Assessment

The school believes in the embedding of assessment for learning within the teaching and learning of all subjects throughout the school. Assessment forms an integral part of every lesson and extended schemes of work. All assessments are formative. Assessment can be informal in questioning, feedback, quizzing, peer assessment and self-assessment or formal in tests, timed essays and exams.

Effective formative assessment at King Charles I School includes the following characteristics:  

Promotes learning

  • Identify what students’ know and highlight the gaps in their knowledge.
  • Specifically test students’ knowledge of content.
  • Enable effective diagnostic monitoring of students’ understanding.
  • Designed so feedback can be precise, specific and targeted.

Inform teaching

  • Results show strengths and areas of development in the delivery of topics.
  • Results inform the review of content and future planning.
  • Assessments encourage self-reflection on teaching practice.

Recognises student progress and achievement

  • Promote a commitment to learning
  • Create opportunities independence/autonomy in learning
  • Reward progress, effort and achievement

Informs stakeholders:

  • Formal assessments are used to report achievement to parents three times a year.
  • Formal assessments are used to measure student progress.
  • Formal assessments provide effective and progressive student records.
  • Formal assessments are used to judge standards.

Informal assessment

Informal assessment takes place in every lesson and over extended schemes of work. They are designed to assess the students’ cumulative knowledge of a subject regularly so that students retain the information for longer. Informal assessment takes place in the following ways:

  • Quizzing: All lessons begin with a review of any work covered up until that point these quizzes are self-assessed.
  • Exit tickets: Students complete a short piece of work that the teacher assesses and gives feedback on.
  • Whole class questioning/feedback: Students understanding is measured through in-class feedback techniques.
  • Mini tests: Students complete short tests on topic work and cumulative knowledge.
  • Self-assessment: Teachers support a student’s ability to self-assess by asking the student to find and correct their own mistakes.

Formal assessment

Formal assessments are scheduled throughout the academic year. There are during formalised assessment, moderation, feedback and reporting windows. Students receive formative feedback regarding their understanding. Summative information is used to assess students progress.

  • Years 7 to 10: All students have been assigned a target grade based on the new grading system on 1-9, with 9 being the highest and 1 being the lowest. All subjects in Years 7 to 9 will conduct a formal summative assessment during, at least, three points in the year. They are common assessments, in that students should all sit the same paper, and test the material taught up to that point in time. Student results are norm referenced to generate grade boundaries. Students will get feedback on their progress in relation to their target band using the terms:

Excelling

on track to achieve the top grade of the target range

Above

on track to achieve the middle grade of the target range

Expected

on track to achieve the bottom grade of the target range

Below

on track to achieve 1 grade lower than the bottom grade of the target range

Well below

on track to achieve 2 or more grades lower than the bottom grade of the target range

  • Year 11: Students’ work is assessed using the grading criteria that matches the course that they are studying. Most 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. Some courses still use a letter based system with a maximum of an A*, down through A and B until the minimum pass of a G is reached. Anything less than a G is a fail, and noted as a U grade. Vocational (BTEC and technical awards) courses are marked using the 5 tier marking system that goes from Level 1 Pass, Level 2 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. Students will sit internal summative tests at least three times a year including a mock examination.

  • 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 at least three times a year including a mock examination.

 

Contact Us

sampleTEL: +44 (0) 1562 512880
FAX: +44 (0) 1562 512881

sampleEMAIL:
office@kingcharles1.worcs.sch.uk

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

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