Assessment

While the purpose of assessment at EPCS varies according to the nature of the task or work set, it normally serves one or more of the following functions:

• To ascertain student knowledge and understanding at a specific point within the curriculum
• To monitor student progress
• To use as evidence for professional predictions and/or judgements on a student’s current performance
• To provide data as part of the School’s reporting cycle which will in turn be used to make meaningful and timely intervention
• To simulate “real” examination or other assessment scenarios that students will partake in during KS4
• To highlight vulnerable groups or students within each class and it is the teacher’s responsibility to outline what strategies for intervention are required to improve the achievement of these students

Formative Assessment

At EPCS, each department adopts its own conventions and practices around formative assessment as appropriate to the skills and examination formats of that subject. These may include:

• ‘Low stakes’ knowledge quizzes
• Quizzes
• End of unit/topic tests
• Day-to-day looking at work in student books/folders
• Verbal questioning

Formative assessment is used to identify gaps in knowledge and understanding and therefore determine areas of the curriculum which need to be re-visited/re-taught at individual or whole-class level. 

Summative Assessment in KS3 - Discovery School

Summative assessments will take place three times across each academic year in Years 7 to 9. The percentage results of these assessments will be used to rank students and ascertain the following:

• Whether students are making progress in individual subject areas
• Whether students are remaining, exceeding or falling below their rank on entry according to key stage 2 data and ranking against other Easthampstead Park Community School students in their year group
• Whether students are remaining, exceeding or falling below expected progress targets as determined by their key stage 2 result and ranking against Easthampstead Park Community students in their year group
• The results of these assessments will also be used to report student progress to parents and carers they will not be shared with students in class.

Teachers will also report an “EFFORT” attitude of Excellent, Good, Satisfactory or Unsatisfactory. This is linked to the ClassChart data and the number of positive points which will also be provided on the Progress Reports.

Summative assessments will be known as ‘Rank Order Assessments’ (ROA) and will take place during the centrally set ROA windows. Assessments will take place as per the timetables published.

ROA assessments should:
• Be cumulative in nature and not just test students on the most recent topic studied
• Where possible, be weighted in such a way to take consideration of GCSE assessment strands and weightings
• Increase in difficulty as students’ progress through Key Stage 3
• Where possible, PE, Art & Technology and Performing Arts will award a percentage mark based on practical work completed in a sequence of lessons and a written assessment when appropriate, as an ROA assessment.
• ROA assessments will be awarded a percentage mark which will be input by teachers by the set deadline, which will be used as stated above

Once assessments have been marked, teachers are expected to:
• Deliver feedback to students at both whole-class and individual student level as appropriate (see feedback)
• Encourage students to make corrections and additions to their exam papers based on teacher feedback (see feedback)
• Encourage students to re-draft sections of their exam papers as appropriate based on teacher feedback (see feedback)
• Store exam papers in students’ assessment folders

Summative Assessment in KS4 - Destiny School

At the start of Year students will be provided with a target grade based on Key stage 2 and Key stage 3 attainment. This is subject to change at the end of Year 10 moving into Year 11.

Summative assessments will take place three times in the academic Year 10, twice within the classroom setting and once in formal examination conditions.

The percentage results of these assessments will be reported using current and predicted grades based on previous grade boundaries. The results will be used to ascertain the following:

• Whether students are making progress in individual subject areas
• Whether students are making positive progress across all subjects (Progress 8)
• Whether students are remaining, exceeding or falling below their end of key stage target
• Whether students are in the correct banding and to make changes as necessary in the core subjects of Maths, English and Science

The results of these assessments will also be used to report student progress to parents and carers.

Teachers will also report an ’EFFORT’ attitude of Excellent, Good, Satisfactory or Unsatisfactory. This is linked to the ClassChart data and the number of positive points which will also be provided on the Progress Reports.

Summative assessments will be known as ‘Pre Public GCSE Examinations in Year 11 and will take place during the centrally set assessment windows.

Pre public examinations in Year 11 will take place under formal examination conditions once or twice as per the published timetables.

Pre Public examinations should:
• Largely be based on past or specimen GCSE papers (or parts of them)
• Be cumulative in nature and not just test students on the most recent topic studied
• Where possible, be weighted in such a way to take consideration of GCSE assessment strands and weightings
• Increase in content coverage as students progress through Key Stage 4, with an expectation that students are ready to sit ‘full’ papers by the end of the Autumn Term of Year 11

Mocks will be awarded a percentage mark which will be converted into GCSE 1-9 scores based on the previous year’s grade boundaries.

Once assessments have been marked, teachers are expected to:
• Deliver feedback to students at both whole-class and individual student level as appropriate (see feedback)
• Encourage students to make corrections and additions to their exam papers based on teacher feedback (see feedback)
• Encourage students to re-draft sections of their exam papers as appropriate based on teacher feedback (see feedback)
• Store exam papers in students’ assessment folders

 

Using feedback to drive progress

At EPCS, we believe the most important assessment is that which takes place every lesson, when a teacher checks their students’ understanding, corrects misconceptions and provides them with advice on how to make next steps. This happens in our school all of the time. 

We have a whole school set of feedback principles, and within this framework, departments manage their own feedback policies, so they can use the techniques and approaches most appropriate to moving student learning forwards in each subject. What is common is that all feedback must clearly help the student to move their learning forwards.