Brighton Hill Community School

with specialist sports status

Brighton Hill Community School

with specialist sports status
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Home >> Information >> Policies >> 21. Assessment and Marking

Published on - 08-12-2016

21. Assessment and Marking

Assessment and formative feedback are at the heart of every scheme of work, and a highly effective tool in aiding student progress.

The purpose of the Assessment Policy is to provide a framework in which to provide written feedback to students, to allow students to respond directly to that written feedback, and to form a record of the dialogue of improvement which takes place between the class teacher and each student.

Format

All subjects will have a platform for assessing students’ work, and providing written feedback.  In most cases, this will take the form of an exercise book, but may also be a progress folder, workbook or similar.

This policy does not cover PE at Key Stage 4, where students are not following a course leading to a qualification.


Informal Assessment

Students’ exercise books/progress folders will be marked by the class teacher

  • at least once every three weeks for all subjects.

All work completed in exercise books will be marked.

In marking students’ exercise books/progress folders, class teachers will correct any errors or misunderstandings.

In marking students’ exercise books/progress folders, class teachers will correct any

  • misspelt key words for that subject;
  • misspelt words that students at that stage or age should know how to spell;
  • obvious grammar errors; and
  • punctuation errors.

Any comments made should be specific and formative; “well done for identifying two economic uses of beaches” should be used, rather than simply “well done”.

In marking students’ exercise books/progress folders, class teachers will encourage and uphold good standards of presentation.

Formal Assessment

Formal assessments will inform progress at each TA cycle, although class teachers should use a range of assessment data when making their judgements.

Class teachers will carry out a formal assessment in students’ exercise books/progress folders

  • at least twice each half-term in English and mathematics; and
  • at least once each half-term for all other subjects.

Formal assessments could include any of the following

  • sample examination question;
  • extended writing task;
  • speaking or listening test;
  • activity or project to demonstrate skills recently learnt.

In all cases, success criteria will be shared with students prior to the formal assessment, indicating what is required to reach each flight path or grade.

In carrying out a formal assessment, class teachers will complete a feedback sticker and attach it near the assessed piece of work in students’ exercise books/progress folders.


  
 In completing feedback stickers, the class teacher will adhere to the following convention.

 

S

Strength

a positive but constructive comment on a successful aspect of the piece of work

You have correctly shown that you can identify covalent bonds in hydrocarbon molecules

I

Improvement
and Target

something the student could do to immediately improve the piece of work; this will be the focus of the DIRT session

a challenging, but achievable target, which the student should work towards when completing similar pieces of work in future

Refer to at least one other source when making judgements about how life has changed for young people in Britain

Try to separate your ideas into clear paragraphs

 

Dedicated Improvement and Reflection Time

Class teachers will build dedicated improvement and reflection time (DIRT) into lessons, where students are guided to make corrections and improvements to their work, based on feedback they have been given.  In the case of informal assessments, this feedback may be verbal or written, but must be individual to each student.  These corrections and improvements should be made using green ink in order to distinguish them from the students’ original submission.

In the case of formal assessments, students should use green ink to make corrections and improvements to their work, and respond directly to the class teacher’s ‘improvement’ comment on the feedback sticker.

As part of each DIRT exercise, students will update their progress stickers inside the front cover of their exercise books/progress folders.

DIRT should be planned as part of each scheme of work, and should therefore take place during lessons, and not be set as a homework exercise (although a subsequent piece of work could be set as a homework exercise for students to consolidate the improvements they have made).


Grades

Where a grade is given…

Key Stage 3
Students in Years 7 and 8 will be awarded grades based on their flight paths.  Flight paths are allocated, based on
 teacher assessments (TA) in English and mathematics, from primary schools
 baseline data (usually CAT tests) completed in school

An assessed piece of work will therefore be given a step (within their flight path)

Flight Path

Year 7

Year 8

Purple

3 and 4

4 and 5

Orange

2 and 3

3 and 4

Turquoise

1 and 2

2 and 3

and an indication of whether the student is working below, within or above that step.

A

Working above the steps to be covered on their flight path

E

Working within the steps to be covered on their flight path

B

Working below the steps to be covered on their flight path

Each Head of Faculty and Subject Leader will maintain a subject-specific description of each step, and maintain an up-to-date spreadsheet recording the progress of each student, within these flight paths.

Key Stage 4
Students in Years 9, 10 and 11 will be awarded grades based on GCSE grades, either using a simple percentage system, or a UMS grade system provided by the examination awarding body.  Subjects leading to a BTEC qualification will be awarded grades based on BTEC awarding grades.

Current GCSE

 

New GCSE

 

BTECs

A*

 

9

 

D*

Distinction

A1
A2
A3

 

8A
8B
8C

 

D1
D2
D3

 

B1
B2
B3

 

7A
7B
7C

 

M1
M2
M3

Merit

C1
C2
C3

 

6A
6B
6C

 

P1
P2
P3

Pass

D1
D2
D3

 

5A
5B
5C

 

L1P

Level 1 Pass

E1
E2
E3

 

4A
4B
4C

 

U

 

F1
F2
F3

 

3A
3B
3C

 

 

 

G1
G2
G3

 

2A
2B
2C

 

 

 

U

 

1A
1B
1C

 

U

 

 

 

0

 

 

 


Abbreviations

In marking students’ work, class teachers may make use of the following abbreviations.  This list of abbreviations will be glued inside each student’s exercise book/progress folder for students’ reference.

Stickers and Stamps

Appropriate stickers and stamps may be used to complement any of the above aspects of the Assessment Policy. 


BTEC Courses

Separate regulations govern marking and assessment for BTEC courses, and are published and updated from time to time by Edexcel.  Students’ work for BTEC courses will be marked and assessed in accordance with the current specification for that course.


Monitoring

The use and correct implementation of the Assessment Policy will be monitored through

  • lesson observations;
  • learning walks;
  • exercise books/progress folders scrutiny

It will not be possible to achieve a ‘good’ (2) or ‘outstanding’ (1) grade in a lesson observation unless the marking of exercise books/progress folders scrutiny is judged to be at least ‘good’ (2).

Appendix 1 provides an outline of the criteria used to assess marking and assessment against this policy.


Last ratified: September 2015
Next review date: September 2017


Appendix 1

 

Marking Judgement Descriptors
 
Outstanding

  • Evidence that exercise books are regularly marked and up-to-date
  • All SIT stickers completed in line with Marking & Assessment Policy
  • Most written feedback aids progress
  • Consistent evidence of regular DIRT linked to written feedback
  • Peer assessment reviewed by teacher
  • Most misconceptions and errors have been identified and addressed
  • Most examples of poor spelling, punctuation and grammar addressed, where appropriate
  • Poor presentation has been addressed, where appropriate

Good

  • Evidence that exercise books are regularly marked and up-to-date
  • Most SIT stickers completed in line with Marking & Assessment Policy
  • Written feedback is specific and informative
  • Periodic evidence of DIRT linked to written feedback
  • Evidence of peer assessment
  • Some misconceptions and errors have been identified and addressed
  • Some examples of poor spelling, punctuation and grammar addressed, where appropriate
  • Poor presentation has been addressed, where appropriate

Requires Improvement

  • Exercise books not periodically marked and/or not up-to-date
  • Insufficient number of SIT stickers present
  • Written feedback is non-specific or general, and does not aid student progress
  • Little or no evidence of DIRT linked to written feedback – limiting judgement factor
  • Few misconceptions and errors have been identified and addressed
  • Few examples of poor spelling, punctuation and grammar addressed, where appropriate
  • Poor presentation has not always been addressed, where appropriate

Inadequate

  • Little or no evidence or regular marking
  • Few or no SIT stickers present
  • Written feedback does not aid student progress
  • No evidence of DIRT or student response to written feedback
  • Misconceptions and errors have not been identified and addressed
  • Poor spelling, punctuation and grammar not addressed, where appropriate
  • Poor presentation has not been addressed, where appropriate

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