Assessment & Reporting
At Kingsbury High School we see assessment as an integral part of teaching and learning, and it is inextricably linked to our curriculum. Most of our assessment is done by teachers in the day-to-day delivery of their lessons (formative assessment).
However, a report of students' progress is also generated each term (summative assessment). It provides a snapshot of students' academic progress in the subjects they are studying and their attitude to learning scores in these subjects. The reports are sent to parents and are used by school leaders to monitor (and intervene where necessary) students' progress.
The below table will help you with some of the terminology used on the Progress Reports:
|This is the grade that a student should be aspiring to achieve, to be making excellent progress. Students' target grades are based on their prior attainment (Key Stage 2 scores which are used to measure the progress of all students nationally). This grade will increase each academic year, but during the academic year will remain the same.|
|Working At Grade||This is the grade that a student is currently working at on a 9 to 1 scale (9 is the highest grade a student can achieve). It is important to note that this is a GCSE scale and it is expected that these grades will increase as students make progress through the year. This grade is an holistic one - it encompasses the student's classwork, homework, verbal and written answers and any other formal and informal assessment opportunities.|
|Behaviour for Learning||
This attitude to learning score indicates how respectful students are to peers and staff in their lessons and how well they engage and participate in their learning.
1 = Excellent: Always on task and an active contributor to class and group activities. Independently takes actions to improve. Always listens and responds respectfully to staff and peers.
2 = Good (the expected high standard): Usually on task with only a few lapses in concentration. Usually an active contributor to class and group activities. Actively seeks and acts on advice to improve. Usually listens and responds respectfully to staff and peers.
3 = Need to improve: Occasionally is on task but sometimes distracts the learning of others. Occasionally is an active contributor to class and group activities. Occasionally seeks and acts on advice to improve.
4 = Serious cause for concern: Rarely is on task, frequently disturbing the learning of others. Rarely an active contributor to class and group activities. Rarely seeks and acts on advice to improve.
|Organisation for Learning||
This attitude to learning score indicates how well-prepared students are for their learning – whether they regularly bring the correct equipment and kit to classes.
1 = Excellent: Always punctual to lessons. Always brings the correct equipment. Always presents work to a high standard with care and considerable effort (THUD).
2 = Good (the expected high standard): Usually punctual to lessons. Usually brings the correct equipment. Usually presents work to a high standard with reasonable care and effort (THUD).
3 = Need to improve: Occasionally punctual to lessons. Occasionally brings the correct equipment. Occasionally presents work to an acceptable standard and with care and effort (THUD).
4 = Serious cause for concern: Rarely punctual to lessons. Rarely brings the correct equipment. Rarely presents work to an acceptable standard, with little thought or effort (THUD).
This attitude to learning score indicates how well students use opportunities to extend their learning with homework and independent learning opportunities; whether they complete homework and the level of effort they put into this.
1 = Excellent: Always meets homework deadlines. Always puts 100% effort into homework.
2 = Good (the expected high standard): Usually meets homework deadlines. Usually puts in a great deal of effort into his/her homework.
3 = Need to improve: Occasionally meets homework deadlines. Occasionally puts in an acceptable level of effort into homework.
4 = Serious cause for concern: Rarely meets homework deadlines. Rarely puts in an acceptable level of effort into homework.
The below graph gives an example of what progression in a subject might look like from Year 7 to Year 11 (please note that the progress an individual student is expected to make is linked to his or her prior attainment).
This graph shows that if this student were to take this subject all the way to Year 11, she should be aspiring to attain a grade 5 at the end of her studies to represent excellent progress. The graph shows that the student’s target starts at 2- at the start of Year 7, but as she progresses through school, the target grade increases year-by-year until she reaches her final expected target at the end of Year 11.
Subject Assessment Grids provide an indication of the kind of skills that are assessed in a given subject and what students would be demonstrating at each grade.