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Assessment at KS3

KS3 Assessment (this is under review to bring in line with the new SAC:RED Curriculum introduced in September 2020). 

At St Anne’s we see assessment as an integral part of teaching and learning, and it is inextricably linked to our curriculum. Pupils will be aware of their current progress and will be able to articulate how to improve. Teachers will use assessment and pupil work to set challenging and appropriate targets for pupils. Teachers will use assessment and pupil work to inform teacher planning and monitoring. 

We use three broad overarching forms of assessment: day-to-day in-school formative assessment, in-school summative assessment and nationally standardised summative assessment. 

In-school formative and summative assessment 

Formative assessment refers to a wide variety of methods that teachers use to conduct in-process evaluations of student comprehension, learning needs, and academic progress during a lesson, unit, or course. Formative assessments help teachers identify concepts that students are struggling to understand, skills they are having difficulty acquiring, or learning standards they have not yet achieved so that adjustments can be made to lessons, instructional techniques, and academic support.

Effective in-school formative assessment enables: 

  • Teachers to identify how pupils are performing on a continuing basis and to use this information to provide appropriate support or extension, evaluate teaching and plan future lessons 

  • Pupils to measure their knowledge and understanding against learning objectives, and identify areas in which they need to improve. Opportunities to work on those areas of development will be provided. 

  • Parents to gain a broad picture of where their child’s strengths and weaknesses lie, and what they need to do to improve 

Frequency of assessments

KS3 

  • All students should have two pieces of work that are formatively assessed every 6-7 weeks for Core subjects (English, maths, science and RE) and one piece for non-core subjects, the marking of these pieces is completed using whole class feedback sheets. 

  • A working at grade and assessment grade as well and an effort grade will be shared with parents once every term. 

Whole Class Feedback Sheet (WCFS) Marking  

All formative and summative assessments should be marked using whole class feedback sheets. The aim is to reduce the time spent writing extended, repeated comments in pupils’ book to enable more teacher time to be spent on the planning and resourcing of feedback lessons. 

The process

  1. Every pupil’s work is read and marked for literacy 

  1. Comments may be added in the margin to provoke thinking e.g. ‘How?’ ‘Explain why you thought this?’ ‘Develop this analysis’ etc. where appropriate 

  1. Teachers mark the first 3-5 pieces of work from a class set initially and begin to identify common strengths/WWW (‘What went well’) and misconceptions/errors/EBI (‘Even better if…’) in the class’s work. Teachers will devise a numerical key for the common strengths and areas of development. 

  1. Teachers complete one departmental feedback sheet electronically for each assessment while they are marking the work and each of the numerically coded areas of development in the key is explained on this sheet 

  1. The number(s) of the relevant areas of development identified for each student is/are noted in each student’s books 

NB 

  • Teachers may also keep a private note of students who need intervention following this 

  • No detailed written comments are required in individual books unless the teacher feels it is absolutely necessary  

  • The same WCFS is printed on coloured paper and all students stick one into their books at the start of the feedback lesson. 

  • Each department has a specific coloured WCFS, which should be adhered to by all members of the team.  

  • The content and structure of WCFS sheets will vary from one department to another. 

Feedback

Feedback lesson following formative and summative assessment marking in all departments except Art and Design – see below) using WCFS: 

  1. The WCFS sheet for each assessment is glued into all books 

  1. Students are then given a task relevant to their areas of development to complete in order to improve relevant knowledge and skills. (See example of WCFS)  

  1. Teachers write up one or two pieces showing ‘what a good one looks like’ (WAGOLL) depending on the ability range of the class 

  1. If teachers have good examples of WAGOLLs from the members of class these may be distributed instead. Teacher WAGGOLLs can be shared in departments 

  1. The WAGOLL is glued in to each student’s book alongside the WCFS 

  1. Teachers plan and deliver a lesson in which they have thoughtfully considered how misconceptions will be addressed and retaught  

  1. Teachers start the feedback lesson by celebrating the students who did well (R points, post-cards etc.) – students’ specific strengths/WWW can be highlighted on the WCFS using first names 

  1. Teachers go through the feedback sheet with the class 

  1. Teachers deconstruct the WAGOLLS with the class or provide them with a checklist to do this independently. The modelling at this stage is crucial for improvements to be made.  

  1. The class spend some time correcting SPAG errors with purple pens 

  1. The class spend some time reading through any annotations that their teachers may have made and answering any questions that their teachers may have asked 

  1. Students read through the WAGOLLS, paying particular attention to the part that they need to improve on the most 

  1. Students will know what they need to do to improve and how to improve because teachers will have written the corresponding code in their books and through the use of WAGOLLs will have modelled how to improve 

  1. Students spend lesson time re-drafting or completing a new piece of work in which they can demonstrate progress using purple pens. This could also be completed for homework. 

  1. The next time teachers mark their books they will read students’ responses and circle one of the boxes at the bottom of the sheet (excellent/good/inconsistent/poor, etc.) 

Art & Design Department 

The frequency of formative and summative assessment is consistent with all other departments but there are variations in marking: 

  • Students receive feedback by physically being shown how to develop, modify, improve and refine their work as well as receiving verbal feedback which is on going as work progresses. 

  • Additionally, work is stamped and targets for strengths and areas of improvement identified by a numbering system, which relate to stickers on the students’ desks. 

Stickers on the desks showing:  strengths (WWW) and areas of improvement (EBI) 

  1. Composition; layout; design 

  1. Observational skills- accuracy, size, shape, scale, proportion, symmetry 

  1. Use of detail 

  1. Tonal shading- contrasts 

  1. Graduated shading- blending 

  1. Colour mixing 

  1. Development of design ideas- review, modify and refine your work 

  1. Research skills; investigations 

  1. Neatness; organisation; presentation 

  1. Resilience- effort, keeping on task 

Working together for excellence! 

  • Pupils will write down in purple pen their strengths and areas for development. 

  • Pupils will also from time to time be involved in self and peer assessment, where they will identify strengths and areas for development based upon the learning objectives in the lesson. They will use EBI and WWW. 

Effort grades for all departments 

The formative and summative assessments as described in this policy should also include an effort grade using the following coding: 

  1. Outstanding  

  1. Good 

  1. Requires improvement 

  1. Inadequate