English Area KS3 Assessment from 2015 Explained Rationale: This assessment policy is designed to fully support our new accelerated KS3 curriculum and follows the guiding principles which underpin the MCA Assessment policy in that it ensures: • • • • • • • • • •
assessment is central to curriculum not the driver of it assessment presents meaningful data in classrooms assessment in KS3 is based on developing the knowledge and skills required for success in KS4 assessment supports us in closing the learning gap assessments are pre-planned and progressive assessments are analysed with immediacy to identify gaps in learning. · Data collected is meaningful, accurate and trustworthy specific and targeted interventions can occur soon after and predominantly in the classroom targets are set at the higher end of aspiration pupils are supported to develop a growth mindset, an acceptance of challenge and a resilience to learning
Assessment of pupils on entry Upon entry into Year 7: • Pupils are placed into an achievement band based on their validated EOKS2 data. • Pupils complete a mixed word and comprehension reading age test during transition to support diagnostic intervention as well as recommendations for Summer School. • Pupils complete a spelling age test within Autumn 1. Where pupils are below Level 4 or have no KS2 data: • Pupils complete a WRAT reading age test and an internally marked KS2 SATS paper to determine their band. • Where there is an EAL learning need, the pupils are tested for their EAL stage.
Converting KS2 data to Achievement bands Ks2 Levels/ baseline
KS3 band
GCSE (current)
GCSE (New)
5b+
A
A*-A
9-8-7
4b+/ 5c
B
B-C+
6-5
4c/ 3b+
C
C-/D
4-3
3c/2
D
D-G
2-1
Assessment to support the accelerated curriculum From September 2015, all KS3 pupils who have been placed in achievement band C or above* will be following our newly designed accelerated KS3 curriculum. The curriculum is designed so that each reading and writing unit specifically drives pupils’ progress in the 5 core writing skills and 7 core reading skills that we have identified as essentials for ensuring literacy and English subject success at KS4. Within these core skills, we have identified progress milestones for pupils within each band to assess whether learners are progressing at an expected rate in each skill towards their KS4 targets. These have been transformed into progress tracking grids for teacher’s assessment purposes. See Appendix 1: KS3 Milestones
Formative assessment Pupils’ learning is formatively assessed during each lesson at the teachers’ professional discretion to support learning in identifying opportunities to increase challenge, contest misconceptions and inform future planning. Written feedback on classwork though is provided every 2 weeks in a STAR format to forward progress within a unit.
SUMMATIVE assessment At the end of each unit, pupils sit a reading or writing test each of which is designed to assess across each core skill. Teachers award a reading band for each question which tests one of each of the skills. Teachers award a writing band for each skill based on supported annotated evidence in the pupils’ response. Following the test, teachers input each pupils’ current band for each skill onto the central database and have a developmental feedback session with pupils with a diagnostic feedback sheet on their performance and specific improvement targets. Inputting of bands for each individual skill allows diagnosis of: strengths/ areas for development of teachers in skill areas, analysis of cohort strengths and weakness, targeted skill intervention for pupils. * Pupils in Year 7 who have been placed in band B will be following an intensive catch up curriculum. Similarly, those pupils whose EAL stage is below level 4 follow a bespoke EAL curriculum.
Central reporting Teachers report centrally on reading and writing separately given the 50% ratio of testing of both skills at KS4. This allows for more meaningful data to support intervention. Based on pupils’ current achievement in each core skill, teachers input a progress colour for each pupil where: Colour
Meaning
Blue
Pupils are demonstrating skills to end the year progressing above their achievement band
Green
Pupils are demonstrating skills to end the year having securely achieved their band
Orange
Pupils are demonstrating skills to end the year at risk of not achieving their band.
Red
Pupils are demonstrating skills to end the year below their achievement band.
The colours reported centrally are determined by where we would expect pupils to be at each stage of the year. We expect that at each stage of the year: Colour
Autumn
Spring
Summer
Blue
More than 2 milestones met in achievement band
More than 4 milestones met in achievement band
Any milestones met in higher achievement band
Green
At least 2 milestones met in achievement band
4 milestones met in achievement band
All milestones met in achievement band
Orange
1 milestone met in achievement band
3 milestones met in achievement band
All but 1 milestone met in achievement band
Red
Anything below
Anything below
Anything below
Assuring quality, accuracy and trustworthy data collection We assure quality, accuracy and trustworthy data collection through: • half-termly work scrutiny of class work by DL/AL with specific individual feedback to teachers and targets • regular CPD including training on assessment and planning in the new KS3 curriculum . See Appendix 2: Autumn Term Training schedule • standardisation of marked scripts by DL and AL used for training pre marking each half term • moderation of a sample of 2 scripts from each teacher during the marking process by DL/AL • team moderation of script sample from each teacher after marking process • 10% sample of each teacher by DL/ AL across classes following central reporting to validate judgements
Appendix 1
Appendix 2