Assessment, Monitoring and Tracking Policy
At Cranleigh Abu Dhabi we are committed to providing the highest quality of education. Assessment, monitoring and tracking are part of the teaching and learning process. They provide feedback, show progress, attainment and inform teaching. 1. Aims Assessments will be made using a wide range of methods to reflect the pupils’ age, ability, the curriculum and learning opportunities. They will be both formative and summative. Assessment will be used to develop a pupil’s positive self-image through supportive and constructive feedback and give a feeling of success that encourages further study. Marking is accepted as daily on going assessment. Pupil achievement will be recorded and measured on three scales 1. Attainment recorded as A to D 2. Effort (Disposition and Attitude) recorded as 1- 4 3. Progress recorded as P1 to P4
This would be shown as: C2, P3 or B3, P2 for example. 1. Assessments Assessments will be made by; • Standardised assessments, from year3, at admission (Summative) Appendix 1 and 2 ▪ Standardised assessments, in FS1 and 2 and years 1 and 2, on Entry (Summative) Appendix 2 • On-going daily teacher assessment (Formative) • Internal School exams/tests (Summative) • External Public exams/ tests (Summative) • External standardised tracking tests (Summative) • Outside Agency reports and assessments eg Educational Psychologists (Formative and summative) 2. Target Setting From FS2 to year 6 pupils will be set Specific, Measurable, Attainable, Realistic and Timely (SMART) Progress targets in English and Mathematics. These targets must be shared with the pupil and work marked against it.
From FS2 all English and Mathematics lessons will have specific learning objectives (LOs) and success criteria (SCs). The success criteria will be the steps the child will have taken to achieve the objectives. In FS and Years 1 and 2 we call these WALT (We Are Learning To …) and WILF (What I am Looking For?). Targets must be challenging. Targets for children working below the level for their age should require the accelerated progress expected at Cranleigh. All children must be set SMART Effort targets. These targets should motivate and inspire positive behaviours. Effort targets must be recorded in planners. 3. Marking Marking is part of the Assessment for Learning process (AfL) and must provide feedback to the pupil about Effort and Progress. It must be used to inform future teaching. ‘Closing the gap’, ‘Next steps’ comments or improvement prompts should be linked to the LO or individual pupil targets. These comments must be encouraging, supportive and challenging. All work must be marked using the symbols in appendix 5. 4. Junior School - Attainment Tracking Foundation Stage assessments will be made using Development Matters and recorded in Pupil Learning Diaries (electronic ILP). From yearsr 1 to 6 on-going assessments in reading and writing will be made using the individual pupil grids (Appendix 3). On-going assessments in maths will be made on Abacus Evolve. FS1 to Year 6 end of term attainment levels will be recorded on ISAMs Pupil Tracker. Individual Pupil Tracking Attainment grids (appendix 4) will show progress towards targets. Attainment is measured as; A – Pupils who have exceeded the expected level for their year B – Pupils who have met the expected level for their year C – Pupils who are just below the expected level for their year D - Pupils who are well below the expected level for their year 5. Junior School - Progress Tracking From year 1 to 6 pupils progress towards their targets will be measured as; P1 - Pupils who have made better than expected progress and are on track or have exceeded their target P2 - Pupils who have a made good progress and who are on track or have met their target P3 - Pupils who have made less than expected progress and who have not or are not on track to meet their target P4 - Pupils who have made little or no progress and have/will not meet their target. 4. Junior School - Effort Tracking (Appendix 6) Termly assessment in Effort will be recorded on iSAMS and in pupil planner. Evidence for Effort will be collected in tutor groups in Work, Achievements, Sport and Personal folders (WASP). Effort is measured as; 1 – Excellent 2 – Good 3 – Fair 4 – Unsatisfactory
5. Senior School - Attainment, Progress and Effort In the Senior School, the same grading range as that in the Junior School is used. However, some of the criteria are different and reflect the practice common in most UK independent senior schools. The aim is to have a readily applied and easily understood scale that can be transposed from a variety of internal departmental criteria and systems. In year 7, 8 and 9 Progress will be recorded on iSAMS Exam Tracker. 6. Senior School – Attainment Criteria
Since the last set of grades, work has been at the upper end of the Cranleigh Abu Dhabi cohort. This work would be typical of a pupil at this age who, in A due course, would be likely to achieve an A at Common Entrance (Y7/Y8 pupils) or an A or A* at GCSE level (Y9 pupils and above). Since the last set of grades, work has been at the upper-middle end of the Cranleigh Abu Dhabi cohort. This work would be typical of a pupil at this age B who, in due course, would be likely to achieve a B at Common Entrance (Y7/Y8 pupils) or a B at GCSE level (Y9 pupils and above). Since the last set of grades, work has been at the lower-middle end of the Cranleigh Abu Dhabi cohort. This work would be typical of a pupil at this age C who, in due course, would be likely to achieve a C at Common Entrance (Y7/Y8 pupils) or a C at GCSE level (Y9 pupils and above). Since the last set of grades, work has been at the lower end of the Cranleigh Abu Dhabi cohort. This work would be typical of a pupil at this age who would D be likely to achieve a D at Common Entrance (Y7/Y8 pupils), or in due course, may struggle to pass GCSE level with a C grade (Y9 pupils and above). Parents and teachers should remember that these are not predictions, and may show considerable fluctuation. A pupil with a “D” in Year 8 is by no means at all doomed to fail the GCSE in Year 11. In Years 10 and 11, attainment grades tend to become increasingly accurate predictors of final GCSE grades. 7. Senior School –Progress Tracking
If using English National Curriculum Levels, all being well, there is a progress in the attainment grade from term to term, reflecting the pupil’s advancing knowledge. However, progress is not necessarily immediately visible with an attainment scale as defined above.
For example, a pupil may score a “B” at the end of Year 8 and a “B” at the end of Year 9. That does not mean the pupil has made no progress, because the knowledge of a Year 9 pupil scoring a “B” in a given subject is greater than the knowledge of a Year 8 pupils scoring a “B”, so the pupil has made progress.
To reflect progress, the Senior School uses the following scale:
The pupil has advanced one or more attainment grades since the previous 1 report or interim. The pupil has maintained the same attainment grade as in the previous 2 report or interim. The pupil has fallen one attainment grade since the previous report or 3 interim. The pupil has fallen two attainment grades since the previous report or 4 interim.
8. Senior School – Effort Criteria The criteria for effort grades match those in the Junior School. The criteria are detailed elsewhere but are shown in summary below.
1 Excellent 2 Good 3 Fair 4 Unsatisfactory Example This shows fictitious grade sets for a pupil over four sets of grades: B2 Original grades (no significant concerns here) B3, P2 (Maintaining a B as the class moves on means absolute progress has been made, hence P2. However, effort has slipped, and maintaining a B is possibly in jeopardy) A1, P1 (After an effort grade of “3” last time, the pupil has tried really hard and has climbed an attainment grade, so progress is P1) C4, P4 (Something has gone badly wrong since the last grades. Effort has plummeted and attainment has dropped two grades, so progress = P4) What would this say about this pupil’s long-term prospects? The fact attainment advanced to an A with maximum effort suggests that it may very well be possible that s/he is destined for an A or A* at GCSE level. Certainly the pupil is likely to do better than a “C”. More evidence would be needed and, with six sets of grades per year, a pattern starts to build that becomes increasingly accurate as a pupil nears and enters the GCSE years (Years 10 and 11). It probably goes without saying that a string of A grades in a subject over several years means the pupils is overwhelmingly likely to score a top GCSE grade, making that subject an excellent choice for Year 10. For a string of D grades, the opposite is true. In reality, most pupils are somewhere in the middle, and with fluctuation. Here, looking at long-term trends, reading carefully reports and having discussions with the subject teacher are the best ways to understand average attainment and likely future prospects in the subject.
6. Monitoring, Roles and Responsibilities Class teacher It is the role of the class teacher to maintain their pupil assessments, ensure they are accurate and data submitted on time. Class teachers must moderate assessments in year groups. Head of Year (when appointed) & Heads of Department (Subject, SEN and EAL) Each term these teams will moderate, collate, analyse and report on the data for the groups they oversee. They will meet with teachers and ensure pupil targets for Progress and Attainment are challenging and targets for Disposition and Attitude are supportive. Pupils that cause concern by under-performing, not coping with the curriculum or high achievers (Gifted and Talented) must be identified on the report.
Heads of School The Heads of School will support the assessment process. They will meet with Heads of Years and Departments to discuss the Achievement reports. They will identify areas of challenge, support and staff development. Attainment reports will be submitted to the Headmaster termly. Headmaster The Headmaster reports directly to the Board of Trustees. This policy is reviewed annually Last reviewed: August 2014
Brendan Law Appendix 1 - Standardised Tests on entry
Standardised tests given to pupils in September to help determine whether they have been placed in the correct sets/streams require support from our Learning Support Department or should be recorded on our Gifted and Talented register. This data is recorded and displayed on a pupil’s profile on iSAMS.
One of our key principles will be a focus on PROGRESS. Whilst traditional attention to Effort and Achievement/Attainment will be in place, we wish to track, record and report reliable progress data to our pupils and their parents.
Early Years and Key Stage One:
Children in FS1 and FS2 are assessed during the induction period before the start of term in September or very shortly afterwards. This is a baseline measure to help the teacher gain an accurate picture of what children know and do. Children are assessed again at the end of the school year to measure progress.
For this, FS1 use Durham University’s CEM ASPECTS (Assessment Profile on Entry for Children and Toddlers). The feedback from the Language and Maths development and motor development is based on the age of the child when assessed and is presented as a score compared with other children of the same age in our large national sample. Such scores can provide independent evidence of a child’s development. The scores from the personal, social and emotional development section show a detailed profile for each child. The ASPECTS Follow- Up assessment, carried out in the last few weeks of the last term in FS1, provides information showing how each child has progressed during their time in the setting. The Language and Maths part of ASPECTS involves teacher or other adult working individually with each child. The assessment takes the form of a story and children are asked questions as the story progresses. The ASPECTS assessment is undertaken at the beginning of FS1 and then again before they enter FS2.
FS2 use Durham University’s CEM PIPS (Performance Indicators in Primary Schools) Baseline as a standardised assessment system that is designed to monitor pupils’ educational progress during the FS2year. Established since 1991, PIPS is one of the longest running projects to be offered by the Centre for Evaluation and Monitoring at Durham University. PIPS provides an assessment of attainment in the areas of reading, mathematics and phonological awareness. By assessing children when they enter FS2 and then again just before they leave, allows teachers to build a powerful profile of individual progress for every child throughout the FS2 year. Comparisons with national data also enables teachers to highlight gifted and talented/SEN pupils early on in their education. The assessment provides a firm basis for measuring the relative progress of pupils through FS2 and Key Stage 1.The assessment is completed by an adult working with each child on a one-to-one basis and takes about 20 minutes. The adult uses the mouse to indicate the child's responses which are then recorded on the computer. PIPS Baseline is made up of assessments which research shows to be accurate predictors of later educational achievement - Maths, Reading, phonological awareness and attitudes to school. These are administered in the first few weeks and as a follow-up in the last weeks, along with optional assessments for PSED (Personal, Social and Emotional Development), short term memory and behaviour. Scores for the original test are compared with follow-up scores in value-added charts showing each child’s progress. In 2014 Year 1 and Year 2 will use the PIPS KS1 Baseline assessment in the first few weeks of September to identify what pupils know and can do and to give a reliable baseline measure from which progress can be measured, in the absence of previous data. The assessment includes measures of early reading, early maths and phonological awareness. It will identify each pupil’s strengths and weaknesses and help identify gifted and talented pupils as well as those needing special needs or EAL intervention.
Key Stage 1 & 2: Pupils in Year 2 to 6 are assessed at the end of the year, using InCAS offered by the Centre for Evaluation and Monitoring at Durham University. InCAS is also used as part of the admission process and the data held on the pupil’s iSAMS record for future teachers’ information. InCAS is a diagnostic, computer-adaptive assessment tool for schools which is administered to inform personalised learning. Using InCAS, teachers can benefit from a wealth of information that identifies what pupils know and can do, which can prove invaluable for teacher planning for the rest of the year. Questions are tailored to the individual pupil (so it’s not too difficult or easy) so they take part in a personalised assessment – which tailors the level of difficulty of each question depending on how the pupil performed on the last one - and so is more suited to them. As a result it’s a more enjoyable and engaging experience. It is also more reliable and feedback is more detailed. It includes the following: Word Recognition Word Decoding Comprehension Spelling General Mathematics Mental Arithmetic Picture Vocabulary Non-verbal Ability Attitudes Teaching and Learning practice: Gives information about pupils’ strengths and weaknesses so that teachers can identify possible solutions and interventions Helps identify those pupils that may need additional support or more challenging teaching Enables meaningful, achievable targets for individuals, classes and the school as a whole by combining attainment data, measures of ability, and powerful predictions Gives Cranleigh Abu Dhabi independent, objective information to evaluate our school’s performance and to act as our school key performance indicators (KPI’s) Years 7 to 9 MidYIS, (Middle Years Information System) is used to assess pupils at the beginning of the school year. Feedback includes predictions and chances graphs to external examinations and a full value-added reporting system. MidYIS is also used as part of the admission process and the data held on the pupil’s iSAMS record for future teachers’ information The MidYIS Test is a computer-adaptive test. The tests are designed to measure, as far as possible, ability and aptitude for learning rather than achievement. MidYIS is not an IQ Test as it is designed to provide a measure of ‘typical’ performance so that teachers can judge how much ‘effort’ will be required to take pupils to external examinations. The tests are comprised of Vocabulary, Maths, Non-verbal and Skills sections. All sections contribute to an overall measure of ability that strongly predicts subsequent achievement. Test results can be used to identify pupils’ strengths and weaknesses, inform teaching and learning, identify gifted pupils and help identify pupils with special educational needs. Non-verbal measures are particularly important for pupils for whom English is an additional language. Standardised scores are given in vocabulary, Maths, non-verbal and skills areas plus an overall score. Predictions and chances graphs for each pupil for KS3 (core and non-core) and GCSE and qualifications are also given. Detailing likely exam performance assists teachers with target setting and on-course monitoring , assess pupils' strengths and weaknesses, reviews pupil, subject and department level performance and helps us profile the ability of each year group.
Appendix 2 - Admission, Entry and End of Year Assessment Cycle
Admission Entry End of year FS 1 For local children only Baseline assessment using Aspects End of year -Individual teacher assessments Aspects FS 1 For all children - previous nursery reports confidential Phonic Assessment reference
FS 2 For local children only Pips Baseline FS2 Pips Baseline end of -Individual teacher assessments year For all children Phonic Assessment - previous nursery/school reports confidential reference Yr 1 For local children only Pips Key Stage1 Yrs 1 2 Pips -Individual teacher assessments (For first year of Phonic assessment For all children operation only) - previous school reports confidential reference where necessary Phonic Assessment Yr 2 For local children only Pips Key Stage1 Yrs 1 2 InCAS -Individual teacher assessments Phonic Assessment Phonic Assessment For all children (For first year of - previous school reports confidential operation only) reference where necessary
Yr 3-5 InCAS InCAS For all children - previous school reports confidential reference where necessary Yr 6 InCAS InCAS For all children - previous school reports confidential reference where necessary Yr 7-9 MidYIS MidYIS For all children (pupils moving from yr 6) - previous school reports confidential reference where necessary
Appendix 3– Years 1-6 Individual Reading and Writing Assessment Records Available as a separate document for printing purposes
Appendix 4 -Tracking achievement grid Pupils’ achievement is tracked using the following grid to illustrate the progress in a way that is consistent with best practice. The National Curriculum sub-levels are for internal use only and are there for teachers that have experience working with these. Each has a corresponding number which will be used when recording on internal iSAMS mark (tracking) sheets for consistency across staff experience and as the new National Curriculum will not use levels. Tracking term by term using the grid below will show every child’s progress against the UK accepted age-related expectations. The corresponding colour also gives the achievement grade which is to be used on reports to parents. The advice for teachers of Year 1 children is that, if children are working below Level 1, it is appropriate for the teachers to continue to assess their progress against the Early Years Foundation Stage Profile – not to assess them against the P-scale descriptors. P-scales are only intended to be used to assess children with Special Educational Needs and/or Disability. Many children working below Level 1 in Year 1 will not have SEND, they are merely young or slightly later developing.
Working working Working Working workin just below at the at a level g above below the age age expected the age D C the age B A related related B+ at related related expectati expectat Cranleigh expect expectati ons ions ations ons End of term 30-50 40-60 1c 1a 2c 2b 2a 3c 3b 4c 4b 4a 5c 5b 6c 6b 6a 7c 7b 7a 8 levels mths mths Achievement 1 2 3 5 6 7 8 9 10 12 13 14 15 16 18 19 20 21 22 23 24 scale FS1 Term 1
Term 2
Term 3
FS2 Term 1
Term 2
Term 3
Term 1
Year 1 Term 2
Term 3
Term 1
Year 2 Term 2
Term 3 End of 30-50 mths 1c 1b 2c 2b 3c 3b 3a 4c 4b 4a 5c 5a 6c 6a 7c 7a 8 >8 term levels Achie ve- ment 1 3 4 6 7 9 10 11 12 13 14 15 17 18 20 21 23 24 25 scale Term 1 Year Term 2 3 Term 3
Term 1 Year Term 2 4 Term 3
Term 1 Year Term 2 5 Term 3
Term 1 Year Term 2 6 Term 3
Term 1
Term 2 Year 7 Term 3 Appendix 5 – Additional Marking Information
Frequency and Style
Foundation Stage and Year 1 - marking in these year groups will be alongside the pupil and may include verbal feedback. This should be recorded using inverted commas to show teacher pupil responses, learning stories, observations etc.
From Year 2 – Class work, homework and coursework, written, oral or practical class work are marked and assessment recorded. Where possible teachers should mark work alongside the pupil.
Most marking is done by teachers but some marking may be done effectively by peer assessment: this method is used when judged to be most appropriate. Marking of daily focus groups in English and Maths should be detailed and include an improvement prompt.
1. Encouragement Most pupils want to please and believe the marking of their work to be worthy of teachers’ time. Thorough, effective marking can improve pupil motivation. Effort and progress are rewarded and encouraged as well as achievement/attainment. Examples of good work may be shared with the class to celebrate achievement and for pupils to understand the differentials in comments, marks and grades allocated.
Foundation Stage and Year 1 - teachers reward attainment, progress and effort with stickers, positive comments and sharing of work with other teachers, Head of Subjects, Deputy Heads and/or the Headmaster.
Years 2 to 9 – the House merit system is used to reward effort, progress and attainment; other sticker rewards and positive comments are also used to encourage pupils. Examples of outstanding effort, progress and/or attainment are drawn to the attention of other teachers, Head of Pre-Prep or Head of Juniors, Head of Subjects, Deputy Head and/or the Headmaster.
2. Written Comments, Corrections and Formative Assessment Most importantly comments relate clearly to the learning objective of the lesson or task leading to the completed work. Written comments are pupil-friendly and positive in tone. For regularly selected pieces of assessed work written comments provide the full range of feedback providing pupils and parents with a clear idea of attainment performance, suggested strategies for improvement of knowledge, skills and/or understanding and goals to be achieved. Not every piece of work is marked so fully but some indication of teacher attention is required for all finished pieces of work (written and oral).
Teachers mark with green ink from Foundation Stage to Year 9. Requirements of corrections must be clear to children and parents and related to the learning objective of the task. These corrections should be acknowledged when completed by being marked, initialled and/or followed-up by the teacher. Attention is paid by teachers to any IEP requirements when thinking through the requests for corrections by individual pupils for whom these are in place. Time should be allocated for pupils to read their written feedback and to make any corrections/improve a specified section of work if appropriate so that the marking is useful and pupils “close the gap”.
3. Symbols Used in Marking in FS1 or FS2 Stamps may be used to mark work. They may also be used to set targets for future pieces of work i.e. at the top of the next page.
4. Symbols Used in Marking in Years 1 and 2 Stamps may also be used to mark work, as a visual which is especially useful for new readers who may not be able to read remarks or suggestions for improvement. They may also be used to set targets for future pieces of work i.e. at the top of the next page. Symbols to be used by the teacher are as follows:
FS1 to year 2 - Marking Symbols Symbol (written in The Target Action the margin or by the target) Indicating a good point or correctness.
X or ( ) Indicating an incorrect point or answer. Correction may be requested. 1:1 Indicating if work completed with constant teacher support H Indicating if work completed with some teacher support I Indicating if work completed independently C Indicating in Maths that work has been corrected
Sp Indicating an incorrect spelling. These These needs to be will usually be ‘tricky, words, keywords corrected or words that are topic and possibly on display Year 3 – 9 Marking Symbols Symbol ) The Target Action Indicating a good point or correctness. X or ( ) Indicating an incorrect Correction may be requested. point or answer. ? Indicating that something Put an explanation in the margin or an doesn’t make sense. * and an explanation at the end of the work. Or see the pupil to discuss. Circle or underline, the Indicating a spelling Action to comply with spelling policy incorrectly spelt word a ‘Sp’ in the margin. correction to be made from Head of English ^ Indicating a word or Model correction for the pupil or phrase is missing. request pupil correction. P Indicating a missing Model correction for the pupil or punctuation request correction themselves. C Indicating a missing Model correction or request capital letter. pupil correction. // Indicating that a new If necessary discuss the reasons why paragraph is required. we use paragraphs with the pupil. WW Indicating a wrong word Help pupil to see where he/she has (Homophone) gone wrong or select right word NAS Indicating Not a Sentence Model correction or request pupil correction-useful for when a pupils uses subordinate clauses as if they were sentences or writes comprehension answers without contextual reference to the question. 1:1 Indicating if work completed with constant teacher support H Indicating if work completed with some teacher support I Indicating if work completed independently C Indicating in Maths that work has been corrected Children’s Guide to Effort Grades
Appendix 7 - Assessment Cycle Term 1 Term 2 Term 3 Whole Initial assessments Review sets/streams Review sets/streams school
Writing Set Targets Set Targets Set Targets Reading Reset individual learning Reset individual learning Reset individual learning Maths targets throughout the term as targets throughout the term as targets throughout the term as necessary necessary necessary End of term assessments End of term assessments End of term assessment Interim Progress Report Interim Progress Report Interim Progress Report Review sets/streams Review sets/streams Review sets/streams Set Targets Set Targets Set Targets Re set individual learning Re set individual learning Re set individual learning targets throughout the term as targets throughout the term as targets throughout the term as necessary necessary necessary End of term assessment End of term assessment End of term assessment Written report to parents Interim Progress Report Written report to parents Pre Prep Phonics assessment Phonics assessment Phonics assessment Parents evening Parents evening Parents evening Junior Parents evening Parents evening Parents evening Yr7-8 Internal exams Internal exams Internal exams Parents evening Parents evening Yr 9 Internal exams Internal exams Internal exams Parents evening Parents evening GCSE option focus
Final Statement
National curriculum and assessment from September 2014: information for schools Crown 2014
Assessment levels have now been removed and will not be replaced. Schools have the freedom to develop their own means of assessing pupils’ progress towards end of key stage expectations. Many schools already have good assessment systems in place and may choose to continue using these systems, provided they suit the new national curriculum.