ASSESSMENT POLICY

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ASSESSMENT POLICY

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Rationale

It helps students learn and monitor learning through progress measured and motivates them to work to the best of their ability It supports teachers to facilitate teaching and learning, to identify what children already know and take the next steps to guide them forward Informs all stakeholders and ensures that a consistent, rigorous and meaningful assessment and reporting process is adhered to across the school

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Introduction

To achieve the objectives, assessment is conducted which can be identified as three types of assessments

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Introduction

Check the link for Cambridge community PD support on assessments → https://cambridge-community.org.uk/professional-development/gswafl/index.html

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Objectives

to use suitable forms of assessment based on expectations which are clear, realistic and understood by the children to enable the children to demonstrate what they know, understand and what they can do to improve their work to ensure that all children experience challenge and measure success to help children recognize the standard they should aim for, and to understand what they need to do next to improve to use a range of assessment strategies to assess such as oral, interaction, questioning, observing, discussion, peer and self-assessment; to give equal opportunities to children with different learning styles to allow teachers to plan work that accurately reflects the needs of each child

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Objectives

to provide constructive feedback to children, discuss weaknesses in children’s learning and offer intervention strategies to provide regular information for parents that enables them to support their child’s learning to provide the SLT, Middle Leaders and teachers with information that allows them to make judgements about the effectiveness of teaching in the school

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Objectives

Formative Assessments are continuous, happens during learning, improves learning and provides evidence of how a student progresses These are recorded on the Learning Ladder platform against the Learning objectives and students’ progress in learning is monitored over a period of time from Autumn 1 to Summer The gaps in learning by the students are identified and intervention strategies are provided to the students The gaps in the curriculum are reviewed and concepts are revisited to bridge the gap in teaching learning Learning Objectives – clearly communicate at start of lesson/task Learning Outcomes identify what the learner will know and be able to do at the end of the lesson

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Objectives

Formative Assessments are continuous, happens during learning, improves learning and provides evidence of how a student progresses Success criteria: a set of criteria required to achieve the learning outcome Effective Questioning More thinking time for students: e.g. think /pair/share No hands questioning/ Pair rehearsals Basketball questioning/ Focus questioning/ Fat questions 5Ws / Staging/ High Challenge questioning Asking questions better and asking better questions Formative Assessment Self-assessment/peer assessment /teacher assessment regularly conducted, against set success criteria tracked through teacher assessment recorded on the Learning ladders and evidenced in evaluation using notebook rubrics every 6 weeks

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Objectives

Formative Assessments are continuous, happens during learning, improves learning and provides evidence of how a student progresses Feedback is given to students about specific qualities of his or her work with advice on what he or she can do, to improve, and to avoid comparison with other children The purpose is to give students regular oral and written feedback on their learning to enable them to understand how to proceed to the next level Students’ involvement in the review process raises the standard, and it empowers students to take charge of their learning General guidelines to marking are used by teachers and students for peer and self - assessment

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Remote/Blended Learning Period

During the Remote Learning period, we continue to monitor and evaluate students’ learning and development of their knowledge, skills, and understanding

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Remote/Blended Learning Period

Summative Assessment involves judging students’ performance against National Curriculum standard

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Remote/Blended Learning Period

end of topic/unit tests internal school examinations external examinations

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6a. Remote/Blended Learning Period

Weekly quizzes using Teams and Quizziz Class tests using Microsoft Forms, online quizzes or assignments End of unit tests using Microsoft Forms or online quizzes

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END OF TERM /YEAR EXAMS DURING REMOTE LEARNING

Microsoft Teams either through Microsoft Forms or the Assignments Any other proctored platform

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END OF TERM /YEAR EXAMS DURING REMOTE LEARNING

International Benchmark Assessments are a set of standardized assessments based on cognitive skills and subject specific areas The CAT4 helps us identify the cognitive skills of the child which supports the teachers in setting targets for individual students, the grouping of students in classroom learning and plan intervention strategies for groups of students Progress tests identify the performance level of the student against international standards in English, Maths and Science and abilities in the various domains of the subject Progress tests also support departments to review their curriculum standard in line with international standards and guides in analyzing for different year groups

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END OF TERM /YEAR EXAMS DURING REMOTE LEARNING

International Benchmark Assessments are a set of standardized assessments based on cognitive skills and subject specific areas These tests give standardized individual reports on student’s ability, attainment, progress and attitudes

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Planning for assessment

The school endorses a wide spectrum of assessment methods, ranging from the informal to the formal, e.g.: Asnmentioned above in formative and summative assessments

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10.  Absence

Please note if your child is representing the school in any sports, debate, events etc. you will need to give consent for being absent for the assessment and grades will be awarded as per the school policy

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Target-setting

Challenge all children to do better taking into account each child’s starting point for learning 1 Set high expectations for all and encourage children to discuss and review their progress with teachers regularly 2 Involve parents in their children’s learning 3 lead to more focused teaching and learning and inform the planning process 4 help us to make judgments about how well our school is doing when compared to similar schools 5

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Secondary

In year 9, the foundation and basic elements of IGCSE subjects offered are introduced In year 10, the level is extended to all subjects given in the IGCSE curriculum to prepare them for the board examination in Grade Middle Leaders from FS1 – Year 13, present the finding of the baseline assessments and predicted end of year level at Target Group meetings This is an important part of the handover process in preparation for each cohort moving up to the next academic year and is attended by the Middle Leaders of the current and subsequent year as well as members of SLT

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Recording and Reporting

Parents are provided with the opportunity to meet their child’s teacher formally four times a year to discuss the child’s targets and progress made against the learning objectives as tracked on the learning ladders and next steps of learning are discussed and fixed with the parents and students In addition, Pastoral support group meetings with SLT / MLT, 1:1 meeting with parents is conducted to personalize support in partnership with parents at home to improve attainment Learning Ladders reports track the progress of students from the start of the year to the end of the year against the learning objectives specified by the curriculum

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Recording and Reporting

The Ladders at home reports shared with parents 48hours before the Parent Consultation Day to review and support parents in discussions with teachers

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Consistency

White stones balanced in a stack

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Roles and Responsibility

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Roles and Responsibility of SLT

Ensure a coherent strategy for the effective management of performance data Set SMART targets for cohorts and groups of children derived from school self-evaluation and international benchmarking Provide all leaders with training on the interpretation and use of data to inform target setting and expectations to inform the planning of teaching and learning Ensure all performance management targets will impact positively on student progress Identify and celebrate the effort and success of children and staff Regular meeting with teachers and leaders to support learning in the classroom by analysis of current data, celebrating strengths and identifying individual needs and focus on fragile learner groups

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Roles and Responsibility of MLT

Analyze performance data in their curriculum area Monitor progress of children and staff towards the targets at regular intervals Evaluate outcomes with reference to local and national comparative data, focusing on trends over a period, the relative performance of different groups of children, the more and less able, gender, G & T, Emiratis, SEND and performance within and progress between key stages and performance compared to different subject areas Use the data to accurately check resources and identify staff training needs Observe each year group and use this as part of their analysis to support target setting for their subject area

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Roles and Responsibility of  Teachers

Use data and apply the analysis in tracking support to ensure children are attaining expected levels and making good value-added progress 1 Update trackers at regular intervals and complete the required tasks as set out on reporting and assessment calendar 2 Challenge every child and have high expectations of their progress throughout the academic year 3 Be aware of different groups of children and their relative attainment and progress against targets set 4 Encourage children to assess their progress to their set targets and help them understand how and what to improve 5 Ensure planning for teaching and learning is based on the understanding of where children are in their learning and how to get to the next level 6

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Roles and Responsibility of  Teachers

Include opportunities for peer and self-assessment during weekly planning Assure children of their ‘next targets’ in Reading, Writing, Mathematics, Science, Arabic and Islamic and in other areas of the curriculum Reward children who achieve their targets Involve TA’s wherever possible to maximize progress Report concerns about the progress of individual children or groups of children to HOA, HOP,HOS, HODs, HOYs and subsequently SLT line manager to ensure these children receive early intervention in addition to teaching in the classroom To regularly report the progress of children against their targets to parents as per assessment and reporting calendar

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Roles and Responsibility of  Teachers

Work with Leaders to complete a thorough analysis of children and identify the next steps during the performance management meetings To complete a Performance Management Review at the end of each academic year

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Roles and Responsibility of students

Know their ‘next targets’ in Reading, Writing, Mathematics and Science, Arabic and Islamic and apply them to their learning on a weekly basis 1 Use self-assessment to measure their progress against success criteria and personal targets 2 Support their peers with respectful and helpful feedback on their learning using success criteria 3 Seek advice and help when they need it 4 Share their learning and progress with their parents 5

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Monitoring and review

This policy will be reviewed annually or earlier if needed