Dame Elizabeth Cadbury
A FOUNDATION SCHOOL
Assessment serves a number of purposes. Formative assessment (assessment for
learning) supports on-going learning while summative assessment (assessment of
learning) is concerned with summarising assessments at particular points in time and
supports a range of further purposes, including tracking pupil progress, reporting,
evaluation, planning and target setting. Different types of assessment (written
feedback, dialogue with pupils and questioning, observation of on-going activities and
testing) can each contribute to both formative and summative assessment in different
ways and over different time scales. The distinction between formative and
summative assessment is therefore not clear-cut.
The purpose of this policy is primarily to support the development of effective
assessment for learning, but also to support the development of other key features of
assessment practice, including recording, reporting, the management of statutory
assessments and examinations, and the use of summative assessment for
evaluation, planning and target setting. The policy aims to make clear the essential
role of each teacher and their responsibility for effective assessment. It also makes
clear the role and responsibilities of other staff for the leadership and management of
Assessment for learning (formative assessment)
Assessment for Learning (AfL) is an under-pinning element to our Framework for
Learning (FfL) at Dame Elizabeth Cadbury Technology College.
Assessment for learning is the process of seeking and interpreting evidence for use
by pupils and teachers to decide where the pupils are in their learning, where they
need to go next and how best to get there.
Assessment for Learning – 10 principles
Assessment Reform Group 2002
Components of AfL
1. Objective led lessons
Learning objectives should be expressed in ways that pupils can understand and
learning outcomes should define for pupils the ways in which they can
successfully achieve the learning objectives. As pupils become familiar with
working in this way, learning outcomes can be developed with the pupils.
Learning objectives and learning outcomes relating to particular lessons or a
series of lessons are the tools for recognising progress in the short term.
The achievement of learning objectives takes pupils towards the achievement of
particular curriculum targets and levels over time. Levels are best used with pupils
when looking at progress in the medium and longer term within the context of
sharing the big picture, longer-term target setting and review, rather than from
lesson to lesson or in relation to specific pieces of work.
2. Oral and written feedback
Learning needs to be supported through formative feedback including providing
oral and written comments relating directly to the success criteria (learning
outcomes). This feedback must show pupils where they need to go next in their
learning, e.g. through ‘closing the gap’ prompts. Feedback must be provided in
ways that are understood by pupils so that it is formative, i.e. can be acted upon.
Time must be built into the learning to allow pupils to respond to feedback.
Evidence indicates that comment-only feedback (oral and written) is more
effective than grades, levels and marks and more effective than marks and
comments given together. In order for feedback to be formative, it must be
expressed in a way that pupils can understand and pupils must have
opportunities to act on the feedback they are given.
Providing formative written comments only is time consuming and should
therefore, be carried out periodically to provide feedback on a significant pieces of
work or a selection of work. Having invested time in providing detailed feedback it
is essential to provide time for pupils to respond to the feedback, possibly by
setting targets for their own progress.
3. Peer and self assessment
Pupils should reflect on their own and other’s learning. This involves: pupils using
the success criteria (learning outcomes) to assess themselves and each other,
commenting on each other’s learning (self and peer assessment) – being asked
to give indications of the extent to which they have progressed in their learning
(what they have learnt) (e.g. oral and written comments, thumbs up, traffic lights)
– pupils reflecting on what helps them learn (how they learn).
Assessment for learning is effective because it gives pupils ownership of their
learning, helping them to become independent and motivated and raising self-
esteem. In doing this, it makes an important contribution to personalised learning.
Pupils are able to understand progress in terms of improvement on previous best
rather than as competition with others.
4. Effective dialogue and questioning
The learning environment has the following characteristics: pupils are supported
in becoming independent learners taking responsibility for their own learning –
there is a change in the relationship between teacher and learner, with learner
and teachers becoming partners in learning – open questioning is used that
encourages learners to think about and explore ideas – talk partners, group
discussions and thinking time are used rather than hands up and quick response
– concept/mind maps are used to help learners explore and develop their
understanding – risk taking is encouraged and errors are seen by pupils not as
something to be avoided but as a basis for exploring their understanding and
developing their learning.
5. Curricular target setting
A curricular target expresses in words what skills, knowledge and understanding,
attitudes or attributes need to be developed for a pupil, group or class to make
progress towards their numerical target.
For example to achieve a level 5+ in science pupils need to develop the scientific
investigation skills. For year 8 this might mean they need to be able to identify key
variables that they can and cannot control. For a particular class it may mean they
need to use a planning frame to plan their own investigation. For a group or
individual pupil this may mean they need to plan an investigation stating what
variable they will change, what will be measured and what they think will happen.
In this way curricular targets are layered and provide a ‘ladder’ that enables pupils
to progress toward their numerical targets.
Assessment and Recording
Fitness for purpose and manageability
Not everything that is taught is assessed and not everything that is assessed is
recorded. The process of recording and tracking must be manageable and
requires the recording of nothing more than is essential for the purposes that it
serves in either the short, medium or long term.
In the short term progress is seen in relation to learning objectives, this maybe
within a lesson or across a number of lessons. One way of making the recording
of this information manageable is only to record those pupils who have not
attained a learning objective and those that have gone beyond it. This might be
recorded by the teacher, teaching assistant or pupils through peer and self
assessment. This information needs to be recorded routinely in lessons or soon
after in teacher’s planners and/or pupils books.
This information supports planning the next steps for learning (AfL). It also builds
up a picture of each pupil’s attainment over time which supports summative
In the medium term progress is judged in relation to the learning objectives in
medium term plans (units of work). If the pupils are attaining the objectives for the
current year as they encounter them in the taught curriculum, then they are on
track for attaining national expectations for their age. If they are working very
confidently on the current ones and beginning to work on some from the next year
then they are working beyond expectations. If they are still working on objectives
from previous years then they are working below expectations for the year group.
Attainment for individuals can be judged in terms of the number and significance
of the learning objectives attained.
Where summative assessment tests are used to support medium term
judgements these need to be quality assured. Tests must be differentiated to
provide access for all abilities and enable them to demonstrate their potential. The
SENCO should be used to advise on the accessibility of tests for pupils with
special needs. Assessments must be moderated across curriculum areas to
ensure assessment judgements are robust and dependable.
Teachers have the responsibility to record progress in the medium term, although
this may be done in conjunction with pupils in relation to targets and learning
objectives. Records must be kept either in mark books or spreadsheets and
maintained for scrutiny.
Termly assessments that are collected centrally, reported to parents and used to
monitor and track individual and cohort progress towards targets will be based on
the on-going assessment in the short and medium term. Instructions for entering
termly assessments in the school management system are available at J\pupil
In the longer term progress is judged against National Curriculum level
descriptions at KS3 or examination boards assessment criteria at KS4 and KS5.
These judgements are made as a result of summative assessments and used to
evaluate progress between key stages, set targets for the next key stage, track
progress towards targets and evaluate teaching and learning. Instructions for
entering KS3 teacher assessments in the school management system are
available at J\pupil information\assessments.
Prior Attainment Data
Data is issued by teaching group to class teachers at the beginning of each year
and updated following each termly assessment. The data provided enables
teachers to monitor progress from one key stage to the next and towards end of
year and end of key stage targets. All data is stored with analysis in the staff
common area at J\pupil information\assessments\class20XX. Where XX indicates
the year in which the cohort will sit their GCSEs.
At the beginning of year 7 key stage 2 data (with raw scores is shared with core
departments), reading age and MidYIS scores are available. (MidYIS, Middle
Years Information System, is a standardised cognitive ability test managed by
Durham University. The test provides a indication of pupils potential achievement
independent of the curriculum they have been taught.)
This data is added to as the pupils’ progress through school. Each term an
assessment is added and each year in KS3 a new reading age is added. At the
end of key stage 3 teacher assessments for core and foundation subjects are
added. Thus a detailed picture of progress is built up.
The purpose of target setting is to provide pupils and teachers with clear
expectations of what we aim to achieve. Principles underlying target setting are:
Targets must always build on a pupil’s prior attainment
Targets should motivate pupils to do better than they might otherwise
Most targets will be focused on learning gains that will be achieved within a
lesson or sequence of lessons
Targets for attainment at the end of year and end of key stage must
demonstrate progress from the previous year/key stage
Targets for attainment at the end of year and end of key stage must be
based on forecasts from prior attainment and knowledge of the individual
Targets for attainment at the end of year and end of key stage must be
challenging and add value to what might be expected
Targets for attainment at the end of year and end of key stage provide the
mileposts by which progress is monitored.
Targets for attainment at the end of year and end of key stage are set by the class
teachers of year 7 classes the first half term of year 7 for the key stage 3 and by the
class teachers of year 10 and year 12 for key stage 4 and key stage 5 respectively.
For key stage 3 target setting KS2 data and MidYIS predictions are distributed.
Forecasts from KS2 data from the Local Authority and Fischer Family Trust are also
available to support teachers. For key stage 4 KS3 data and Local Authority
forecasts are distributed. MidYIS predictions and Fischer Family Trust data is also
available to support teachers. For key stage 5 KS4 data and ALPs target setting tool
are available. Instructions for entering targets into the school management system
are available at J\pupil information\assessments.
Reports are issued three times each year informing pupils and their parents of the
progress made in each subject since the last assessment. The report includes a
Progress Indicator to signal how likely a pupil is to attain their target. The report also
provides an opportunity to signal any concerns regarding homework, behaviour,
organisation and in KS4 and KS5 coursework. The summer term report also includes
a summative comment about each pupil’s overall performance and progress by their
form tutor and a member of the leadership group.
Academic Review Day
Academic Review Days (ARD) are calendared following the Autumn Progress Report
and the Spring Progress Report. These days provide an opportunity for form tutors to
meet with each pupil and their parents to review progress and set targets for future
improvement. In advance of the ARD a full set of reports including attendance and
punctuality data and Learning Barrier information are issued to form tutors. Tutors will
review these as well Learning Credits and Stepping Stones to highlight strengths and
concerns and bring these to the attention of pupils and parents.
Parent Consultation Evenings
A parent consultation evening is scheduled in the calendar for each year group.
These evenings provide an opportunity for parents to consult with subject teachers
regarding progress and targets. Subject teachers need to be well prepared for these
consultations. Teachers must have detailed records of pupil progress and be able to
discuss the progress made by individuals and their targets for further progress.
Occasionally parents may ask questions beyond this remit. If you are in any doubt
refer parents to a member of the leadership group.
Examinations and Tests
Each year group have scheduled internal examinations each year. These are
published on the calendar at the beginning of the year. These are formal
examinations taking place in the hall or gym under strict examination conditions. A
timetable for these examinations is published at least a week in advance. The staff
timetable provides details of who will take overall responsibility and who will assist in
Pupils are brought to the examination room having left bags and coats on
All pupils must bring pens, pencils, a ruler and an eraser to each examination.
This basic equipment must not be issued in the examination room; any
problems must be resolved before the pupil enters the examination room.
The member of staff leading the examination must remind pupils of the
examination rules at the start of each examination. Most simply these are that
there must be no communication of any kind and pupils must remain seated
and facing forwards at all times.
Examination papers must be quality assured. Curriculum leaders must ensure
a copy of every examination paper is checked by the SENCO for accessibility
before being handed to the deputy head (curriculum) at least one week before
the examination is scheduled.
Curriculum leaders are responsible for ensuring papers are ready at the start
of the examination along with group lists for seating arrangements. All papers
and equipment must be removed as soon as the examination has finished to
ensure no papers or equipment are lost and to allow the next examination to
Other internal tests
A number of curriculum areas are conducting additional internal tests under formal
conditions. For these to run smoothly and be effective tools for raising attainment the
following guidelines should be followed.
All requests to examine and test formally in the hall must be authorised by the
Leadership Group. Please bring requests to Deputy Head (curriculum) in the first
instance. Such assessments should be calendared on the school calendar wherever
possible. Where decisions to test are made in year then at least four weeks notice
A date and time must be selected that causes least disruption for other classes and
year groups. Dates and times must be checked with Support Services Manager to
ensure there are no conflicting demands on the hall and that the site supervisor is
able to set up the exam desks.
Notice must be given to teachers whose classes will be affected. If you need these
staff to invigilate the examination then this must be negotiated in advance. Notes
must be placed in registers if it is necessary for form tutors to send pupils to the
dining room early.
All examination papers and tests need to be quality assured. Where possible papers
should use SATs or GCSE questions. Mark schemes must be available for all
teachers involved in marking and moderation must take place following the exam to
ensure assessments are robust and reliable.
If assistance is required from the Examinations Officer, for seating arrangements
etc. then two weeks notice is needed.
Pupils who need special arrangements to access the examination must be identified
in advance and the appropriate arrangements made. Liaise with the SENCO and
exams officer for advice and guidance.
Whenever possible pupils should gather in the dining room to be sorted according to
the seating arrangement. Their bags and coats should be left on the racks outside
the dining room. If the exam goes over a lesson change over or break additional
supervision is required to ensure other pupils do not use the racks.
Pupils must be escorted to the examination room in an orderly fashion. Once in the
examination room they must be under strict examination conditions at all times. This
requires that they are sat facing the front and no communication at all. Pupils should
bring basic equipment to all examinations and no pens, pencils and rulers should be
issued during the examination. With these rules the pupils quickly learn that they
must have equipment for examinations.
Dismissal from the examination must be in silence and one row at a time. Pupils
need to be supervised at the racks and encouraged back to normal lessons promptly.
All papers and other materials must be removed from the hall following the
All summer series examinations take place in the gym. All other external
examinations take place in the gym unless otherwise notified.
Entries for external examinations will be requested at various times during the school
year, depending on awarding body (AB) deadlines. These will be requested from
Curriculum leaders and returned back to curriculum leaders for confirmation via red
exam folders. All students registered for a course will be entered for the appropriate
examination. Any amendments to examination entries must be requested on an
amendment form available from the reprographics room, and must be agreed by the
curriculum leader and deputy head.
The Exam Officer (EO) will produce timetables and distribute these through registers
to pupils (any queries or problems to be directed to the EO in the first instance).
Students will be expected to sign for their timetables. These signature sheets must
then be returned to the EO with any timetables not given out due to absence etc.
This will then enable the EO to ensure all pupils have received their examination
The EO will organise external invigilation for examination sessions. She will also set
up the examination room and any equipment required will be provided by the exam
department – any additional equipment needed will be requested to curriculum
leaders from the EO.
The EO will forward completed scripts to the AB as directed by AB guidelines.
Any spare papers will be returned to the curriculum leader.
Coursework is to be given to the EO in candidate number order, ready for despatch
to the moderator with all the necessary paperwork completed. If coursework is not
received 3 days in advance of the deadline, the exam office cannot guarantee
delivery to the moderator on time.
This will be used on Progress Reports in conjunction with actual performance grades
to give parents and pupils a prediction of summative performance based on current
attitude and work rates.
R If the pupil maintains their current levels of progress and commitment
to work they will not achieve their target
A Although the pupil is achieving their target it is not secure. Extra effort
is required to secure the target.
G If the pupil maintains their current levels of progress and commitment
to work they will achieve or exceed their target and as a result the
target may be changed.
Sets at least 2 Summative Assessment prior to each Progress Report and
these are to be completed on AFL sheet.
The sheet is kept by the pupils in the front of their exercise book or folders.
Pupils need to be aware of their levels and RAG rating prior to the reports
Maintains an ongoing dialogue with the pupils based on performance and
Makes sure pupils understand what they are achieving and what they need to
do to progress
Acknowledges pupils' strengths
Identifies underachievers and investigates possible causes
Keeps effective records of achievement
Form Tutor Meetings
To organises to see each individual member of the form once a half term in
timetabled tutor time
Uses data to focus on underachievement using the RAG rating and Success
Characteristics as a means to set targets and enhance well being
Makes sure pupils understand what they are achieving and what they need to
do to progress
Acknowledges pupils' strengths
Maintains an ongoing dialogue with the pupils and parents
Keeps effective records of achievement
Key Points – Assertive Achievement Mentoring (AAM)
KEY STAGE 3
On entry to the school all pupils are involved in AAM at level 1 with their form
Every form tutor mentor receives data for each of their pupils. This data will
comprise of current actual levels of attainment, RAG rating, the end of year
target, attendance percentage and lates.
Every form tutor mentor will then meet each pupil formally and informally to
review progress, and work with the pupil and their parents / teachers to
address any underachievement. They will then set targets with the pupil and
put in place any intervention strategies necessary.
Pupils showing patterns of underachievement they will be involved in Level 3
AAM or Level 2 AAM with Team Leaders, Curriculum Leader, or the ECM
team. They will work with the pupil and parents to set targets and put in place
any intervention strategies necessary.
KEY STAGE 4
Currently a target group of pupils are placed on level 3 and level2 AAM at the
end of the academic year (Yrs 9&10)
The parents of pupils on level 3 in both Years 9&10 are required to come into
school for an interview with their child
All staff are issued with mentoring slips that can be used to inform a mentor
about the progress of their pupils both positive and negative and give targets
for improvement. This information together with their monthly grade record will
form the basis of the meeting with the mentor
Throughout year 11 the level 3 pupils attend an extra lesson after school on a
An area in the staff room is designated for the level 2&3 mentoring where staff
are able to leave messages for the mentors and requests for specific pupils to
attend lesson 6 on Thursday. The Academic Mentor will meet the pupils and
inform them of the lessons that they must attend.