Assessment

Assessment is a term which encompasses a wide range of activities, formal and informal, summative and formative. A range of different assessment methods will be used by teachers at different times. For much of the time this will involve tests and quizzes but portfolios, practical work and oral work will also be used when appropriate. At Key Stage 4 controlled assessments have been replaced by non-examination assessments. Non-examination assessment is only included where it is impossible to asses those skills in an exam.

The school believes in the embedding of assessment for learning within the teaching and learning of all subjects throughout the school. This is formally reflected in the short, medium and long term learning plans of all departments and Key Stages. Effective assessment at King Charles I School includes the following characteristics:

  • Promotes learning
  • Informs teaching
  • Formative focussed
  • Reduces teacher workload
  • Identifies progress

The school believes that the use of both summative and formative assessment are characteristic of good practice and form part of the assessment culture. The most effective assessment strategies that include all the characteristics of good assessment are:

  • Daily recap quizzing – cumulative content retrieval practice at the start of all lessons. Students receive instant feedback as the quizzes are marked, corrected and improved by the pupils themselves. The teacher uses a range of whole class feedback strategies to inform them of what is learned and what is still required to be taught.
  • Knowledge quizzes – low stakes, common and cumulative quizzes. Questions are on content covered to date with a focus on the current topic. Students receive instant feedback as they mark, correct and improve the work themselves. The teacher uses a range of whole class feedback strategies to inform them of what is learned and what is still required to be taught.
  • Knowledge exams – annual tests that cover content introduced from Year 7. Students receive instant feedback as they mark, correct and improve the work themselves. Teachers record diagnostic assessment information centrally to monitor students understanding. The summative scores are reported to parents/carers.
  • Application tasks – development of skills and application of content (such as extended writing pieces or drawing tasks) undertaken during a deliberate practice session. The work is assessed and feedback is given to the whole class through feedback sessions, where common errors are identified and addressed. Teachers record diagnostic assessment information to monitor students’ attainment.

 

Reporting

We provide students and parents/carers with reliable and accurate data identifying student progress and attainment. We host a parents evening once a year for Years 7-13. This is an opportunity for parents/carers to meet to discuss their son/daughters attainment and progress with their class teachers. Reports are generated twice a year. The first is an “attitude to learning” report whereby we inform stakeholders of the students’ behaviour, homework completion and achievement. The second report is an attainment report where we report on the following:

  • Years 7 to 10: All subjects will conduct a formal summative assessment at least once in an academic year. They are common assessments, in that students all sit the same paper. These assessments test students ability to recall the content introduced up to that point in their studies. The report shares the students test scores (%), average score for the year group, the average score for the class and the best mark in the year. It also includes the ranked order placement of the students’ assessment result in each subject.
  • Year 11: Students will sit one internal summative test (mock examination) during the year. Students’ work is assessed using the grading criteria that matches the course that they are studying. GCSE courses are marked using a numerical system that ranges from a maximum of 9 through to 1. Anything less than a 1 is ungraded. Vocational (BTEC and technical awards) courses are marked using the 4 tier marking system that goes from Pass, up through Merit and Distinction to Distinction*. These grades will be an assessment of their current position and also a prediction of where the teacher believes that they will be at the end of Year 11. The report shares the students test scores (%), average score for the year group, the average score for the class, the best mark in the year and the predicted grade (generated from the mock assessment).

Key Stage 5 (Years 12 & 13): Students’ work is assessed using the grading criteria that matches the course that they are studying. GCE courses are marked using a letter system that ranges from a maximum of A*, down through A and B until the minimum pass of an E is reached. Anything less than an E is a fail, and noted as a U grade. BTEC courses are marked using the 4 tier marking system that goes from Pass, up through Merit and Distinction to Distinction*. These grades will be an assessment of their current position and also a prediction of where the teacher believes that they will be at the end of Year 13. Students will sit internal summative tests (mock examinations) once a year. The report shares the students test scores (%) and the predicted grade (generated from the common assessment).

Contact Us

sampleTEL: +44 (0) 1562 512880

sampleEMAIL:
office@kingcharles1.worcs.sch.uk

King Charles I School
Comberton Road, Kidderminster,
Worcestershire. DY10 1XA

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