Assessment

Assessment and Reporting Procedure

At Trentham Academy we measure progress from the time students’ start in Year 7 until they finish in Year 11. There are 3 Data Collection points (known as Achievement Updates –AU) each academic year. Assessments are all focused on a similar style to that being used in the final GCSE examination. For example, In PE, students will sit a written assessment but will also be assessed on their skills in the practical elements of the subject. We do not assess using teacher judgement; all assessment is linked back to a formal assessment taken in either the classroom or under examination conditions in the main school hall, to replicate GCSEs. The assessments in each subject, cover the knowledge, skills and understanding required for each of the subject’s curriculum content.

After each assessment window, a mini report goes to parents showing progress at that point. These reports are colour coded to indicate to the parent their child’s achievement. One of these reports will also include comments from the child’s Form Tutor and be the full written report for that year.

We expect students to:

  • Know what they need to focus on in order to improve their work.
  • Talk to their teacher about the strategies they need to utilise, to maintain continuous improvement.

Year 7 and Year 8

Target Level

When a student starts at Trentham Academy, scores from the national tests (SATS) completed in Year 6 (KS2 Scaled Scores) are used to set targets in all subjects. The target level is allocated based on KS2 achievement. This shows the grade range we would expect your child to achieve at GCSE.

Assessment Percentages

Students will sit a number of assessments over a three week period in all subject areas. Students will receive a percentage for each test. The percentage indicates how well a child has performed in their assessment, in that subject area. This percentage may generate a different Grade Level depending on grade boundaries for each subject area.

Grade Level

The grade level is calculated based on a child’s ranking within the cohort for that subject area. If a child has performed better than other students with similar KS2 scores, they will move up in the ranking and this will be shown as gold. Likewise, if a child does not do as well as their peers, they will drop in the ranking and this will show as blue.

The actual Grade Level will denote what we expect them to achieve based on their current performance, by the end of Year 11.

Years 9, 10 &11

In Years 9, 10 and 11, students are given a Personal Student Expectation (PSE) that is based on their KS2 SATS score. Students will be challenged to make progress in all subjects and their attainment is closely monitored through each AU point. Personal Student Expectations can be increased by the subject teacher at any point throughout the year in order to allow for further challenge, as each milestone is met. A range is applied to ensure appropriate challenge is always present.

In Year 11 students will sit two ‘mock’ GCSE examinations – one in October/November and one in February. The results from these assessments will inform two of the AU points for this year group. This allows students and parents to see what their child would achieve, should they sit their examination on that particular day.

In Years 9,10 &11 we report back to parents using GCSE grades 9-1. Students sit assessments during an assessment ‘window’ and the percentage obtained is converted into a GCSE grade which depends on each subjects individual grade boundaries. When reporting to parents, the Current Teacher Assessment (CTA) and the End of KS4 Prediction (PRED) is shared.

A2L and EXT

We collect and report to parents a grade for Attitude to Learning (A2L) and Extended Learning (EXT), the criteria for the grading is outlined below:

  A2L Extended Learning
 

 

1
  • striving to achieve and exceed targets at all times, consistently pushing myself
  • fully prepared to learn
  • supporting the learning of others
  • actively involved in all learning activities
  • taking opportunities to extend my learning beyond the classroom
  • meeting deadlines for tasks set
  • completing tasks consistently working towards target grades or better
  • regularly taking the initiative to help my progress by engaging in my own independent learning activities
 

 

2
  • on task and working towards target
  • prepared for learning (including uniform and equipment)
  • allowing others to learn
  • engaged in learning
  • consolidating what I have learned
  • meeting deadlines for tasks set
  • completing tasks, typically working towards target grades or better
  • sometimes helping my progress by engaging in my own independent learning activities
 

 

3
  • sometimes working towards targets
  • sometimes ready to learn
  • often disrupting learning
  • showing some interest
  • making progress but not in each lesson
  • often missing deadlines
  • completing tasks that sometimes approach target grades
  • not engaging in my own independent learning activities
 

 

4
  • rarely working towards targets
  • rarely ready to learn
  • frequently disrupting learning
  • showing little interest
  • making minimal progress
  • often missing deadlines
  • rarely completing tasks at an acceptable level
  • not engaging in my own independent learning activities

 

Grades for Tasks Set on Firefly – these will only be given for tasks set with the prefix EXT:

 

  1. Completed to deadline and at target or better
  2. Completed to deadline and approaching target
  3. Completed to deadline but not at an acceptable level
  4. Not completed

 Firefly Prefixes

CLASS: This is an activity that will be taking place during lesson time

EXT: This is an activity that will take place outside lesson time.  It will receive a completion grade

PREP: This is an activity that needs to be completed before the next lesson but will not be grade.

 

 

 

 

 

 

 

 

 

 

 

 

 

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