Assessment, Levels, Reporting, Appraisal, QA

… What now?!?

SATs levels do not exist any more at either KS2 or KS3

This Sept is the last time KS2 SATs levels have been reported

Students next year will come up with a score +/- 100 – we don’t know what this means yet, there are no parallels or matrixes to work with

We have been planning for the changes for almost 2 years, but do not have all the information on which to base long-term decisions yet!

What we do know

The assessment calendar, QA and Middle Leader Line Management Schedule identified a ‘cycle’ linking meetings with assessments and moderation and quality assurance:

What we put in place for this year

Judgements:Student progressQuality of learning & teaching

Planning assessment

meeting

Carry out assessment

every 6 weeks

Mark assessments

centrally

Moderate quality of

assessment and outcomes

Report judgements:

Data collection

Self-evaluationgovernors

Week 1-2 Week 3-4 Week 5-6 Week 7-8 HT

Week 9-10

Week 11-12 Week 13-14 Week 15

Targets set for years 8-13

 Exam analysis

by subject leaders

CATs tests years 7 & 10

Plan first

summative assessment for all

years 

SLT Appraisal Reviews

completed 

Exam Analysis submitted

 Students complete

summative assessments,

which are marked across

departments (i.e. teachers do not

mark own scripts)

Moderation meeting to moderate summative assessment outcomes

 Data collection informed by summative

assessment years 8-11

 ELT Appraisal

Reviews completed 

Exam Analysis meetings

  

SISRA data uploaded from data collection

years 8-11 

Plan second summative assessment years 8-13

 Year 8-11 SISRA

analysis by subject leaders

 All Staff

Appraisal Reviews

Completed 

Exam analysis meetings

  Baseline targets set for year 7

 Y12/13 SISRA

analysis by subject

leaders 

SLT discuss

strategic overview of SISRA Analysis

 All

Appraisal Objectives

Set

Review of SIP based on self-evaluation

findings 

All Appraisal Objectives moderated

 SISRA Analysis –

Vulnerable Groups 

Students complete summative

assessments, which are marked across departments (i.e.

teachers do not mark own scripts)

 Whole school data

analysis and completion of self-evaluation (SEF)Self-evaluation

shared with governors at Full Governing Body

Meeting

Moderation meeting to moderate

summative assessment outcomes

 Data collection

informed by summative

assessment all years

 Plan second summative

assessment for Y7 

Plan third summative

assessment for years 8-9

Plan third summative assessment

cycle for years 10-13

 Y7-9 SISRA analysis by

subject leaders

 FIP review

and update based on

self-evaluation

findings

This has been put into one document to make it easier to see:

How do we record progress? How does this link to judgements about the quality of learning and teaching (including links to assessment, appraisal and self-evaluation)?

How will this help us to show progress to governors, parents, RSC, Ofsted…?

Short and focused every half-term Meeting time used to devise appropriate

assessments – all staff involved Faculties devise appropriate

scores/marks/percentages/grades… No additional workload – work is on-going on

the use of stamps – marking smarter Build on the excellent work in many Golden

Tickets

Assessments – what will happen

Moderated assessments provide evidence of impact on student progress, identify intervention at individual and class level and create opportunities to share good practice Support accurate predictions Enable frequent recall opportunities for students Give us some security (in a still-changing

educational landscape) in order to report on progress with more confidence

Assessments (Tests!) – the outcomes

Supporting parents/students to understand the changing way progress is being measured

We are working on the premise:We will track back from predicted GCSE outcomes (currently in grades but moving to 1-8 and then 1-9) to identify points where we can evaluate whether students are on track to make expected (or better progress).

Data and reporting

Until we have progress ‘markers’ on the way to the eventual GCSE outcome, reliability of progress indicators is a concern. Fine for years 9-11 as this is what we do now, but for Y7 and Y8?

We have the opportunity to develop subject specific criteria in line with new specifications to identify skills/knowledge needed to progress to the eventual GCSE outcome

Problems/opportunities

Based on a triangulation of work in class, formative assessment and summative assessments we will decide whether students are:

Amber – not looking like they will reach their end target

Green – looking like they will reach their end target

Blue – looking like they will exceed their end target

Data collection: Years 7-8 ‘AGE’

We will do as we do now and put in the grade we feel the students will eventually get – for this year in terms of A*-G and then moving to the numbers 1-8 and 1-9.

New specifications have been designed to be ‘harder’ so we will need to know assessment criteria in the specifications to make a judgement – English and maths are leading the way as the new specifications in these subjects come in a year earlier

Data Collection – KS4 (Y9-11)

Looking at ‘AGE’ stamps (or something else?) in books

Golden tickets identify skills/knowledge but not ‘grades’ – a ‘learning ladder’

Half-termly moderated assessments are put in books

Departments work out how to grade e.g. %, scores, numbers, grades..

Summative ‘grid’ at the end of each half-term – still to work out the details….

Marking