We will also use w-, w and w+ for students who have not accessed grade 1.
Students working below 1 can be graded w-, w or w+. The attached spreadsheet presents the following comparisons between summer 2020 and 2019 results in England by JCQ subject group: Don’t include personal or financial information like your National Insurance number or credit card details.
The report shows the target grade and the grade achieved on the most recent assessment, as opposed to an average current working grade. It’s therefore always good to examine the assessment alongside your cohort’s curriculum, and highlight questions that assess the skills and knowledge that are closely aligned to the cohort’s curriculum experience. Gareth Davies, the Deputy Headteacher of Debden Park High School, explains how they have built an assessment system that meets the needs of students, parents, teachers and leaders with little or no impact on teacher time, is nationally standardised, and impacts directly on learning.
If only 14% of students correctly answered the problem solving questions on this paper but nationally only 13% achieved the same result, it means that while there is clearly a skills gap between what we want students to be able to do, there is very little gap between these students and students nationally. MS Excel Spreadsheet, 45.3KB. It will take only 2 minutes to fill in. For example, 2- will be at the lower end of 2 and 2+ will be the top end and getting close to the grade above.
Too often if you try to link that assessment or its outcome to something else to give it a different purpose it loses its validity (including questions that cover material that hasn’t been taught but another class has experienced as an example). Autumn term
This means the grade could quite possibly fluctuate more than an average working grade. As the DfE said at the time: Without having an overarching cross school curriculum (the national curriculum isn’t time based so different schools obviously vary their curriculum maps) how could we compare our students to that of national peers?
We found that parents have responded very well to these reports on the whole, and work well as a supplement to the feedback that we give students normally, as can been in the survey we carried out at the end of last year: On a scale of 1 (not useful at all) to 5 (Extremely Useful): Finally, and most importantly, GL Assessment data is being used to impact teaching directly.
Using data from the Progress Test Series, we can judge the percentage of Year 9 students that made at least expected progress in English within the year when compared to the national average, as well as the number that achieved the same standardised score. Here are some direct examples from teachers on how they are going to use the data this term: With the help of GL Assessment’s national standardised data, we have been able to develop Assessment Experts who are free to assess in the way that works best for students, while providing evidence of students’ success to parents, leaders, governors and school visitors. We know that reading comprehension is above average in Year 7 (compared to national) but most year groups need to further develop their grammar and punctuation skills. Each school was left to create its own. target = 2 ⇒ On track will be 2- or 1+, anything lower is below target, Spring term It will help compare between these different ways of measuring progress.
Changes to GCSE Grades and Assessment at Key Stage 3 A Guide for Parents .
Assessment is best when its designer (the teacher, when we’re talking about internal assessments) is free to create an assessment that is valid, reliable and efficient based solely on the curricula that has been taught (or is expected to have been experienced by the students). This is a very important distinction. The formative feedback in the classroom is key to students moving forward, and that’s what the best assessments focus on. Looking back now, there is little to argue with here. As the DfE said at the time: “The assessment framework should be built into the school curriculum, so that schools can check what pupils have learned and whether they are on track to meet expectations at the end of the key stage, and so that they can report regularly to parents.”. They are about USING assessment to: We wanted to ensure that we created a system that could satisfy all of these things, but above everything, did not get in the way of staff and student dialogue about what skills and knowledge they demonstrated and what areas they need to review. We’ll send you a link to a feedback form.
Again this leads to very powerful conversations with teachers.
In Year 8 we now know that our students demonstrate skills and knowledge above that of their national peers in certain mathematical skills again, but also they now have caught up in terms of probability (a key curriculum focus in Year 8).
Our assessment system for students in Year 7 to Year 9 reflect two significant recent national changes : 1.
We also need to ensure that we are preparing our students as best we possibly can for sitting GCSE exams as described above.
Students will be expected to make at least 2 sub-levels of progress per Key Stage 3 year and at least 3 sub-levels of progress per Key Stage 4 year. This enables students, parents and staff to measure progress with respect to GCSE grades from 1 to 9. In the graph below, we can see that students have demonstrated skills and knowledge broadly in line with national averages.
GL Assessment provides an individualised student report for every assessment within the Progress Test Series, based on attainment, and when a previous test has been taken, progress. With Ofsted’s clear message that in-year data is key, it’s useful to be able to demonstrate the progress and attainment of students in all year groups, and groups within year groups. We use this information to make the website work as well as possible and improve government services. In order to measure progress across a GCSE numerical grade, we have added in sub-levels ‘c’, ‘b’ and ‘a’. AS and A level ‘other sciences’ includes all science subjects except biology, chemistry and physics. Ref: Ofqual/20/6673
The next step was ensuring that our students were indeed making the same progress as their peers on a national scale. The chart below compares National Curriculum Levels, with GCSE grades and GCSE numbers. It shows us that this is broadly national in attainment – a vital step to ensuring that attainment can be measured on the new GCSE 9-1 before the exam is taken.
Individual subject groups are only listed where they were available in both 2019 and 2020. Increased content and difficulty 3. This is where GL Assessment came in. For example if we are asked to explain how many students in Years 7, 8 and 9 are making at least expected progress, we are able to do this very easily by using our internal assessments (mapped at the end of year to GCSE grades), which are validated in English, maths and science by the correlation to the Progress Test Series. Therefore, we have more regular assessment by tests which cover a larger body of content, rather than the content recently covered in class. This freedom (eventually) allowed accurate, valid, reliable and efficient assessments to be created by staff, and importantly, for different class groups with different curriculum experiences. In fact, the removal of levels gave us a great opportunity to develop ‘Assessment Experts’ who had the time and space to have those learning conversations with students. All content is available under the Open Government Licence v3.0, except where otherwise stated, National restrictions in England from 5 November, Secondary curriculum, key stage 3 and key stage 4 (GCSEs), Key stage 3 and 4 exam marking, qualifications and results, Results tables for GCSE, AS and A level results in England, 2020, GCSE and equivalent results: 2012 to 2013 (revised), Summer GCSE, AS and A level results 2020: information for students, Key stage 5 exam marking, qualifications and results, Coronavirus (COVID-19): guidance and support, Transparency and freedom of information releases. GL Assessment marks and standardises it all for you, leaving more time for the conversation. We can also see that we have a few more higher achieving students than national on average, which leads to good questions about the stretch and challenge found in KS3 and how these groups of students are supported going forward. Targets will be increased if students exceed their target grade in the spring or summer term assessments.
By Year 9, we can see that in English disadvantaged students have matched the national average for all students in terms of average overall score. The total figures include all subjects available in each year. Being able to examine the abilities of a cohort skill by skill compared to the national picture is incredibly useful, and can lead to powerful evidence based conversations at all school leadership levels. Therefore, we use GCSE number grades for assessment for all students from Year 7 onwards.
GCSE, AS and A level achievements in 2020 compared with 2019. We would expect that student to make one grade of progress per year and so we would have the following trajectory: Y7 – 3, Y8 – 4, Y9 – 5, Y10 – 6, Y11 – 7. We set students targets which are GCSE grades. On track means no more than 1 fine grade below target, e.g. In terms of attainment, I can tell you that on average they are better at certain mathematical skills than the national average, but are slightly less successful at others.
We then create the holistic view of the team and the student by a simple three times a year conversion of the percentages to a GCSE grade level.
Wren AcademyHilton AvenueNorth FinchleyLondon N12 9HB, T: 020 8492 6000 F: 020 8492 6010Wren Academy: email@example.comWren Primary Phase: firstname.lastname@example.org, Attendance at Governance Body Meeting 2020/21, Attendance at Governace Body Meetings 2019/20, Outstanding Ofsted Report and SIAMS Report, Request for Student Leave of Absence in Term Time, How to support your child in their learning, Sixth Form Virtual Open Event 9-13 November. It allowed us to give detailed guidance of how students were achieving compared to their peers within school, and some guidance to parents about how students were achieving compared to the new GCSE specifications.
Student targets can be increased if students achieve above their target grade in the Spring or Summer term assessments.
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