Assessment, Recording, Reporting & Tracking Policy (2009)
Monitoring & Review
B. Key Groups of Students
Gifted & Talented
Ethnic, FSM, LAC & Other
Assessment for Learning
Assessing Pupils' Progress
Assessment in Lessons
Testing & Formal Assessments
Reporting to Parents
Written Annual Reports
Parents' & Carers' Consultation Evenings
The Governing Body
The Senior Leadership Team
Heads of Department
Heads of Year
Parents and Carers
E. Supporting Documentation
Governing Body: XXX 2009
Review Date XXX 2011
Assessment is an integral part of the planning, teaching and learning process. It is the means by which we can judge the effectiveness of the learning opportunities and interventions we provide for each student. The purpose of assessment is to improve teaching and learning outcomes. Records are kept to ensure that teachers, and others, have access to up to date information about the significant attainments that individual pupils are making and to inform planning for future teaching and learning. Reporting is the process of informing others, including pupils, parents, Headteacher, governors and other staff about attainment and progress. Tracking is the process by which we ensure that students are making progress in line with their abilities.
To provide accurate information about each pupil’s attainment and progress
To improve the quality of teaching and learning
To ensure continuity and progression in learning
To recognise and celebrate individual and group achievements
To use, as appropriate, the four main forms of assessment:
Formative - to recognise achievements and plan next steps in learning
Diagnostic - to identify learning difficulties and to target appropriate interventions
Summative - to record overall achievement
Evaluative - to review teaching and inform planning for individuals and groups
- Monitoring & Review
The ARRT Committee will monitor this Policy in the following ways:
- Ensuring that all necessary data is transferred from class to class and that the central SIMS assessment manager database is maintained and used by teachers to keep up to date records;
- Ensuring that challenging targets are set and that these are in line with student prior attainment;
- Arranging and leading staff discussion to monitor and review processes;
- Collecting, collating and analysing assessment information to provide feedback on progress an to inform whole school targets.
- Suggesting amendments to this policy for discussion at xxxxxxxxx
Students with additional needs may require additional arrangements and resources for Assessment, Recording, Reporting and Tracking. Individual Education Programmes (IEP’s) will play a key part in this. See Learning Support Policy.
GIFTED AND TALENTED PUPILS
A register of able and talented pupils is kept and updated annually. See G&T Policy. Students identified as gifted or talented will be appropriately challenged and their attainments monitored.
ETHNIC & OTHER
The school will monitor the assessments, targets and progress of key groups to ensure that they are appropriately challenged and receiving their curriculum entitlement.
These groups will include those receiving free school meals (FSM), looked-after children (LAC), carers, ethnic groups including white British and groups identified by prior attainment. For example, those obtaining level 5 at key stage 2.
Late arrivals to the school will have targets set in line with the average of their teacher assessments.
Assessment is ongoing and obtained through techniques such as observation, questioning, marking and testing. The form of assessment used is determined both by its fitness for the purpose and by the demands of the course. Not everything that is planned is assessed and not everything that is assessed is recorded.
Assessment is organised by departments with opportunities for assessment being considered at the curriculum planning stage and with details of particular groups and assessment methods being indicated. Some assessment tasks are differentiated to take account of different abilities. Some tasks are deliberately open ended so that assessment can be judged by the outcome.
Teacher Assessments are complemented by the whole school use of standardised tests of recognised validity. Our year 7 intake have recent SATs results and teacher assessments on arrival. They also sit the CATs test in the autumn term. At the beginning of year 8 our students sit MidYis tests, the results of which inform target setting and grouping arrangements. Tests at the end of KS3 may be used to inform grouping arrangements and eligibility for option support classes. A Yellis test is taken at the beginning of year 10 and the results form the basis for minimum and aspirational GCSE targets.
Alis & Senior Students
Assessment for Learning
AfL is defined as:
‘the process of seeking and interpreting evidence for use by learners and their
teachers to decide where the learners are in their learning, where they need to
go and how best to get there’.
The key characteristics of assessment for learning are that it:
• is embedded in a view of teaching and learning of which it is an
• involves sharing learning goals with pupils;
• aims to help pupils to know and to recognise the standards they are
• involves pupils in peer and self assessment;
• provides feedback which leads to pupils recognising their next steps and
how to take them;
• promotes confidence that every pupil can improve;
• involves both teacher and pupils reviewing and reflecting on assessment
• Assessment must inform teaching, learning and progress.
• Assessment arrangements must be manageable and useful.
• Assessment must provide reliable and understandable information to users.
• Assessment must set challenging yet achievable targets for improvement.
• Assessment must give information about strengths and weaknesses.
• Assessment must compare achievements between students.
• Assessment must inform the evaluation of teaching strategies, providing an
indication of what does and what does not work.
• Assessment must be constructive, provide motivation and guidance for improvement.
• Assessment must involve the students and should include them assessing their own work, and the work of others, whenever possible.
See AfL Key Messages.
Assessing Pupils' Progress
APP is one of the National Strategies promoted by the DCSF. It is currently being used, at key stage 3, by English, mathematics, science and ICT departments.
APP is a structured approach to in-school assessment which:
• enables teachers to make judgements about their pupils’ attainment, keyed into national standards;
• develops and refines teachers’ understanding of progression in their subject;
• provides diagnostic information about the strengths and weaknesses of individual pupils and groups of pupils;
• enables teachers to track pupils’ progress over time;
• informs curriculum planning;
• facilitates the setting of meaningful curricular targets that can be shared with pupils and parents;
• promotes teaching that’s matched to pupils’ needs;
• supports the transfer of meaningful information at key transitional points, e.g. from Key Stage 2 to Key Stage 3;
• is not a 'bolt-on' to existing arrangements. APP is all you need.
APP is a three step process:
• Consider evidence;
• Review the evidence;
• Make a judgement.
See APP Guide
The types of assessment used must be appropriate to the tasks set. Students must also have regular experience of the types assessment used in the public examinations.
Assessment must be:
• Manageable and useful;
• A reliable source of information;
• Positive and support success;
• Understandable to students, parents and teachers;
• An essential part of teaching and learning;
• In line with National Curriculum requirements.
Work is marked as a response to the pupil’s learning and progress. It is an important aspect of assessment, informing both the teacher and the pupil of the outcome of their learning. All work is responded to in some way. The nature of the response depends upon the task and its purpose:
• Routine or practice tasks – the work is initialled or ticked, if correct, by the teacher;
• Self-marking – this is used when pupils need quick feedback on their understanding of a unit of work. e.g. when a teacher calls out answers to questions. This is used more routinely with older children who do more recorded work;
• Peer-marking – pupils work together to support one another and enhance their learning. e.g. editing text or first draft writing;
• Response marking – teachers will comment with a specific focus in a key piece of work, e.g. the use of complex sentences in narrative text or conclusions in scientific writing. The pupils are able to respond to this in writing and can amend their work in light of these comments.
Marking should result in a difference to the pupil’s work and students are expected to note and respond to comments. New comments may not be made where students persistently fail to respond to previous targets. Written comments may also have a numerical score or grade.
The marking of work is time consuming. It is therefore used for a particular purpose, to indicate attainment and inform the pupil of what they need to do next to improve. Detailed marking is not, therefore, relevant to all pieces of work. It is relevant for key pieces of learning such as end of a unit tasks or after a new learning objective has been taught.
Assessments are not only based on written work but on observations of children at work on practical tasks and through use of questioning where children’s oral responses give a clear indication of their understanding of a subject.
Teachers record the results of standardised assessments in Assessment Manager.
• Be regular
• Relate to learning objectives;
• Inform lesson planning;
• Suggest strategies for improvement.
Assessment in Lessons
There are a range of processes to inform and improve student progress:
• A variety of assessment formats should be used including practical work, student presentations, coursework, fieldwork, written exercises, group work and informal assessment, such as question and answer;
• Minimum targets are available for all students in either National Curriculum levels or GCSE grades;
• Minimum National Curriculum or GCSE target grades and up to three individual targets will be included in students’ journals for review with the teacher. These will be set using the conversion tables enclosed in this policy;
• Records of all assessments including regular marking should be kept by all teachers in either a written or electronic format and should be available for reference by heads of department and members of the Senior Leadership Team;
• Schemes of work should indicate key assessment points and their contribution to the review of student progress;
• Lessons should provide opportunities for self and/or peer assessment which allow students to review the extent to which they have met the learning objectives.
Testing and Formal Assessments
These assessments are undertaken throughout the time at Tolworth Girls' School, with data used to inform progress. We aim to gather a comprehensive range of prior attainment data on entry. Where this is not available we refer to standard baseline assessments carried out by the Learning Support department…
• Key Stage 2 results
• CAT tests on entry to the School
• Year 7 Progress Tests and Optional tests
• MidYis tests
• SAT’s at the end of Key Stage 3
• Unit/modular tests in some subjects
• Annual examinations for all year groups
• Yellis tests
• GCSE results
• Alis & Alps tests
Staff will base their judgements upon recorded evidence. Sometimes ephemeral evidence; such as contribution to class discussion, is significant. This should be noted if it affects teacher assessment.
There will be one tutor based academic progress interview, per year, for each student. The timing of this is at the tutor's discretion and they will use professional judgement in determining the appropriate time. The discussion will focus on student progress towards agreed targets.
Students are expected to discuss their target with their subject teachers and with their parents and carers.
Targets for KS3 are set 2 levels above the key stage 2 result unless the pupils had a level of 3.5 or less. Where this is the case the target is 1.5 levels above.
In English, RE, history and geography a pupil’s KS3 target is two levels above
the KS2 English level.
In mathematics the target level is set two levels above KS2 mathematics result.
In science the target is 2 levels above the KS2 science level.
In ICT the target level is the average of the EMS levels at KS2 plus 1.
In MFL the target level is the average of the EMS levels at KS2 plus 0.5
In all other subjects the target level is the average of the EMS levels at KS2 plus 2.
The table below shows the conversion target for KS3 to KS4.
Heads of department will ensure that assessments are moderated across their departments to ensure that grades and marks are awarded consistently.
Records are kept in order to; inform planning, inform reports to parents and other staff and as evidence of Teacher Assessment. Staff will receive training in the use of a new assessment package (Assessment Manager 7) which can replace the function of mark books and departmental spreadsheets. The school has set minimum requirements regarding assessments that must be recorded in Assessment Manager.
Effort will be graded each half-term and attainment every term.
In addition, it is hoped that this package will enable us to input and analyse ongoing teacher assessments as well as making further use of test data. This package should enable us to track and compare progress of defined groups e.g. gifted and talented students, those receiving FSM, looked after children, etc.
Teachers are aware of the National expectations and will target accordingly and report to parents, heads of department, tutors and other staff. Students not reaching expectations are monitored closely by subject teachers. Underlying causes are investigated and intervention strategies are implemented to help children achieve to their abilities.
Recording attainment is an important part of teacher assessment; these records are concerned with noting students' attainments and progress throughout their school life. Records relating to the National Curriculum should inform the planning of future work and enable teachers to make judgements about students' levels in each attainment target, particularly at the end of Key Stages.
All teachers should maintain a mark book or database. Recording systems should therefore:
• Be manageable, understandable and accessible.
• Record the work students have done, monitor progress and guide appropriate future work.
• Record students' attainments and link them with the National Curriculum Attainment Targets.
• Provide appropriate information to colleagues, students and parents.
• Reflect the department's scheme of work.
It is neither possible nor desirable to collect evidence relating to everything that an individual student does. Attempting to do so would result in an unmanageable burden on students and teachers. Whole school formal assessments are identified in the school calendar and the results recorded in Assessment Manager by departments. These results are stored centrally and reported to parents in the interim or annual reports.
Is in a variety of formats, depending upon purpose and audience.
• Interim half-termly reports for all students followed by a work review, if required.
• A full written report once per year
• A Parents Consultation Evening once per year
• The publication of Key Stage 3 Test results, teacher assessments and a comparison with whole school and National results.
• The publication of GCSE results.
• At the school Prize Giving evening.
• In academic progress days and individual education plans.
Attainment grades are expressed as National Curriculum levels or GCSE grades.
Grades for effort are awarded using the following criteria…
A An excellent level of effort is displayed at all times.
B A good level of effort is consistently shown.
C Makes an acceptable effort most of the time.
D Level of effort is variable and sometimes a matter of concern.
E Level of effort is unacceptable.
Grades for homework are awarded using the following criteria…
A Homework tasks are completed to a high standard and/or extends tasks through own interest and commitment.
B Homework tasks are consistently given time and thought.
C Homework tasks are usually given time and thought.
D Homework often appears to have been given little time and consideration.
E Homework is rarely, if ever, presented.
L Homework is frequently handed in late.
A schedule of reports is published at the beginning of each academic year.
Reporting to Parents
Each half-term an effort grade will be reported.
At the end of each term an attainment grade will also be reported.
Written Annual Reports:
There will be one full written report a year. The timing of this report is published in the school calendar at the beginning of each academic year.
Parents’ and Carers' Consultation Evening:
There will be one subject based parents' consultation evening, per year, at which discussions on student progress will take place with subject teachers, parents/guardian and student. Students are positively encouraged to attend with their parents/guardians. An appointment system operates to prevent parents having to wait. The timing of this evening is published in the school calendar at the beginning of each academic year.
Additional assessments and/or reports may be sent home as appropriate by:
• Subject teachers;
• Heads of department;
• Heads of year.
Reports are completed annually, in compliance with legal requirements, to inform parents of the standards achieved in all subjects of the National Curriculum as well as details of students’ effort and behaviour. Reports also note attendance and punctuality and include targets in the core subjects of English, Maths and Science.
Parents’ Meetings are held according to an established pattern when a report forms the basis of discussion. Parents are also welcome to contact teachers if they wish to discuss progress.
RESPONSIBILITIES AND DUTIES
The Governing Body will:
• Support the school in its delivery of the Assessment, Recording, Reporting & Tracking Policy.
• Ensure that the Assessment, Recording, Reporting & Tracking policy is regularly reviewed and updated.
• Set challenging, yet achievable targets for achievement.
The Senior Leadership Team will:
• Undertake a regular review of the Assessment Policy through whole school and departmental self-evaluation (SEF) and through ‘Specific Reviews’.
• Support and monitor departments in their implementation of assessment,
recording, reporting and tracking practices.
• Oversee the maintenance of the SIMS Assessment Manager database.
• Regularly measure the ‘value added’ of individual students and key groups in order to recommend whole school targets for achievement to the Governing Body.
• Provide the governing body and outside agencies with assessment data as required.
• Review the results of external assessments and update staff on students’ attainment trends.
• Have ultimate responsibility for quality assurance.
Heads of Department will, within their subject areas:
• Be responsible for the implementation of whole school policy and for providing written guidance on its practical implementation for their departments.
• Support department members in the implementation of the Assessment, Recording, Reporting & Tracking policy
• Ensure that their departmental Assessment, Recording, Reporting & Tracking Policy is regularly reviewed, updated and is in line with whole school policy.
• Plan appropriate assessment opportunities into their schemes of work and regularly evaluate their effectiveness.
• Establish agreed subject criteria for assessment and marking which identify critical steps.
• Monitor the consistency of assessment and marking across the department.
• Be responsible for maintaining departmental records; monitoring student progress; and evaluating the effectiveness of teaching and learning within their department by referring to KS levels, annual assessment data and school targets.
• Ensure that assessment information is systematically recorded and appropriate information provided for the SIMS Assessment Manager database.
• Use assessment information for curriculum planning and to determine suitable interventions.
• Agree their subject contribution to the assessment of cross-curricular themes and projects.
• Identify departmental INSET needs.
• Maintain a portfolio of assessed work to ensure consistency of standards.
• Ensure that their department meets report deadlines and quality assurance standards.
• Be responsible for working with their departmental staff to identify areas for improvement and development.
Heads of Year will:
• Support their tutor team in implementing the Assessment, Recording, Reporting & Tracking policy.
• Ensure that students’ records are kept up to date.
• Monitor the progress of students in their year group through tracking, spot checks and work reviews.
• Coordinate, support and monitor interventions.
• Communicate both concerns and successes to parents.
• Together with Heads of Department, ensure that students are appropriately
• Monitor the quality of reports and ensure that reporting deadlines are met.
• Co-ordinate year-based parents' consultation evenings and academic progress days.
• Identify borderline grade students at KS3, KS4 and post 16 to facilitate appropriate mentoring programmes.
Subject Teachers will:
• Ensure that students have a clear understanding of the assessment criteria (NC levels and GCSE grades)
• Regularly assess and mark students’ work employing an appropriate range of assessment techniques. Assessments should include constructive comments and targets for improvement.
• Have evidence to support their judgements.
• Use the results of assessments to monitor progress and plan future learning tasks to match student abilities.
• Encourage students by giving them a clear picture of their level of performance, what they have done well and what they need to do better next time.
• Contribute to the assessment of cross-curricular themes and projects.
• Report students' progress to parents on a regular basis through interim, full reports and parents’ evenings.
Form Tutors will:
• Ensure that student records are kept up-to-date.
• Ensure that all students make effective use of their journals.
• Discuss progress and review targets with their tutees when and where appropriate.
• Undertake target setting interviews following the School’s guidelines.
• Be responsible for ensuring that reports for their tutor group are correctly completed.
• Report students' progress to parents through written reports and academic progress days.
• Ensure that their journals are used effectively.
• Regularly review their work and negotiate challenging targets with their subject teachers and form tutors.
• Note the criteria against which their work is assessed and, where possible, the kind of evidence by which particular attainment targets can be demonstrated.
• Focus their efforts on important aspects of the subjects and take on more responsibility for their own learning.
• Ensure that targets are recorded in their journals and exercise books.
• Immediately act upon the advice given by their teachers and tutors.
Parents and Carers will:
• Be involved in regular communication with the School in order to understand their child's achievements, progress and targets for improvement.
• Assist their daughter in achieving the learning and progress targets.
• Regularly monitor the use of the student journal.
• Attend target setting interviews.
• Attend Consultation Evenings.
• Contact the tutor or Head of Year if they have any concerns.
The Assessment Manager will:
• Be responsible for maintaining the assessment software package.
• Assist staff with the recording of assessment data.
• Be responsible for the electronic storage and retrieval of students' assessment data.
• Be responsible for the production of the reports and statements.
This policy should be read with reference to the following documents:
• School Calendar
• Guidance for the Completion of Reports
• Instructions for the Conduct of Examinations
• Analysis of Student Performance Data
• Schemes of Work
• Learning Support Policy
• Gifted and Talented Policy
CHAIR OF GOVERNORS:
Tolworth Girls' School & Sixth Form
Tel: 020 8397 3854