Assessment for Learning Policy

 

Types of Leaning Activities

Learner-centered activity involves paying careful attention to the knowledge, skills, attitudes, and beliefs that the learners bring to the educational setting. Have a common goal for students to get the best possible education, focus on improvement rather than accountability.

 

Knowledge-centered activity helps students become knowledgeable by learning in ways that lead to understanding.

 

Assessment-centered activity provides opportunities for feedback and revision and what is assessed is congruent with the students’ learning goals.

 

Reliability-centered activity paying attention to validity and consistency so that no matter who does the assessment the outcome of the assessment would be the same.

 

The Purpose of Assessment

To provide timely feedback to students enabling them to be better learners, by helping them grasp their achievements and gain confidence in their ability to learn.


To develop new and varied educational experiences.

 

For staff to check if the teaching methods in place have impacted on the learning of students and their individual needs and to continuously improve what we do as educational experts to adapt and teach accordingly.

 

To inform parents of their child’s achievement and how best to optimise that child’s abilities.

 

The Principles of Assessment

 

Assessment should:

Improve and encourage student learning by giving feedback on the learning process.

 

Inform planning and teaching.

 

It is a continuous on-going process.

 

Based on specific learning outcomes/objectives which the students clearly understand.

 

Help shape targets for improvement and progress.

 

Be criteria referenced.

 

Engage learners in the reflection of their learning.

 

Be modified to assess different learning needs and styles where necessary.

 

Should be honest, reliable, fair and accurate.

 

Methods of assessments

 

At KGIS students have a wide range of abilities and learning styles and our approaches to assessment reflects this.

Techniques that we use include:

 

The student reviews his/her own work already marked and analyses it further for improvement purposes.

The student checks the work of another student for the benefit of both involved.

Group and whole-class assessment.

Marking and review of written work: This could be in the form of checking homework, marking the books and work of the students in the class.

Use of assessment criteria and examination materials.

Observational assessment, where a member of staff who knows a pupil well observes his or her response to learning activities and unstructured situations.

Oral feedback which could be part of questioning by the teacher, which enables the teacher to make a judgment about pupils’ degree of understanding.

Criterion-referenced assessment, which measures a pupil’s attainment against a list of skills or pieces of knowledge.

Formal assessment, where the pupil is asked to complete tests or set tasks, set by the teacher which indicate his or her knowledge or approach to learning.

Reviewing other evidence, such as photos, collected over a period of time.

Use of mind maps, before and after topics.

Use of journal entries where students explain in their own words a concept that has been taught or could be as simple as keeping information on a daily basis of work understood/not understood.

Functional assessment of behaviour including records of frequency and intensity of behaviour.

 

The Types of Assessment:

Internal Assessment:

  1. Internal standardization
  2. Within departments standardized formal class tests are used across classes in the same year group taught by different teachers.

  3. Heads of departments to check formal tests and ensure they are set to correct standard and ensure all students in the year group are doing the same standardized test.

Differentiated where needed:

Students with special educational needs will have their internal assessments modified provided the appropriate assessment has been completed and the necessary documentation is submitted to support such a modification. Methods for adjusting assessments could be:

  1. Having a different standardised test for similar ability tests.

  2. Giving extra time to students on the regular test if necessary.

  3. Enlarge the print for some students if this is what is required.

  4. Different choice of topics in subject where this is possible.

  5. Writing completed by a scribe.

  6. Providing additional equipment that may aid in the assessment process.

     

 

Who should be considered for special needs

Any student who has a specific educational need should be considered for special provision including students:

 

  1. with disability such as those of a sensory, motor or neurological nature

  2. with short-term impairments such as glandular fever or fractured limbs

  3. who are gifted or talented

  4. with life circumstances that impact on equitable assessment.

     

Exams and formal class test procedures

 

  1. Formal class tests must be undertaken on a regular basis and form part of the continuous assessment. Exams are written on the days designated by on the exams officer. This is made available to students and parents via the school’s web page at least a month before the exam period earlier in the case of the international exams.

  2. The learners must be given notice or at least one week before a formal class (standardised) test. The content for both the formal class test and exams must be clearly set out for the students. The students must be given a printout of the content to be tested prior to the test/exam date, this should be stuck into their copy books or contact books along with the date.

  3. The test must be typed by the teacher and be given in for printing

  4. The Exams must be submitted to the exams officer by the date stipulated by the exams officer (but a minimum of one week prior to the start of the exam session) and kept in the safe/secure lock up cupboard once printed. Staff must ensure that there are enough copies for the whole class and one extra.

  5. Any learner who requires an enlarged copy, or any other aid due to special education needs, must be identified before the test day and be catered for appropriately.

  6. The formal class test must be marked within one week. Exams must be marked within 48 hours.

  7. The marks must be recorded in the teachers’ record books.

  8. The formal class test may be sent home to be signed by the parents. This is to ensure that parents remain informed and assist with the learning process of their child.

  9. The teachers must go through the test with the learners and provide the correct answers (this can be done in a number of different ways and is at the teachers’ discretion). This is to ensure that the learner can correct any misconceptions he/she has and improve on their results in the next assessment.

  10. All formal class tests must then be stored in a portfolio file retained either by the student or teacher.

 

 

Procedures when writing a formal class test, or examination

  1. An accurate absentee register should be taken and recorded in the teachers’ record book and in the online registers.
  2. All students have to be seated in their desks (preferably in alphabetical order) and should as far as possible sit approximately 1.5m from each other.

  3. Only the stationary needed for the test/exam must be on the desk. Pencil bags and calculator covers have to be placed in the learners’ school bags. The bags have to be closed and placed under the desk.

  4. Students are to check that that there are no notes, mobile phones or other materials that could aid them, on their person. Mobile phones have to be off and placed in the school bag or collected by the teacher before the start of tests so there is no temptation to use them during tests/exams. If found in possession ofa mobile phone and/or notes the guilty student is disqualified from the test and awarded 0 for the test. The incident is reported to the pastoral team and/or head of section and consequences will be based on what is stated in discipline policy.

  5. The test has to be handed out face down.

  6. Once each student has a test, they can be asked to turn it over and the test can begin. Staff at the start of exams should check that students have all the pages of their exam before starting.

  7. Students may not collaborate during an exam/formal test.

  8. Ensure that the students adhere to the time indicated for the test/exam. Do not give any extra time for the tests/exams, unless a learner has a card indicating that they have been approved for extra time. (The exams officer would have the information of those students who have allowances due to special education needs).

  9. The teacher must be vigilant throughout a test/exam and this means standing throughout the test/exam session. During a test/exam staff should not be sitting behind a desk, or working on a computer, or texting on a mobile phone, or talking to another member of staff or doing anything that could impact on the concentration of the students sitting the exam.

  10. All students must remain seated and silent until all the tests have been collected.

  11. The teacher must count the tests/exams to ensure that all the students tests/exams have been handed in.

     

9-Dealing with irregularities

If a student is suspected of cheating:

  1. Remove the answer sheet and write the time on the page

  2. Issue another answer sheet/folio paper. The student continues to write the test on the new answer sheet/folio

  3. At the end of the test, take the learner and the sheet to the pastoral person in charge of that grade.

  4. The irregularities will be dealt with in accordance with the discipline for learning policy

If a student is caught with a mobile phone:

  • Take the mobile phone away from the student and write the time on the page

  • Issue another answer sheet/folio paper. The student continues to write the test on the new answer sheet/folio

  • At the end of the test, take the learner and the sheet to the pastoral person in charge of that grade, along with the mobile phone

  • The student will be disqualified from the paper and will be awarded 0 for the paper. The reason for allowing them to complete the paper is so they can still learn from their errors.

     

10-Cheating, collusion and plagiarism in assignments

All work in each individual assessment task must be the work of the student. Students are not

permitted to submit for marking, as original, any work which contains:

  • identical or similar material to the work of another person (e.g. another student, a parent, a tutor)

  • identical, or similar material to a published work unless the source is acknowledged in referencing or footnotes.

  • Students must not cheat (i.e. engage in a dishonest act to gain an unfair advantage).

  • If a student is believed to have engaged in cheating, collusion or plagiarism, the teacher will refer the matter to the relevant pastoral person and/or head of section. As part of this process, the student will be provided with the right of reply. If it is demonstrated beyond reasonable doubt that a student has cheated, colluded or plagiarised, one of the following penalties will apply:

    • a mark of zero for the whole assessment task, or

    • a mark of zero for the part of the assessment task where the teacher can identify that it has been copied or plagiarised.

The parent/guardian will be informed of the penalty and any further disciplinary action.

 

External assessment

  1. Bilingual GED

  • Each subject has certain criteria laid out in the various subject documents issued by the MOE.

  • Staff are to become familiar with the requirements set out in the MOE documentation and in grade 12, in particular make sure that the criteria is adhered to very strictly.

  • Portfolio assessment pieces must be planned carefully to meet the breakdown given by the MOE.

  • Staff must aim to complete Portfolios in a timely manner for moderation by the MOE on the dates designated by the MOE. Head of secondary to try and guide the date for completing portfolios to avoid not having them completed by the MOE due date.

  • The MOE documents explain what percentage of the work must be alternate assessment and what forms of alternate assessment must be included in the portfolio’s. Staff teaching these subjects must become familiar with the requirements and ensure these are included in the portfolio.

  • It is important to note this does not mean that the portfolio pieces are the only work that needs to be done for assessment purposes.

  • The portfolios are important as the work counts 30% of the overall mark achieved by the student.

  • Semester exams for the grade 11 students are set and marked internally based on the criteria set out in the ministry documents.

  • Semester exams for the grade 12 students are set and marked by the MOE.

     

    1. All continuous assessment is set internally and should follow the information set out in the assessment for learning policy (above).
    2. Exams are externally set and marked by Edexcel.

    3. In the case where work is completed and marked internally then submitted for moderation, the exams officer will inform staff of the due date for submission of the work to ensure it arrives at its destination in time to meet the deadline from Edexcel.

    4. Deadlines for the submission of work for moderation must be strictly adhered to.

       

      1. AS and A level

    5. All continuous assessment is set internally and should follow the information set out in the assessment for learning policy (above).

    6. Exams are externally set and marked by Edexcel.

    7. In the case where work is completed and marked internally then submitted for moderation, the exams officer will inform staff of the due date for submission of the work to ensure it arrives at its destination in time to meet the deadline from Edexcel.

    8. Deadlines for the submission of work for moderation must be strictly adhered to.

       

    9. Student responsibilities

All students should:

  1. participate actively in assessment opportunities in lessons;

  2. take responsibility for understanding and acting on both written and oral feedback given by their teachers or peers;

  3. ensure that their entitlement to advice and guidance on how to improve their academic achievements are fulfilled;

  4. support other students constructively when asked to be involved in peer assessment.

 

  1. Teacher responsibilities

      All Teachers should:

  1. adopt a range of methods to ensure that they can assess the progress of all students accurately;

  2. encourage students to actively engage in assessment for learning;

  3. ensure that assessment builds students’ motivation, confidence and self-esteem;

  4. ensure that lessons begin with clear expectations and students are aware of how progress will be measured;

  5. ensure that all students know and understand the learning objectives of the lesson;

  6. identify through assessment, and intervene with as necessary, those students at risk of underachievement;

  7. ensure that the results of assessment are used to inform planning for differentiation and challenge in lessons;

  8. reward good progress

  9. ensure that opportunities to use assessment to promote the development of literacy, numeracy and ICT skills in the students are embraced;

  10. ensure that adequate (minimum of 3 alternate forms of assessment and two class tests) and appropriate (age specific) assessment is made of student attainment prior to completing the reports so that the information recorded is accurate and reliable;

  11. encourage students to take responsibility for their own learning through self/peer assessment, setting appropriate targets (with guidance) and asking for help and advice when necessary;

  12. adopt creative approaches to assessment for learning in order to maximise student engagement in the assessment process;

  13. share concerns or praise arising from assessment information with the relevant pastoral person when appropriate.

  14. ensure books are monitored and returned to students at least every three weeks.

 

  1. Role of heads of departments

With the support of the Senior Leadership Team, Heads of departments will:

  1. ensure that their team understand the assessment requirements for their subject as well as the different ways in which teachers can assess students’ progress;

  2. periodically monitor the assessment of students’ workin their subject through work scrutiny, lesson observation or otherwise;

  3. ensure assessment informs knowledge of student progress and raises any concerns with the Senior Leadership Team of Learning as appropriate;

  4. ensure that all schemes of work allow for assessment for learning to become an integral part of teaching and learning;

  5. ensure that the curriculum plan allows for formal assessment of progress to be timed appropriately so that Data Collections accurately and reliably reflect current attainment;

  6. ensure all teachers are involved in the moderation of work of other students so that consistent practice in assessment is maximised;

  7. use assessment information, in liaison with SLT where appropriate, to plan for or arrange intervention strategies.

 

  1. Parents responsibilities

All parents/guardians should:

  1. discuss with their child the assessment report sent to them each half term which includes a summary of current and predicted grades for each subject;
  2. liaise with the subject teacher or form tutor about any concerns regarding their child’s progress as identified through assessment.

 

  1. Grading scale

    Secondary

  2. Behavior grading scale

grade

Description of behaviour

Short version

1

  • Always exhibits a positive and respectful attitude towards classroom rules and expectations; internally motivated to do so
  • Is always on time for class and ready to begin when the teacher is; whenever late, always has a late slip to justify such lateness

Excellent

2

  • Almost always exhibits a positive and respectful attitude towards classroom rules and expectations; generally internally motivated.
  • Is almost always on time for class and ready to begin when the teacher is; whenever late, always has a late slip to justify such lateness

Usually Good

3

  • Is generally and satisfactorily on task/ engaged with and focused on assigned work without undue teacher influence being necessary
  • Is usually on time for class and ready to begin when the teacher is; whenever late, has a late slip to justify such

Satisfactory

4

  • Though at times meets this criterion, is not often enough on task/engaged with and focused on assigned work without undue teacher influence being necessary
  • Is occasionally late for class and not ready to begin when the teacher is; whenever late does not always have a late slip to justify such.

Often needs improvement

5

  • Rarely on task/engaged with and focused on assigned work even with teacher influence.
  • Is regularly late for class and not ready when the teacher is; whenever late does not have a late slip to justify such.

Usually unacceptable

 

  1. Effort grade scale

grade

Description of effort

Short version

1

  • Always on task/engaged with and focused on assigned work without teacher influence being necessary; indeed, seeks out additional learning opportunities beyond those immediately given in a lesson
  • Always comes to class prepared in every way needed, and accomplishes this with no necessary outside monitoring needed

Excellent

2

  • Almost always on task/engaged with and focused on assigned work without teacher influence being necessary; occasionally may seek out additional learning opportunities beyond those immediately given in a lesson
  • Almost always comes to class prepared in every way needed; accomplishes this with little to no outside monitoring needed

Usually Good

3

  • Is generally and satisfactorily on task/ engaged with and focused on assigned work without undue teacher influence being necessary
  • Generally comes to class prepared in every way needed and accomplishes this with no undue degree of outside monitoring needed

Satisfactory

4

  • Though at times meets this criterion, is not often enough on task/engaged with and focused on assigned work without undue teacher influence being necessary
  • Does not often enough come to class prepared in every way needed, and requires outside monitoring to make this happen to a reasonable degree.

Often needs improvement

5

  • Rarely on task/engaged with and focused on assigned work even with teacher influence.
  • Rarely arrives to class prepared in every way needed, even with outside monitoring

Usually unacceptable

 

  1. Grade 6 - 12

 

AS/A levels

IGCSE

KS3

(Grade 6 -8)

Ministry

Grade 11 & 12

A*

90 - 100

Sliding scale with different grade boundaries in each subject

90 - 100

X

A

80 - 89

80 - 89

90 - 100

B

70 - 79

70 - 79

80 - 89

C

60 - 69

60 - 69

65 – 79

D

50 - 59

50 - 59

50 - 64

E

40 - 49

40 - 49

Less than 50

F

X

30 - 39

X

G

X

20 - 29

X

U

Below 40

ungraded

Below 20

X

 

Primary

  1. Grade 1-5

    ???

            Kindergarten (KG)

    In the KG Department children are assessed according to the six learning areas as set out in the Early Years Foundation Stage (EYFS) document. The six learning areas are:

  2. Personal, Social and Emotional Development

  3. Communication, Language and Literacy

  4. Knowledge and Understanding of the World

  5. Physical Development

  6. Problem Solving, Reasoning and Numeracy

  7. Creative Development

     

    Under each of these learning areas there are subdivisions which will determine objectives that need to be reached according to the age level of each child.

    Assessments in KG comprises of two types:

  8. On-going assessments

  9. Summative assessments

     

    ON-GOING ASSESSMENTS

     This means that at the beginning of each block of six weeks teachers will draw up medium term plans. In these documents there are clearly stated objectives that need to be reached within the six week period. Daily activities are planned according to these objectives and this will give the teacher an indication of what the children have learned or what they can already do as to help the children move on in their learning.

     

    SUMMATIVE ASSESSMENTS

    These assessments take place twice a year and will cover all the objectives that have been learned by the children in the first and second half of the year. This sums up all the information from on-going assessments that have been made about each child. The parents will receive two Progress reports based on the summative assessments in December and June. Individual parents meetings will be scheduled to discuss each child’s progress.

     

    SCALE USED FOR PROGRESS REPORTS

    The progress reports will be scaled according to three categories:

    EMERGING: the child has been introduced to a new concept or skill and is showing an emerging awareness

    WORKING TOWARDS: the child shows some understanding of the concept or control over a skill and is working towards applying his knowledge or skill appropriately and accurately.

    ACHIEVING: the child has mastered the skill and can use it appropriately.

     

  10. Submission of work

    1. Submission of group work

  11. To discourage “passengers”, peer assessment in group work will count heavily