Assessment

'Nothing we do to, or for our students is more important than our assessment of their work and the feedback we give them on it. The results of our assessment influence students for the rest of their lives...' 

Race et al.

Introduction
Assessments at ICHS is built around the four pillars of Assessment:

  • Purpose
  • Validity
  • Reliability
  • Value

Our approach to assessment recognises that the type, timing and mode of assessment will vary depending on its main purpose.
The principles within this guide to assessment at ICHS will address these purposes in two main areas:

  • Formative assessment
  • Summative assessment

Formative Assessment
Formative assessment is used to monitor student learning as it is happening. It provides ongoing feedback for both students and teachers.
Formative assessment happens in every lesson throughout teaching and learning. Every task or activity in a lesson provides important information to teachers about student understanding and to student about what they need to do to improve.
Formative assessment will be seen in lessons at ICHS in the form of:

  • Questioning. For example, this could include cold calling, hinge questions, and “right is right” strategies.
  • “Think, Pair Share” or “Turn and Talk” activities.
  • Group tasks.
  • Cloze activities.
  • Written summary questions.
  • Extending writing.
  • Open ended tasks.
  • Peer and self-assessment.
  • DIRT (Directed independent response time) activities.
  • Mini-whiteboard activities
  • Retrieval practice.

During formative assessment activities teachers actively monitor student learning by “breaking the plane” through their purposeful path around the classroom. Live marking is used to give instant written feedback and learning conversations provide instant verbal feedback. Responsive teaching allows teachers to address misconceptions in the moment. Teachers use whole class feedback to share universal improvements for students to respond to.
At ICHS formative assessment should be visible in student books by:

  • Teacher feedback 
  • Clear peer and self-assessment
  • Evidenced student response to written or verbal feedback

Summative Assessment
Summative assessment is used to evaluate students’ knowledge and skills after a specific topic, or period of learning. As subject specialists our Head of Teaching and Learning (HoTLs) identify the most appropriate opportunities for summative assessment in their subject areas.

At KS3 the specific “Knowledge and Skills” HoTLs have decided to focus on in a particular term are recording in our Knowledge and Skills Assessment Grids. The scheme of work and assessment are built around these.

At KS4 and KS5 the HoTLs have selected the Exam specifications they believe provided both breadth and depth within their subject areas to challenge their thinking, build epistemic curiosity and prepare students for further study beyond their examinations, as well as for use in later life. The scheme of work and assessment are built around these specifications.

The following principles are used when designing summative assessments:

  • Cover all Knowledge and Skills identified in the knowledge and skills grids (KS3)
  • Cover all the relevant specification points appropriate (KS4 &5)
  • Cover all appropriate assessment objectives for their specification (KS 4& KS5)
  • Be of suitable length to provide sufficient data to fully evaluate student learning.
  • Provide suitable challenge for the ability of the cohort.
  • Provide suitable opportunity for meaningful written feedback.

Summative assessments mostly take place in normal lessons. However at key transitions points and as part of students preparations for Public exams the following summative assessments take place in the exam hall:

  • End of Year 9 KS3 Baccalaureate Exams
  • End of Year 10 Mock exams
  • Term One Year 11 & 13 Mock Exams
  • Term Two Year 11, 12 & 13 Mock Exams

The following assesments take place outside of lessons at specific scheduled times which are shared with the students in advanced

  • MFL Speaking Exams
  • Other Assessments needed as part of an externally moderated qualification. (eg. PE NEAs)

Feedback from Summative Assessments
After all summative assessments students should receive feedback.
Which ever form of feedback is given students should be given the chance to improve part of their work. This could be in the
form of:

  • Mirror questions.
  • Specific targeted questions.
  • Stretch and challenge tasks.
  • Redrafting a response to a specific question.
  • Redrafting part of their response from a longer written response.

Tasks should be specific to the feedback that student received.

 

Responsive Summative Assessments
As best practice, we use assessments to respond to misconceptions and skills gaps identified in previous assessments.
For example, if a test highlights graph drawing as a skill that needs to be developed, the scheme of work would be adjusted to provide reteaching of this skill, followed by practice opportunities before the next assessment. The next assessment should be adjusted to include a question re-evaluating this skill.

 

Reporting Summative Assessment Outcomes.
There are a number of reporting windows throughout the year where summative assessment information is shared with school leaders and parents.
Data is used by leaders to monitor underachievement and identify where intervention is needed.

KS3
Data is captured termly. Data should be from at least one summative assessment since the last data capture. HoTLs may choose to collate all data from assessments since the last capture if they have completed more than one assessment.
The following information is captured:

  • Assessment Percentage
  • Assessment Quintile
  • Attitude to Learning score

For their end of year 9 exam students will also receive a Platinum, Gold, Silver, or Bronze award towards their ICHS KS3 Baccalaureate Award.

KS4 & KS5
Data is captured after each Mock assessment. Year 10 will have an additional data capture in term one.
The following information is Captured

  • Mock Grade (Assessment Grade for Year 10)
  • Working at Grade
  • Forecast Grade