A common approach to assessment recording and reporting at KS3.
The demise of National Curriculum Levels has left KS3 schools without a system for defining and measuring progress. Secondary schools in the Ashby and Coalville partnership (ACE) have agreed the following system.
- To provide a common agreed standard of attainment for Years 7-11 in all national curriculum subjects.
- To identify and measure progress within and across school year groups.
- To set clear targets against which progress can be measured.
- To report to students and parents in as clear a way as possible.
The pathway model
Subject groups across the ACE partnership have agreed statements of attainment for 5 pathways, differentiated according to standards on entry. The pathways have been written to build in high expectations for students from KS2-4. (See appendix below).
These pathways are described as follows:
At the start of each year, each student will be set a baseline attainment colour/descriptor for each subject. This will be based on KS2 attainment moderated by achievement in the previous year and teacher’s judgement of current performance and potential.
Learning will be assessed during the year using the above colours/descriptors. Feedback and next steps will be given with reference to the statements of attainment for the relevant pathway. Support and intervention will be targeted for those students who are not meeting the attainment criteria or are not yet secure (green).
Assessments will be recorded on each school’s tracking system. At intervals, defined by each school, the progress of students will be assessed using this tracking system, and a summary judgement made:
|1||Below expectations||Assessments below baseline colour/descriptor|
|2||Good progress||Assessments in line with baseline colour/descriptor|
|3||Above expectations||Assessments above baseline colour/descriptor|
Students working below expectations will be priority for intervention and support. Data in relation to students working at each of the 5 flight paths and in relation to progress summaries will form the basis of school self-evaluation of outcomes.
Migration to this system from old National Curriculum Levels
This will take place during the 2015-16 academic year. Some schools may operate dual systems on a temporary basis. By July 2016, all 4 schools will have adopted the new model.