ASSESSMENT POLICY 2018-21

Accepted by the Governing Body To be reviewed 3 yearlyTeaching and Learning 9th October 2018 Review by October 2021

DEFINITIONS

AssessmentAssessment is any activity by teachers and students which provides information to be used as feedback to modify the teaching and learning activities in which they are engaged. (Black and Wiliam 1998)

Summative AssessmentThe purpose of summative assessment is to provide information about a student’s performance to someone outside the immediate teaching and learning cycle.

Formative Assessment Assessment becomes formative when the evidence is actually used to adapt the teaching work to meet the learners’ needs. (Black and Wiliam 1998)

RATIONALE

Assessment is central to effective teaching and learning. Effectively used, the complementary strategies of summative and formative assessment lead to improved achievements by all students. Regular summative assessments will allow accurate tracking of students, facilitate intervention and improve communication with parents and carers.

The emphasis throughout the policy and throughout the school is on formative assessment. Students will improve most if they understand the aim of their learning, where they are in relation to this aim and how they can achieve the aim (or close the gap in their knowledge). Each subject has been asked to produce only a minimal number of summative assessments. This will reduce the marking workload, allowing staff and students the freedom to make extensive use of formative assessment.

SUCCESS CRITERIA

The assessment policy will be successful if;1. We have a consistent approach towards assessing students throughout the school.2. We are able to track students’ progress effectively and intervene where students are at risk of underachievement.3. Subject leaders and classroom teachers use the data to identify students in need of intervention and support.4. Students and parents/ carers are well informed of what grade/level they or their child is working at and where they will

be at the end of the year.

ROLES AND RESPONSIBILITIES“Effective practice in assessment for learning derived from very strong direction by senior leaders, whose continued drive filtered through to other key leaders in school to set clear expectations for teaching and learning, and an agreed commitment for consistent classroom practice”. Assessment for learning: the impact of National Strategy support. Ofsted 2008.The governing body is responsible for ensuring this policy meets the needs of Lady Lumley’s School; is regularly reviewed and monitored for its effectiveness. The headteacher is responsible for ensuring all staff, students and parents are aware of the policy and that the policy is fully implemented.

MONITORING AND EVALUATING THE POLICYThe headteacher will report annually to the governing body on the implementation of the policy. The policy will be reviewed on a 3 yearly cycle.

LINKED POLICIESTeaching and Learning PolicyMarking PolicyReporting Policy

APPENDICES

Appendix 1 - Life After Levels – Richard Bramley September 2014Appendix 2 - The Lady Lumley’s Assessment Calendar

THE LADY LUMLEY’S ASSESSMENT SYSTEM

PART ONE1. Common terminology2. Common recording system (minimum expectations)3. Markbooks4. Key Stage 3 Assessment5. Progress Trackers6. Data collation and dissemination7. Attitude to Learning Grades 8. Target Setting9. Course outlines10. Home learning11. Reports12. Formative assessment

PART 2Introduction to Formative assessment

PART 3 Marking guidance

1. Common terminology

Terms

Forecast – the grade or level the student should achieve at the end of the defined period if they make the expected progression from this point.

Target – an aspirational end of course grade or end of year grade or level based on prior performance using national benchmarks (e.g. National transition matrices(top 25%) and ALPS).

Actual – the result the students received from the examining board at GCSE or AS/A level including modular results. Current – the grade the student is presently judged to be working at, based upon a series of assessments throughout the term Current grades should be justifiable on the basis of hard evidence.

Please avoid the words: predicted, estimated or similar terms other than the agreed words above when discussing students’ grades.

Notation

The same notation system must be used by all subjects consistently.

For KS5:AS Grades limited to A to U, A2 Grades limited to A* to U.

For KS4:GCSE Grades limited to 9-1 (including entry level grade where applicable). BTEC grades- Level 1, Level 2 (Pass,merit,distinction)

For KS3:+ Indicates a student is making more than expected progress from their starting point (please take into account the starting point on entry and the end of year threshold)= Indicates a student is making expected progress from their starting point- Indicates a student is making less than expected progress from their starting point

2. Common recording system (minimum expectations)

All teachers should have the following current information to hand as a minimum for the groups they teach. All subject leaders should have the same information for all the students in their subject.This may be in SIMS or on a spreadsheet.

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3. Markbooks

KS3The majority of subjects will record an overall threshold band (attainment measure) and +, - or = (progress measure) each term. Core subjects will record this information half-termly. This progress measure will be based upon standardised assessed tasks throughout the term plus an on-going assessment of the work in students’ books. Standardised assessed tasks will be linked to the relevant Assessment Objectives from the subject’s National Curriculum. All students will sit formal examinations towards the end of the academic year. All examination results will be recorded as a %.

KS4For full GCSE (or equivalent) subjects a current grade, based upon two standardised assessed tasks, plus an on-going assessment of the work in students’ books will be recorded on a half termly basis.

KS5For each full AS or A2 (or equivalent) subject a current grade, based upon at least two pieces of evidence including standardised assessed tasks as well as home learning and classwork tasks, will be recorded on a half termly basis.

Timings for the recording of data will be defined by the school’s annual assessment calendar.

Assessment Manager (SIMs) will be used to record centrally both current grades/levels and forecast grades/levels.They can then be accessed by form tutors, senior leadership team and pastoral managers. They can also be recorded locally on departmental spread sheets.

The assessed tasks must be: robust, but do not have to be formal tests eg could be a significant piece of home learning, a

project or a presentation common across the department identifiably within the student's work set at around the same time for all classes. marked using a common marking framework moderated. linked in to the scheme of learning which in turn will be linked to the national curriculum for

that subject

Students do not miss these assessments. Any student absent will be expected to undertake the assessment as soon as returning to school.

The dates for the current assessment data to be recorded on SIMS can be found on the assessment calendar.

4. Key Stage 3 Assessment Policy

The KS3 assessment model uses the terminology in the table below. All departments work within this model, but should still be allowed some flexibility to suit their subject.

Threshold Assessment Criteria

Excellence

Secure

Developing

Foundation

We continue to focus on providing students with high quality feedback which enables them to progress. The current marking policy allows this to happen.

In addition to this, the introduction of banded thresholds will add some clarification and reliability to the ‘+,-,=’ system. The terminology used to describe the threshold bands (‘foundation’, ‘developing’, ‘secure’, ‘excellence’) should only be used by and recorded by staff.

The criteria/language within the threshold bands of knowledge and skills can then be used to give students ongoing and personalised formative feedback on their day-to-day work, focusing on how to improve. This is why the rubrics are such an essential planning tool. HOWEVER, STAFF MUST ENSURE THAT THEY DO NOT PRESENT NOR REFER TO ‘FOUNDATION’, ‘DEVELOPING’, ‘SECURE’, ‘EXCELLENCE’ WHEN DISCUSSING UNITS OF WORK OR ASSESSED TASKS WITH THE STUDENTS. This will avoid labelling of students and maintain a focus on progress.

Therefore, there is no target threshold for individual students and the threshold bands are not shared with the students. Every student strives for improvement.

Assessed Tasks

This model should be used when students are presented with assessed tasks.

When presented with an assessed task students should be aware of what the success criteria looks like. After each assessed task students will receive at least 2 key pieces of information:

1. A progress measure (+,-,=); a student achieving a ‘-‘ is required to repeat the task.

2. Formative feedback based on the “threshold bands” which should enable them to move up through the thresholds.

The expectation is that the formative feedback then results in a “purple pen” response

For example:

In this task you successfully used/demonstrated…… = This indicates you are making expected progressT In order to improve and make more progress, rewrite the last paragraph and include examples of ………..

Some assessed tasks may also include a score/%.

For each unit of work, subject teachers will need to discuss, decide and agree what standards are expected from each threshold. It also allows us to be selective about the key knowledge and skills that we think are important and so need to be assessed. Each unit of work would start with a completed copy of this threshold rubric. So within that unit of work it is clear what is expected, in terms of knowledge and skills, at each of the four thresholds. This, when used with student baseline thresholds, allows teachers to plan for progression within their teaching – with the aim being that all students are aspiring towards excellence.

All units of work must be broad enough to ensure full coverage of all National Curriculum Assessment Objectives. Within current SOLs these become the long term SOLs.

Key Stage 3 formal examinations

All students in Key Stage 3 will sit formal examinations once per year in all subjects except D/T, P.E, art and F/T.

This is the only time students and parents will be made aware of the threshold band relating to student performance in the examination. % will not be reported as it is impossible to compare one subject examination with another. Threshold bands will be allocated using rank order in the following proportions:

Planning for Progression

When subjects are planning their thresholds, it is important that there is progression through the years. Subjects must firstly consider the progression between thresholds within a year and then map this out across the key stage ensuring there is an increased level of demand within each threshold.

For example, this means that the ‘developing’ thresholds in Y7, 8 and 9 should show increasing levels of demand in terms of expectation, to allow students to progress, even if they remain in the same threshold band throughout the key stage. Ideally what we would like of course, is for them to rise through the thresholds towards ‘excellence’.

The diagram below shows how this will look.

Year 7 Year 8 Year 9

ExcellenceExcellence Secure

Excellence Secure DevelopingSecure Developing FoundationDeveloping FoundationFoundationTracking progress

Year 7/8 Exam threshold band % of year group awarded each threshold band

Excellence 20

Secure 40

Developing 20

Foundation 20

In terms of tracking progress we can look at how students are performing, relative to their baseline threshold. The descriptors below help to make the link between threshold bands and progress:

Working below their baseline threshold– Making less than expected progress (-)

Working towards the lower end of their baseline threshold – Making expected progress (=)

Working towards the top end of their baseline threshold – Making more than expected (+)

Working above their baseline threshold or at the top of or beyond the excellence threshold – Making more than expected progress (+)

The diagram below explains how assessed tasks will be used to determine the progress of each student:

What this means is that a student could remain in the same band throughout key stage 3 and still make more than expected progress (+). For example, if a student starts Year 7 in the ‘excellence’ band and remains in the ‘excellence’ band throughout key stage 3, they could still be making more than expected progress throughout the key stage, providing they are performing at the upper end of that threshold ban

Above baseline threshold

Baseline thresholdMore than expected progress

Expected progress

Less than expected progress

+

-

More than expected progress +

Use the threshold bands for each assessed task.Where is the student relative to their baseline threshold?

Below baseline threshold

=

KS2 DATA WILL BE USED TO PLACE STUDENTS INTO ‘THRESHOLDS’

The table below outlines how the KS2 data will be used to create a baseline KS3 threshold band for students:

For individual subjects the English and/or maths data will be used to create the baseline threshold in Year 7. The English baseline is an average of the reading and GPVS (grammar, punctuation, vocabulary and spelling):

Subject KS2 data used to generate baseline

English EnglishMaths MathsComputing English/maths

Geography English/mathsScience English/mathsHistory EnglishMFL EnglishR.E English

However, some practical subjects may choose to ‘baseline’ students on entry to Year 7 using the threshold bands. These subjects must match the cohort profile.

Year 8 and 9- when comparing progress against starting point you must take into account both the end of year threshold band from the previous year and the student’s starting point on entry to the school.

Interpreting the thresholds at any time during the key stage

This could be linked to future GCSE grades. This is for additional guidance only. Please remember that all students have the potential to achieve any threshold/grade:

KS3 Thresholds GCSE % of cohort (guidance only)

Excellence 7-9 20

Secure 5-6 40

Developing 4 20

Foundation 1-3 20

The new GCSE grades explained:

Grade 9: top A* performers; about half of the 6.8 per cent who got A*s this year are likely to get it

Grade 8: the rest of those who obtained A* but did not qualify for a 9 Grade 7: equivalent to an A grade pass Grade 6: covering those from two thirds above current C grade to top of existing B grade Grade 5: international benchmark, showing performance equals that of students getting top-

grade passes in high performing countries in international league tables. Pitched at half or two thirds of a grade above the current C pass

Grade 4: equivalent to a C grade pass Grade 3: equivalent to a D grade pass Grade 2: equivalent to an E grade pass Grade 1: equivalent to grade F and G passes

Cohort expectations

The percentages displayed in the table above are for guidance. This should help subject leaders and SLT to monitor cohorts of students.

What is recorded on SIMs?

A minimum of +,-,= and the threshold band achieved should be recorded on SIMs after each assessed task.

An overall threshold band and +,-,= should be recorded at the end of a term to indicate the achievement for each student. For core subjects, a half-termly +,-,= and attitude to learning grade will be recorded. At the end of the Summer Term the final threshold band the student has reached should also be recorded. The assessed tasks, work in lessons and exercise books and professional judgement should all be used to generate the +,-,= at the end of term. Assessed Tasks – minimum Expectations per subject

The table below outlines the required amount of assessed tasks to be completed each term:

Departments Minimum number per term

English, maths, science 4

MFL, geography, history, P.E

3

D/T, F/T, ICT, R.E, art,drama,music

2

Term 3- for subjects completing an exam, use this as one of the assessed tasks for the term.

All tasks must be broad enough to ensure full coverage of all National Curriculum Assessment Objectives.

Progress Trackers

The proposed model below should be completed at the end of each assessed task.

The inclusion of the ‘+,-,=’ enables students to track achievement throughout the year. This will be supported by the formative feedback attached to the assessed task.

Where relevant, a test score/% can be recorded.

This will make the numbering of exercise books necessary. This should also make it easier to signpost students, for example, complete response to feedback on page 23.

Key Stage 3

Date Assessed Task Score/%

(optional)

+,-,= Targets for improvement – see page…..

Key Stage 4

Date Assessed Task Grade Targets for improvement – see page…..

Progress Reports

These continue in their current form, supported by the annual written report.

In addition to the Consultation Evening, if there is a consistent approach in terms of assessed tasks and end of year exams and these are recorded in exercise books, then parents should still have enough information to know how their child is doing.

5. Data collation and dissemination

Year 7

September.Set lists will be available to subject leaders pre-populated with available information. For English, maths, science and non-practical subjects the baselines will be provided.

As displayed on the school’s assessment calendar: progress report data recorded on Assessment Manager and departmental spreadsheets and disseminated to relevant parties. Years 8 and 9

September.Set lists will be available to subject leaders pre-populated with available information.

As displayed on the school’s assessment calendar: progress report data recorded on Assessment Manager and departmental spreadsheets and disseminated to relevant parties.

Years 10 and 11

September of Year 10Set lists will be available to subject leaders pre-populated with available information. As displayed on the school’s assessment calendar: progress report grades recorded on Assessment Manager and departmental spreadsheets and disseminated to relevant parties.

Years 12 and 13

SeptemberSet lists will be available to subject leaders pre-populated with available information.

As displayed on the school’s assessment calendar: progress report grades recorded on Assessment Manager and departmental spreadsheets and disseminated to relevant parties.

Reporting to Parents

Once assessed tasks are recorded on the central system, these can be reported home to parents with no further teacher intervention required.

Role of the Classroom Teacher

It is the responsibility of the classroom teacher to ensure all data is accurate, consistent and inputted on time. Classroom teachers are also responsible for monitoring the progress of the students they teach. They should be regularly reviewing the data in order to identify students who are falling below target and intervening accordingly. Students who are working above target should receive appropriate recognition; this may include a phone call home, a note in the planner or a postcard home.

Role of the Middle Leader

Middle leaders should maintain a regular overview of the progress students are making within their subject area. After each progress report they should discuss the data with individual classroom teachers to ensure appropriate intervention is taking place. Middle leaders must also analyse data in terms of identified groups of students and use this information to complete their department’s self-evaluation 6. Attitude to Learning Grades

1 2 3 4

Please conform to the descriptors below when assigning an attitude to learning grade.

1.Excellent - indicates a student who has a positive, committed, diligent and conscientious attitude who is taking full responsibility for his/her learning.The student completes all home learning to a high standard.The student contributes positively in class.The student demonstrates an eagerness to improve and acts on advice offered. All agreed targets have been met.

2. Good - indicates this student has a positive attitude and often makes contributions in lessons.Home learning is completed to the standard expected for the student.She/he has a sound attitude to study.She/he has acted on advice offered and has attempted to meet agreed targets. The student is generally conscientious but could do more to enhance his/her progress.

3.Some concerns - indicates this student could have a more positive attitude to study and therefore could have made much more effort to improve his/her performance. A change in attitude with a greater commitment to study and effort are required as there are gaps in learning. Home learning can be incomplete.The Head of subject, form tutor and pastoral staff will have seen this student identified as causing concern.

4.Serious concerns - indicates that this student has a negative attitude and is unlikely to fulfil his/her potential.Agreed targets have not been met and previously identified weaknesses not tackled. Little or no initiative or interest has been shown by the student.There may be behavioural issues in lessons.Home learning is often incomplete or missing.Heads of subject and pastoral staff will have seen this student identified as causing concern.The Head of subject, form tutor and pastoral staff will be fully aware of this student and are monitoring him/her as a ‘serious cause for concern’.

7. Target setting

KS3

Following the removal of National Curriculum levels in September 2014 we will not be setting numerical targets for students in KS3

KS4Targets set centrally based on prior performance at KS2 and cross referenced with progress made at KS3. Targets will be based on ALPs and will place all students in the top 25% nationally. Students in Key Stage 4 will not be issued with Target grades. Target grades will however be available for teaching staff but NO student will have a Target grade lower than Grade 4 regardless of prior attainment.

KS5Targets set centrally based on GCSE scores using ALPS system. ALPs targets will be moderated against National transition matrices and targets will be raised as appropriate to ensure all students have aspirational (top 25%) targets.

8 . Course outlines Course outlines are an excellent tool for communicating expectations to students and to parents/carers. Course outlines should be produced as an annual overview and, in more detail, a topic overview. These will be similar to long-term and medium-term schemes of learning. Annual course outline. These should be a broad outline given to students at the beginning of the year (roughly a page per year). Topic course outline. Each topic/section should begin with a list of content and skills expected at the end of each topic -"at the end of this section you should know ……. and you should be able to do ……. … “These topic outlines may also be used as a way of ascertaining knowledge of the topic already acquired before the topic starts.

9. Home learningIf GCSE/ A level questions are being used these can be marked following examination board criteria with Current Grades being given.For all classes, work below expectations should be done again.

The majority of work should be marked formatively – see Formative Assessment in Section 9.

What goes in mark books? That the work was done. Possibly a note or a record regarding the formative comment given. Record of impact of previous comment.

10. ReportsParents/ carers want to know how their child is doing compared to how he/she is expected to do. The report should include this information, alongside useful comments about past performance and useful, concrete steps the student can take to improve..

See Report Writing Policy for further guidance.

11. Formative assessmentAssessment which is explicitly designed to promote learning is the single most powerful tool we have for both raising standards and empowering life-long learners. (Beyond the Black Box).

The vast majority of assessment should be formative, and this Assessment Policy is designed to allow that.

There is additional guidance on Formative Assessment in respect to this policy in Part Two of this policy.

Part 2 - INTRODUCTION TO FORMATIVE ASSESSMENT

Assessment is formative when it changes future practice.

Formative assessment used effectively across the school starts to complete the model of teaching and learning; building on our work around questioning and observation to share best practice.

This section of the Assessment Policy will touch on feedback, which is one aspect of formative assessment: Good feedback will facilitate the use of assessment formatively – i.e. make a difference to what happens subsequently.

As a starting point: Feedback should be given promptly

The best feedback is oral feedback (including discussion with and between students)

Feedback should give the student

o a sense of what has been achieved

o improvements still to be achieved

o specific advice as to how the improvement can be achieved

Written comments on each piece should be limited in number

Marking should avoid the use of marks or grades as these are not helpful in a formative sense and can demotivate

More on Feedback:

Students should:

be encouraged to reflect on the feedback be given time to work on improvements have opportunity to discuss targets and progress with their teacher while they are

working on the task

Use of Peer and Self-Assessment:

Students need good understanding of the criteria for success Students should make judgements themselves about their progress towards targets Lower attaining students and students with learning difficulties benefit greatly from self-

monitoring The discussion process in peer assessment gives valuable opportunity for pupils to talk

about their developing understanding

PART 3 – MARKING GUIDANCE

Lady Lumley’s Marking Policy

Whole-school presentation expectations1. Write the date clearly at the beginning of EVERY lesson on the left hand side of the page –

example: Monday 10th September 20182. Write in blue or black pen. Draw in pencil.3. Dates and titles should be underlined with a RULER.4. Each lesson’s work should either be ruled off or started on a new page.5. All sheets should be glued in and not folded.6. No rough work in your book – back or front.7. Leave feedback space when directed.8. Respond to your teacher’s comments in purple.

Code MeaningFocused marking

Tick is used to write a positive comment(s) on how well the piece of work has met the learning outcome(s).

The teacher will use a pink highlighter on the student’s work to exemplify areas of successStudents use a yellow highlighter to exemplify areas of success when peer marking.

TT = target - this is used to write comments about how you can improve your work. You must put your initials in the box when you have responded to/considered the feedback.

The teacher will use an orange highlighter to indicate where feedback has not been responded to by the student.

General aspects.Presentation not up to expectations. You will be required to re-write this piece of work.

Amount of work not satisfactory in the time provided.

X orAny other mistake.

Literacy Codes

SP Spellings which need correction will be identified with SP. You will be expected to re-write the whole word correctly three times.

P Punctuation error - please correct.

C Capital letter error - please correct.

// New paragraph needed.

Numeracy Codes

W Working out missing - all answers must be supported by clear working out.E An error in calculation - the method is correct but there is a mistake in the working.

Pr

A

APPENDIX 1

Life After Levels – Richard Bramley September 2014

In June 2013, the DfE announced, “As part of our reforms to the national curriculum, the current system of ‘levels’ used to report children’s attainment and progress will be removed. It will not be replaced.” This policy decision followed recommendations from the national curriculum Expert Panel (DfE: 2011) chaired by Tim Oates. The rationale was explained as “We believe this system is complicated and difficult to understand, especially for parents. It also encourages teachers to focus on a pupil’s current level, rather than consider more broadly what the pupil can actually do. Prescribing a single detailed approach to assessment does not fit with the curriculum freedoms we are giving schools”.

This gave schools the ‘green light’ to do what they should have done years before (and some did) which was to stop using levels for tasks for which they were never designed. When levels were first proposed by TGAT (the Task Group on Assessment and Testing) in 1988 (at the same time as the introduction of the National Curriculum) they were intended to be summative assessments at the end of each Key Stage. One of the members of the original Task Group and an extremely well-respected and influential educational expert, Professor Dylan Wiliam, has always made it clear that national curriculum levels are only accurate to within one full level (i.e. a child with a Level 4 could be operating at anywhere between Level 3 and Level 5). Despite this, nearly every school, under the driving force of a performative view of Ofsted inspections and the misguided work on Assessment for Learning (where formative assessment was diluted by being shackled to numeric values) adopted a system of sub-levels and used these to ‘report progress’.

Sub-levels were never a part of National Curriculum levels and the supposed fine-tuning of a child’s attainment was an exercise (which we all believed in – staff, students and parents) where a great deal of data was generated which created a self-sustaining myth of accuracy.

There is huge value in recording a child’s current attainment and attitude to learning in school. There is a need for students, staff and parents to know where a child is and how much he/she has learnt over a period of time. There is a need for the school, as an organisation, to be able to see how each student is doing across a range of subjects, and there is a need to see how one subject is performing against others. But the old system only appeared to do this, and this is true in the vast majority of schools in this country. This is why the DfE has removed levels.

Schools are now free to choose how they record progress. Schools always were, but few schools were brave enough to be different from the norm. Those which were are now celebrated by the Government as innovators and we are asked to look at their practices. At least at Lady Lumley’s we embraced the opportunities as soon as they were made explicit. Some schools clung to National Curriculum levels and are only now looking at more effective ways to record and report.

Here, we have approached assessment, recording and reporting in an holistic fashion. The progress checks are only one way of parents and carers receiving information. We have maintained, and will continue to do so, full written reports once a year. We have also emphasised the importance of marking and the impact of marking in the students’ books. This is on-going assessment and reporting on a week-by-week basis and should form a three-way dialogue between students, parents and teachers. The use of green and purple pens clearly shows the formative comments made by the teachers and the students’ responses to these comments. The students’ progress should be visible in their written work.

Within school, we monitor students’ work within and across subjects. We monitor lessons and expect every lesson to be good or outstanding, as teaching will only be judged as high quality if it engenders high quality learning, and high quality learning will produce positive outcomes for every student.

As a school, we strongly believe the key indicator for any student (and their parents or carers) is how much progress they are making. Teachers are asked to make a professional judgment on each student they teach – is he/she making as much progress as they should be? This is reported home in the termly progress checks. Subject leaders and senior leaders moderate this from lesson observations and work scrutiny, as well as other internal assessments.

We feel this gives a more credible and useful indicator than National Curriculum levels, but it is a change and staff, students and parents may take time to get used to this change. We want every student working outside his/her comfort zone (in Vygotsky’s zone of proximal development), challenged yet supported. If we get this right, most students will be making expected progress most of the time. And if that’s the case, their final examination results will be very impressive indeed. https://classteaching.wordpress.com/assessment-without-levels/

Follow the link below to hear Tim Oates Chair of the National Curriculum expert panel talking about the removal of National Curriculum Levels

www.youtube.com/watch?v=-q5vrBXFpm0

In summary:

1 Never meant to be a label – Levels were never meant to be a label, they were meant to support progress. Unfortunately, they have very much become a label.

2 Undue pace – There has become an unnecessary focus on getting through levels quickly, rather than embedding deep understanding of key concepts.

3 Levels mean different things – In some instances they are marks on a test, or APP work best matched a descriptor or ‘just in….’

Successful nations don’t use them – Nations with successful educational systems believe that children are capable of anything because of the effort they put in…not because they are level 4, 5 etc. This very much supports growth mindset theory.

So how does it work…..?

THE GROWTH & THRESHOLDS MODEL IN A NUTSHELL Subject specialist teachers come up with the ‘big ideas’ in their subject. From this, they consider ‘what do students need to master, in terms of knowledge and

skills, in order to be successful in KS4?’ Based on this, what does excellence look like in each subject? Then scaffold progress towards excellence through the thresholds, from a baseline

threshold, by giving students feedback about how to progress to the next threshold. Use the thresholds to plan for progression and focus assessment and feedback on the key

knowledge and skills.HOW IS IT DIFFERENT FROM LEVELS?▪ Students are not assigned a target level – they are all expected to aspire to excellence – Growth

Mindset.▪ Assessment is based on progress made – so celebrates effort of all students, with different

starting points.▪ Our teachers set the standard of excellence expected – this reinforces our high standards.▪ Students are not given feedback such as ‘you’re a 4a’ – but focused on formative feedback that

makes students think about how to develop their understanding.▪ Rubrics used for planning teaching and progression – not assigning numbers.

APPENDIX 2