Assessment at Archbishop Beck

Formal Assessment at Key Stage 3 and Key Stage 4

At Archbishop Beck Catholic College an assessment calendar is in place identifying assessment weeks throughout the year for all students.  The week before the assessment is a revision week in class, when students are given revision materials and advised how best to use this to prepare for their assessments. Subject leaders put together revision information which is distributed to students by Progress Managers and made available to parents/carers on the website.  Following the assessment period, class teachers mark and feedback to students.

At Key Stage 3 students have two formal assessment periods per year.  One of these assessments takes place in the hall.  Students are given an assessment to consolidate their learning of the knowledge, skills and understanding that they have been taught.  Students are given a percentage mark for their assessment and they identify whether they are developing, secure or exceeding in each skill.  Teachers then identify if a student is on track or below bearing in mind students prior attainment.

At Key Stage 4 students have two formal assessment periods per year.  These assessments take place in the hall in order to help prepare students for taking public examinations.  Students are given an assessment to consolidate their learning which will be based upon examination requirements and technique.  Students are given a mark and grade for their assessment and they identify whether they are secure or need further development in each skill.  Teachers then identify if a student is on track or below bearing in mind the students GCSE target grade which is based upon their Key Stage 2 scores.

All students have the opportunity to go through their assessment and self reflect on their work, setting themselves targets on how to improve.  Teachers will also identify any barriers to learning that a student has. These can include:

  • Attendance
  • Attitude
  • Confidence
  • Homework
  • Independent Study
  • Lateness to lessons
  • Organisation
  • Quality of classwork
  • Lack of detail in written answers
  • Exam Technique

Assessment results are reported to parents.  Teachers, Subject Leaders and Progress Managers use information from the assessment periods to put intervention in place as necessary to address any barriers to learning, and teachers address any misconceptions held by the students.

Formal Assessment at Key Stage 5

At Key Stage 5 students have three formal assessment periods per year.  Following the assessment period, class teachers mark and feedback to students.  All students have the opportunity to go through their assessment and self reflect on their work, setting themselves targets on how to improve.  Assessment results are reported to parents.  Teachers, Subject Leaders and Progress Managers use information from assessment to put intervention in place as necessary.  Following each assessment period students that are a cause for concern are invited in to discuss their progress, along with their parents and teachers, so that early intervention can be put in place if necessary.   Students are offered advice and guidance as part of the ‘next steps’ programme where targets for improvement are set and a future monitoring date agreed.

Assessment in Lessons and Books

At Archbishop Beck, assessment for learning takes place regularly in class in order to check progress and inform planning.  This may take different forms, depending on the subject and key stage.  For example, consolidation questions at the start of lessons, quizzes, written and verbal questioning, end of topic tests or essays.

As part of the College High 5 lesson students will be given response and feedback in line with the departments marking policy.  Our Marking and Feedback policy has been formulated so that the developmental needs of the learner are paramount.  Effective marking and feedback is an integral part of the continuous dialogue between teachers and students; teachers are able to inform students about their learning, address misconceptions and celebrate good work.

Marking and feedback are essential forms of assessment because they:

  • Demonstrate to the students that their work is valued.
  • Allow for assessment of student progress.
  • Enable both teacher and student to identify areas for development.
  • Provide an opportunity for individual dialogue between teacher and student.

When responding to teacher feedback, students will respond by making improvements to their work in green pen.  Students will also been given an effort grade and a numerical value where appropriate such as a percentage or number of marks.

At Key Stage 4, if an exam question or topic assessment is used students should be given a numerical value e.g. 56%, 8/9 marks etc.  In addition, GCSE grades may be given where appropriate.