Assessment framework intent:

The intent of the AGFS assessment framework is to enact the school’s mission by:

  • Promoting ambition – collecting data to ascertain whether scholars are on track to gain access to a Russell Group university.
  • Developing growth – giving scholars the opportunity to experience ‘controlled failure’ and develop resilience and independence.
  • Encouraging fellowship – measuring scholars’ ability to think critically about the world and acknowledge different perspectives.
  • Cultivating scholarship – quantifying scholars’ level of mastery in each academic discipline.

This mission permeates all aspects of the school’s life.

 Additional aims of the AGFS assessment framework are to:

  1. Support teachers in regularly identifying gaps in scholars’ knowledge to enable effective planning.
  2. Measure the impact of our intended curriculum, identifying areas for development.
  3. Quantify scholars’ attainment at times when inferences will be valid and useful.
  4. Prepare scholars for end of phase external examinations.

Aims 1) and 2) are mostly met using formative assessment throughout each academic year, supporting improvements in teaching and learning as each cohort progresses through the curriculum.

Aims 3) and 4) are mostly met through summative assessment points across each academic year.

Approach to Assessment

In recent years, we have reduced the number of summative assessment points from three to two whilst improving the use of regular formative assessment.

Both forms of assessment are important parts of our curriculum and assessment strategy and are incorporated into our approach to improvement at a classroom, school, and network level. All aspects of our approach are rooted in research around effective assessment techniques.

Formative Assessment

There are many forms of formative assessments, all are in service of the curriculum and designed to support teachers and leaders in understanding which elements of our curriculum are strong and which need revisiting. The key purpose of all formative assessment is to evaluate and adapt our curriculum whether that is at a classroom level leading to changes in the next lesson being taught or feeding into changes in the curriculum programme as a whole. Some of these assessments are used continually, throughout every lesson whilst others are used less often such as at the end of a unit of work or over a longer period. The type and regularity of these will vary slightly from subject to subjects. The table below sets out all the formative assessments that we believe create a robust assessment strategy throughout the academic year with indications of their regularity.

Summative Assessment

The table below sets out the summative assesment points at AGFS.

Type

Formative

Summative

Year Group

Purpose

Timing

Format

Data collection

Who uses the data

NGRT

   

7-11

· Identify students who are reading below their chronological age

· Plan intervention groups

Termly

Only - GL

Whole-school

Trust

Teachers

Students

SLT

Baseline Assessment (Maths and English)

   

7

· Identify students who are not secondary ready

· Plan intervention groups

Termly

Maths - fundamental skills tests

English - NMM

Whole-school

Trust

Teachers

Students

SLT

Knowledge checks

   

7-11

· Establish whether students have the prior knowledge needed to access the upcoming unit.

· Support planning to address any gaps and misconceptions before building new knowledge

· Data is reviewed as a part of the character programme - supports with weekly target setting.

Beginning of each term

25 written short answer questions

Whole-school - percentages only

Trust (Maths only)

Departments

Tutors

Students

Parents

SLT

Network (Maths only)

National Comparison (English only)

In-lesson checking for understanding activities

   

7-11

· Check understanding of key concepts throughout the lesson.

· Check if ready to move on to a task or the next section of learning.

Throughout every lesson, timings decided at a teacher-level

Varied, decided at department/ teacher-level

N/A

Teachers

Students

Learning Checkpoints

   

7-11

· Section A: Checks the mastery of core knowledge.

· Section B: Checks what students have and have not understood from recent teaching.

· Supports planning of re-teach to address gaps and misconceptions immediately.

· Identify areas of the curriculum programme that need to be strengthened.

· Identify teachers with strong practise.

· Data is reviewed weekly as a part of the character programme - supports with weekly target setting.

Every 5-6 lessons

Written performance element

Whole-school - percentages only

Departments

Tutors

Parents

Students

SLT

End of Unit assessments

   

7-11

· Check what students have and have not understood from the Module.

· Supports planning of re-teach to address gaps and misconceptions immediately.

· Identify students who are cause for concern

Decided at departmental-level

Varied, decided at department-level

Departmental mark-books

Departments

Students

Full mock exams

   

11

· Identify students who need additional support to meet their potential

· Inform interventions

x2

Autumn 2

Spring 1

Written - past GCSE exam papers

Whole-school (CIE/Prediction)

Trust

Departments

Parents

Students

SLT

Prelims/ Finals

   

7-10

· Understand the attainment and progress of students

· Compare attainment between subjects

· Check that attainment and group gaps are closing

· Understand student’s ability to remember, apply and pull together content from across the curriculum

Start of Spring 1

End of Summer 2

Written exam papers

Whole-school (CIE/Prediction)

Trust - Finals only

Departments

Parents

Students

SLT

GL progress tests

   

7-10 (10% sample)

- To understand the performance of our school in the context of the national picture

Summer 2

Written EN/MA/SC only for selected students

Trust

SLT

Network

 

Research underpinning the AGFS approach to the assessment:

Research

Impact on the curriculum

  

Paul Bambrick-Santoyo (2010), “Driven by data”, Jossey-Bass

Assessments must be:

  • common and interim

  • the starting point and must be transparent

  • aligned

  • Cumulative

  • follow a 6 or 8 week cycle

 

Swift action must be taken to systematically close the teaching- and learning- gap.

Ruth Butler (1988), “Enhancing and undermining intrinsic motivation: The effects of task-involving and ego-involving evaluation on interest and performance”. British Journal of Educational Psychology

Use a mechanism (such as a seating plan) to intrinsically motivate student interest and performance.

Daisy Christodolu (2016), “Making good progress? The future of assessment for learning”, Oxford University Press

  1. curriculum as a model for progression.

Formative assessment as a tool to improve the quality of instruction in the classroom.

 

Dylan Wiliam (2018), “Embedded formative assessment”, Solution Tree Press

Formative assessment has the biggest impact on student outcomes.

Dylan Wiliam & Paul Black (1998) “Inside the Black Box: Raising Standards Through Classroom Assessment”, Gl assessment

Self- and peer-assessment by pupils as ways of enhancing assessment.