Assessment & Reporting
Key Stage 3 Assessment and Reporting
Below you will find the audio PowerPoint from the meeting of 4th November 2021, led by Sara Jacobs & Allen Bailey
This outlines the new College approach to assessment and reporting for students in Year 7, Year 8 and Year 9.
Please do not hesitate to get in touch if you have any queries about the new process. As discussed at the meeting, your comments and feedback are very welcome as we embed this new approach to reporting and assessment for our Key Stage 3 students.
Questions about Curriculum and Assessment should be directed to Sara Jacobs, Principal: jacobss@clystvale.org
Questions about reporting should be directed to Allen Bailey, Assistant Principal: baileya@clystvale.org
The tabs below provide more details about assessment at Clyst Vale. Click on a heading to find out more.
All students at Clyst Vale receive three TPRs (termly progress reports) per academic year.
KS3
Each Termly Progress Report (TPR) will contain an attainment grade* as well as key indicators denoting progress in each of the following areas: Attitude to Learning (in College); Homework and Behaviour. A student will be awarded a key indicator which best reflects their performance in each area. Where a concern is flagged a student will be given a code for action which provides clear feedback on what they need to do to improve.
Attainment grades reflect the level of knowledge and skills a student is demonstrating. For example, in Year 8, students are graded from 8.1 up to 8.9, where 8.9 indicates a total mastery of the year’s work. A grade 8.1 would suggest that a student needs a lot of support to access the curriculum. Details of these descriptors can be found in the next tab.
In KS3 the final TPR also includes narrative comments from tutors.
*Y7 Settling in TPR will only include Key Indicators.
KS4 / KS5
KS4 TPRs follow a similiar format to KS3 reports but will now also include;
A target grade which refelects an ambitious but achieveable outcome, these are derived from target setting data from the FFT.
A currently working at grade which captures the current level a student is working at.
A likely outcome grade which reflects the grade we currently believe is most likely the student will receive at the end of their GCSE / A Level course
In KS4/KS5 one TPR each year will include full written narrative comments from each subject teacher.
Below you'll find more detailed information concerning how to interpret the 7.x 8.x and 9.x system we use to grade students in KS3
Click here to view the Year 7 Subject Grade Descriptors
Click here to view the Year 8 Subject Grade Descriptors
Click here to view the Year 9 Subject Grade Descriptors
As well as providing information about attainment, attendance, achievement and behaviour our TPRs also provide information on what we call the key indicators. These cover;
- Attitude to learning
- Behaviour
- Homework
These key indicators are scored using the following scale
+ | = | - | ! |
Exceeding expectations | Meeting expectations | Not yet met expectations | Serious concerns |
Teachers make a ‘best fit’ judgment based on the criteria below when deciding on a reporting grade for each of the key indicators. Teachers must apply their professional judgement and take into account reasonable adjustment for SEND learners. Where a teacher has flagged a concern by reporting a minus or an exclamation mark a Code for Action will be recorded. This will provide suggestions, strategies, or actions to guide students towards improvement. Deatils of tthese criteria and their associated codes for action are listed below.
Attitude to Learning in College Records a student’s engagement with learning and their contributions in class. | |
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A | Ensure you remain on task at all times |
B | Ensure your work consistently shows a good commitment to learning |
C | Focus on starting tasks quickly, don’t waste time |
D | Respond to feedback so your work shows a clear improvement |
E | Contribute more to class discussions or questions |
F | Work effectively with others in paired or group tasks |
G | Be better organised, bring the correct equipment to lessons |
H | Seek guidance or help from your teacher if you’re uncertain how to proceed |
I | Demonstrate resilience by sticking with challenging questions |
J | Show pride in the presentation of your work |
k | Take greater responsibility for independent learning (Post 16 ) |
Homework Records a student’s attitude to and completion of homework | |
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A | Ensure all deadlines for homework are met |
B | Ensure Homeworkis completed to a good standard |
C | Revise effectively |
D | Ensure all aspects of Homeworkare completed |
E | Persevere with the more challenging questions in Home Learning |
F | Seek help prior to deadlines if you are struggling to understand the work set |
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H | |
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J | |
K |
Behaviour Records the respect shown for peers and the teacher, courtesy, politeness and cooperation with staff in accordance with the ethos of a Rights Respecting School | |
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A | Cooperate with staff and follow their instructions |
B | Treat fellow students and staff with respect |
C | Listen properly when the teacher is addressing the class, don’t talk over them or interrupt |
D | Don’t distract others |
E | Look for ways to deescalate difficulty and don’t engineer conflicts |
F | Settle quickly to tasks that are set |
G | Enter the classroom appropriately and be ready to learn |