSE points scores

(not other L2 courses).

5.2 Aspirational minimum targets set at 75th percentile of the Alps national dataset.

5.3 Minimum grades moderated upwards on a case-by-case basis, using other data sources

(ALIS, FFT, teacher judgement) as appropriate.

5.4 Re-evaluation of target grades for Y13 following AS results.

5.5 Clear communication of target grades to students and parents early in autumn term.

5.6 Accurate half-termly assessment process (See Figures 1 and 2).

KS3 AND 4 ASSESSMENT – PROGRESS GRADES

Staff will be asked to enter at least three times in a year a progress grade. This is a grade

that is based on the progress the student is making towards their final target grade. It is

based on any assessments/controlled assessments; classwork or homework completed up

to that date. It is not based on a single assessment. In the appendix are the collection

points for progress data; full reports; interim reports and parents evening dates. All of these

can be found on the Helenswood Academy calendar for 2013-14.

KS5 ASSESSMENT – PREDICTIVE GRADES

5.7 The accuracy and regularity of teachers’ assessment of progress is crucial to the tracking of

progress in KS5. Predictive grades based on teachers’ assessment will be entered into SIMS

at the three compulsory data entry points in the KS5 assessment specification (December,

February, April).

5.8 Predictive grades should be based on:

5.8.1 At least one formal assessment completed in class, made up of appropriate exam

questions and marked in line with exam board assessment guidelines/mark schemes.


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5.8.2 Weekly homework tasks based on selected exam questions marked in line with exam

board assessment guidelines/mark schemes.

5.8.3 Other classwork and homework tasks that can legitimately be linked to exam board

assessment criteria.

5.9 For all the assessment activities above, careful moderation of grade boundaries and/or

marking expectations should be made to allow for:

5.9.1 Extent of knowledge and understanding depending on subject content covered.

5.9.2 Extent of skill development required for accessing highest mark bands in some

subjects.

The Keystage 5 data collection points are found in the appendix.


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Figure 1 – Overview of the half-termly assessment process

Guide

Approve

Administer

Mark

Moderate

Feedback Input

Check

Analyse

Report

Respond

Accurate assessment leads to

informed decisions.

Decisions lead to actions that

improve student performance.


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Appendix One: Annual Overview of Assessment and Target Setting Policy at Helenswood Academy

Timescale (weeks)

Component Action

1 -2 Guide

Dates for the year are published at the start of the year. The details of each assessment window is communicated at least two weeks in advance of the next assessment reminding subject leaders and teachers of their responsibility and deadlines in the process.

2 -1 Approve

The type of assessment and the criteria for marking each subject is checked to ensure it is ‘fit for purpose’. The SLT line manager to the department signs off the assessment. Responsibility for creation sits with the subject leader.

3 0 Administer

A timetable for all subjects and year groups is known to avoid any pressure points during the window. The assessment takes place at the planned time in the appropriate way and there is confidence that the assessment was administered to yield reliable outcomes.

4 0 Mark The assessment is marked to the published criteria within the agreed timescale. Levels/grades are assigned. There is no feedback to students until the moderation process has taken place (step 5).

5 +1 Moderate

Where there is more than one teacher, a moderation exercise takes place to ensure there is consistency of marking and judgments (grades/levels). Where there is only one teacher in the departments, external and/or network validation is used at least once per year.

6 +1 Feedback

Students receive feedback on the strengths and weaknesses of their responses. Where appropriate, there is immediate re-teaching of common misconceptions and errors. Unit teaching plans are refined or adjusted to reflect the outcomes of the assessment process.

7 +1 Input After moderation has taken place, and only once the subject leader confirms the outcomes are reliable, teachers input students’ results.

8 +1 Check Once all data is inputted, the assessment lead and data manager ensure that all data entries are completed and validated – there are no rogue entries and, where possible, all gaps are filled.

9 +2 Analyse

It is agreed in advance what the nature of the analysis should be. It is shaped by what questions the SLT is seeking detail on; it aggregates from pupil level data and shows: progress, attainment, below/on/above target, class, year and subject analysis.

10 +2 Report

SLT receive a detailed interpretation of the outcomes of each assessment window. It details (i) overall summary of academic progress (ii) a summary of attainment (iii) which students are not on target. Detail on each students, class, subject and year group is available.

11 +2 Respond Assessment outcomes inform action. Line management discussions review the most recent assessment t data. Teaching plans are adapted; intervention is agreed; students are regrouped as necessary.

Principal 21/05/201Lucy Monk

Appendix Two:

Key

FR Full Report

PD Progress data

EBH Effort, behaviour, homework grade collection

PE Parent/Carer Consultation Evening


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Appendix 3: Parkwood 6th Form Assessment and Target Setting

KS5 Assessment Policy for Parkwood 6th Form

Term Deadline KS5

assessment

point

AtL score

(and code)

Progress Grade

Predictive grade

Y12 Autumn 1 23.10.13 AP1 × ×

Autumn 2 11.12.13 AP2 × × ×

Spring 1 05.02.14 AP3 × × ×

Spring 2 26.03.14 AP4 × × ×

Summer 1 14.05.14 AS exams × ×

Summer 2 ? AP5 × ×

Y13 Autumn 1 23.10.13 AP6 × × ×

Autumn 2 11.12.13 AP7 × × ×

Spring 1 05.02.14 AP8 × × ×

Spring 2 26.03.14 AP9 × × ×

Summer 1 14.05.14 A2 exams ×

Assessment Cycle:

Middle Leaders will produce an assessment calendar in preparation for the start of the year.

Two weeks prior to the assessment being administered it should be discussed and approved during

Line Management.

Following the assessment being marked, there should be an opportunity for moderation before the

data is input and feedback given to students using a subject assessment / homework sheet.

Analysis of the data will be carried out by SLT and subsequently during Line Management meetings

where future planning and intervention will be agreed.

There will three formal data analyses through the year between SLT and ML:

Term 1 Summer exams analysis

Term 3 Mock analysis

Term 5 Assessment analysis

These will require a written analysis to be submitted by Middle Leaders prior to the meeting


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1. Explanatory notes

A: Attitude to Learning descriptors

Judgement based on four categories:

Motivation (M) Participation in lessons and behaviour for learning (P) Work completion (W) Independence and resilience (I)

EXCELLENT [1]

Student is consistently active, enthusiastic, interested and well-motivated in their learning. (M) Student is keen to participate in discussion work, making positive contributions (e.g. answering and

asking questions) and is always fully equipped to work. (P)

Student works well independently, in pairs and in groups, and may support the learning of others. Student completes all work (class work and homework) to the best of their ability. (W)

Student seeks to extend own knowledge, understanding and/or skills in the subject. Student is resourceful, responsible and resilient. Student is reflective, wants to discuss their progress in learning and is determined to achieve to the best of their ability. (I)

GOOD [2]

Student is usually well-motivated in their learning. (M) Student is generally enthusiastic and will (or will seek to) participate in discussion work. Student always

brings correct equipment to lessons. (P)

Student works well independently and with their peers. Student completes the majority of work (class work and homework) to the best of their ability, sometimes requiring support and guidance. (W)

Student is interested in own progress made in learning when approached by the teacher. Student is resilient and demonstrates some resourcefulness/initiative. (I)

REQUIRES IMPROVEMENT [3]

Student is sometimes motivated and is inconsistent in their attitude to learning. (M) Student will participate in discussion work when prompted. Student has the ability to work with their

peers although may try to sit back and not engage and can lose focus. Student is not always equipped to work. (P)

Student completes work (class work and/or homework) to a basic standard. (W) Student lacks resilience, often requiring intervention, and may lack initiative/resourcefulness. Student is

capable of identifying what is needed to improve but may choose not to do it. (I)

UNACCEPTABLE [4]

Student lacks motivation in their learning. (M)


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Student lacks focus in lessons and can be disruptive to their own learning and that of others. Student offers little, if any, constructive contributions to discussion work and may make inappropriate comments about the contributions of others. (P)

Student’s work is often completed to a very poor standard, incomplete or not attempted. Student is often unable to work owing to not having correct equipment. Student’s progress may be interrupted by frequent absences. (W)

Student requires regular intervention to help them remain on task. Student may react negatively when own progress in learning is discussed. Student lacks resilience, resourcefulness and responsibility. (I)


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B: Attainment grades

Definition

Aut1 attainment

Sub-levelled grade aggregating all assessed work – induction assignment, homework, class work, tests, coursework – completed during Autumn 1.

Autumn mock Sub-levelled grade following a discrete formal assessment based on a suitable past exam paper, completed in class and marked in line with the relevant mark scheme. This will also form a substantial element in the formation of a predicted grade for AP2.

Spring mock Sub-levelled grade following a discrete formal assessment based on a suitable past exam paper, completed in class and marked in line with the relevant mark scheme. This will also form a substantial element in the formation of a predicted grade for AP4.

Sum2 attainment

Sub-levelled grade aggregating all assessed work – homework, classwork, tests, coursework – completed during Summer 2.

C: Measuring progress

The methodology for monitoring and evaluating expected progress used in KS3 and KS4 does not translate directly to KS5. This is because there is neither a national measure nor specified requirement relating to progress in KS5. Furthermore, there is not a similar baseline for attainment as the QCA GCSE scale does not translate directly to an A level equivalent. Expected progress at AS, A2 and other Level 3 courses is therefore judged by setting target grades at the start of sixth form that are based on GCSE attainment.

We will use Alps as our primary target-setting tool, with Alps grades moderated as necessary to account for individual students and subject combinations, and to ensure appropriate challenge. The KS5 assessment model will then need to be structured around teachers making accurate judgements about students’ attainment and progress to inform predictive grades for tracking the progress of individuals and groups during the academic year.

CCR Alps tracker reports (and/or Alps monitoring reports) will then provide data at individual, teaching group, subject and year group level showing progress in terms of predicted Alps grade. These reports will also inform interventions in order to challenge and address underachievement. Target grades will additionally be informed by attainment at AS in cases where students have outperformed their target grades.

D: Predictive grades

Predictive grades should represent the informed judgement of the subject teacher, supported by evidence from assessment, of the minimum grade a student will attain for a given course. Subject teachers should ensure they make predictions using a conservative, evidence-based approach to prevent the over-predicting of overall attainment.

Predictive grades can be expected to change over time as more evidence to support such judgements


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becomes available. In most cases predictive grades should increase over time as students make progress, cover more course content and have more opportunities to demonstrate their knowledge, understanding and skills.

The accuracy of teacher assessment is crucial to the tracking of progress as described above. It is vital that teachers receive support and training in this regard as part of their preparation for teaching KS5 for the first time. KS5 assessment workshops will be held at regular intervals at AAS during 2013-14, drawing on the expertise and experience from within the ARK network and, if required, external expertise. It will also be necessary for teachers to engage in careful and thorough moderation with colleagues from both their own school and other schools in the network through hub days and other training opportunities.

E: Sub-levelled grading

Sub-levelled grades should be used to refine predictive grades and attainment grades in order to inform analysis and intervention by both departments and sixth form teams.

Sub-level

Description

1 (e.g. A1)

High – student is consistently performing at or near the top end of the scope of their attainment level / grade and will be working towards the next highest grade.

2 (e.g. A2)

Secure – student is consistently performing within the scope of their grade.

3 (e,g. A3)

Low – student is performing at or near the bottom end of the scope of their attainment level / grade and will be working towards consistently performing within this grade.

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