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SARUM HALL SCHOOL by csgirla

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SARUM HALL SCHOOL

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									SARUM HALL SCHOOL
SCHOOL POLICY ON ASSESSMENT AND MARKING                                  April, 2009

Review:                 April 2010

Staff responsible:      Mrs C A Smith Headmistress
                        Mrs G Bourne Deputy Head
                        Miss C Smith Director of Studies
                        Miss S Brookes Head of Early Years Foundation Stage
                        Teachers
                        Classroom Assistants


AIMS
   •    To recognise, reward and encourage achievement and effort
   •    To communicate with pupils about their individual progress
   •    To enable pupils to reflect on their learning and their future targets
   •    To assess and monitor learning
   •    To provide a record of achievement
   •    To aid curriculum planning
   •    To identify girls who need learning support or more challenging work


PURPOSE
The purpose of this policy is to give guidance to staff on the purpose, types and frequency of assessment and
marking at Sarum Hall.

ASSESSMENT

Girls are assessed in many ways at Sarum Hall. Assessment lies at the heart of the process of promoting
children’s learning. It provides a framework within which educational objectives may be set and children’s
progress monitored. Assessment should be incorporated systematically into teaching strategies in order to
strengthen learning across the curriculum.

Principles
Using the principles and processes of assessment, we aim to:
    • Recognise the achievements of pupils
    • Guide future planning, teaching and curriculum development
    • Inform parents of pupil achievement
    • Comply with statuary requirements
    • Monitor progress and support learning

Types of Assessment

    •   Formative: This is the ongoing assessment carried out by teachers both formally and informally.
        Results and observations are kept in teachers’ record books, profiles and the children’s own books.
        Formative testing helps teachers in determining the overall subject levels that go on reports.

    •   Summative: This occurs at defined periods of the academic year depending on year groups.

    •   Diagnostic: All assessments can provide diagnostic evidence. Diagnostic tests can also be
        administered by the Learning Support teacher.

Assessment in the EYFS
The girls in Nursery and Reception are assessed by ongoing observations by practitioners which relate to the
six areas of learning in the EYFS. Each child’s developments and achievements are recorded in an
individual profile. The Bury Infant Check is carried out towards the end of the spring term/beginning of the
summer term.
SARUM HALL SCHOOL
SCHOOL POLICY ON ASSESSMENT AND MARKING                                    April, 2009

EXAMINATIONS
Both internal and external examinations are carried out during the academic year:
Internal Examinations
Internally set school examinations are done during Exam Week each term. In the Autumn and Spring terms,
Years 3 to 6 sit exams in the core subjects, and Years 2 to 5 in the Summer term. These exams are usually
reported to the girls and parents as a percentage and compared to a class average. These percentages may be
changed into the following grade equivalents:
A+               100%
A                91 – 99 %
A-               84 – 90 %
B+               77 – 83 %
B                71 – 76 %
B-               64 – 70 %
C+               57 – 63 %
C                49 – 56 %
C-               42 – 48 %
D+               35 – 41 %
D                28 – 34 %
D-               21 – 27 %
E                20% or below

External Assessments
The girls complete a range of external assessments in order to compare against the National Average:
   • Reception – GL Assessment ‘Progress in Maths 4-14’ series

    •   Year 1 - GL Assessment ‘Progress in Maths 4-14’ series, Hodder ‘Reading Progress’ baseline
        assessment and end of year test, Hodder ‘Graded Word Spelling Test’ baseline assessment and end
        of year test

    •   Year 2 - GL Assessment ‘Progress in Maths 4-14’ series, Hodder ‘Reading Progress’ test, Hodder
        ‘Graded Word Spelling Test’, dyslexia screener. Dyscalculia (maths) screener if necessary.

    •   Year 3 - GL Assessment ‘Progress in Maths 4-14’ series, Hodder ‘Reading Progress’ test, Hodder
        ‘Graded Word Spelling Test’

    •   Year 4 - GL Assessment ‘Progress in Maths 4-14’ series, Hodder ‘Reading Progress’ test, Hodder
        ‘Graded Word Spelling Test’, Verbal and Non-Verbal Reasoning tests (8&9)

    •   Year 5 - GL Assessment ‘Progress in Maths 4-14’ series, Hodder ‘Reading Progress’ test, Hodder
        ‘Graded Word Spelling Test’

    •   Year 6 - GL Assessment ‘Progress in Maths 4-14’ series, Hodder ‘Reading Progress’ test, Hodder
        ‘Graded Word Spelling Test’, Verbal and Non-Verbal Reasoning tests (10&11)

Records and Record Keeping
Teachers use records to review pupils’ progress, set appropriate targets for the future and to form the basis of
reports.
Records are kept in a variety of ways. These include:
    • Teachers’ plans
    • Children’s work
    • Teachers’ mark books
    • Teachers’ notes e.g. significant outcomes
    • SIMS assessment manager system
    • Individual reports and half- term assessments
    • Individual portfolios
SARUM HALL SCHOOL
SCHOOL POLICY ON ASSESSMENT AND MARKING                                    April, 2009

Standardisation/Moderation
The process of moderation is an essential part of the assessment system. Teachers are involved in the
moderation process to ensure agreement on criteria for levels. Every other year, staff standardise levels and
grades on work in the core subjects for each year group. Exemplars have been collected – copies are kept in
the staff room. These can be used to guide staff and might also be used to explain levels to parents.
The EYFS moderate their standards with Camden Council and other local schools.

MARKING
Teachers will use their professional judgement when deciding on the most appropriate type(s) of marking or
feedback they will give to pupils. It will depend on the learning goal, the task and the particular needs of the
pupils. The main purpose of marking is to give information about how well pupils have done against the
learning goal and how they can improve. This may mean that occasionally aspects such as spelling and
punctuation will not be the key learning goals.

General Guidelines

    •   All written work will be marked
    •   Pupils will be given time to read, reflect and respond to marking
    •   Comments should be generally positive and criticism should be constructive


Types of feedback and marking

    •   Oral – feedback may take place during the course of a lesson and should focus on the learning goal
        of that particular lesson

    •   Summative – marking usually consists of ticks or crosses as is associated with closed tasks or
        exercises. Sometimes children may be asked to correct wrong answers or write out an incorrect
        spelling error correctly. Girls in Key Stage 2 may self mark or mark a peer’s work after ground rules
        have been introduced.

    •   Stickers/stamps – these may be used as a different method of feedback, particularly in the EYFS
        and Key Stage 1. Some stamps may have a message printed on them.

    •   Percentages – these may be given on an examination or test paper to indicate how a pupil has
        performed.

    •   Attainment Grades (see below) – Grades from A to E can be used to assess work or examination
        performance in Key Stage 2. They may also be reported to the parents in Key Stage 2 half-term
        assessments and end of term reports.



 Attainment Grades            Explanation
        A                      Excellent
         B                       Good
         C                    Satisfactory
        D                    Unsatisfactory
         E                  Cause for concern


    •   Effort Grades (see below) - Effort grades reflect the amount of effort a girl has applied to her
        work. These may be reported to parents at both Key Stages 1 and 2 in half-term assessments and end
        of term reports.
SARUM HALL SCHOOL
SCHOOL POLICY ON ASSESSMENT AND MARKING                                  April, 2009

    Effort Grades            Explanation
           1                  Excellent
           2                  Very good
           3                    Good
           4                 Satisfactory
           5               Cause for concern


    •   Formative feedback/marking – is particularly useful when a task is open or narrative. Written
        comments should:
             o Relate to planned learning objectives
             o Be legible and clear in meaning
             o Indicate the next steps in learning by giving targets and advice
             o Recognise achievements
“Three stars and a wish” could be used as a form of formative marking. This is when a teacher will list up to
three positive points about the piece of work and then one “wish” or guidance about how the writing could
be improved upon. (This is currently on trial in several year groups and will be reviewed at the end of the
summer term 2009)

Teachers may use a number of types of feedback on some pieces of work: oral feedback during the lesson, a
grade on completion and additional targets and comments.

Frequency of Marking
Every effort will be made to mark work as quickly as possible. Ideally, work will be returned to pupils at the
beginning of their next lesson.

Monitoring of Marking
The Head and Director of Studies may look at pupils’ books and evaluate teachers’ marking during a lesson
observation or appraisal. Subject coordinators may monitor marking in a particular subject during lesson
observations and in the “Book Look” meeting after Open Day each year.

								
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