Academic Assessment

Assessment Policy

“Assessment can affect pupils’ motivation to learn. It plays a crucial role in improving learning and raising standards.”    Stiggins, 2008

       The policy aims to: 

  • Develop a deep understanding of what students know and understand what they can do with their knowledge.
  • Be fully aware of the social development and wellbeing of the students.
  • Help students to progress with the purpose of raising their achievement in school.
  • Have access to teachers to up-to-date information about the progress of individual students.
  • Track and report the results of students regularly.
  • Assist teachers to improve students’ learning and to ensure procedures are in place.                                                                                                                                                                    Objectives of assessment are:
  • To use suitable forms of assessment which are clear, relevant and understood by students.
  • To help our students recognize the standard to aim for and identify their next step to improve their work.
  • To give equal opportunities to students with different learning profiles by using a range of assessment strategies to assess them.
  • To enable students to develop skills that are needed to become effective learners.
  • To help teachers to plan work that accurately meets individual needs.
  • To provide constructive feedback to students, discuss weaknesses in students’ learning and offer remedial strategy.
  • To provide regular information for parents that enables them to support their child’s learning.
  • To provide the SLT & Middle Leaders with information that allows them to make judgements about the effectiveness of the school. 

Types of assessments:

In ADIS, we have three types of assessments:

  • Diagnostic Assessments is used to identify strengths and areas for improvement and to inform next steps. It should take place at the beginning of each term.
  • Formative Assessments: Plays an important role in a continual ongoing assessment. It should be informal and frequent. It helps to improve learning, assists in growing learning
    Teachers should integrate the following AfL (Assessment for Learning) strategies into their learning and teaching:
  • Learning Objectives – clearly communicate at start of lesson/task.
  • Learning Outcomes (success criteria): set of criteria, agreed with students, determining exactly what is required for a particular task or assignment.
  • Effective Questioning:
    -More thinking time for students: e.g. think / pair / share
    -Asking questions better and asking better questions
  • Formative Assessments:
    – Set against success criteria;
    -Self-assessment / peer assessment /teacher assessment

We give our students regular oral and written feedback on their learning so that they understand how to progress. Their involvement in the review process raises standard, and it empowers students to take action towards their next steps in learning.

  • Summative Assessments is used mainly to measure performance and clearly identifies a standard of student attainment. It is carried out at the end of a period of learning, e.g.:
    – end of topic/unit tests
    – internal school examinations
    -external examinations
    Summative Assessment happens after the learning and proves learning has taken place. It focuses on the outcome and assists in measuring learning.
  • Evaluative is when the when the work of the teachers, the school, and the governors is judged by the achievements of the students in their charge.
The process simply highlights the essential stages of which each assessment must form a part.
Gathering Information:
At ADIS, assessment is a process of gathering information. Records of attainment are useful to map student’s progress, for teachers, parents, and governors.
Analysis of Records:
  • Analysis of test results is to be carried on a termly basis followed by a yearly review.
  • Analysis should be in the following forms:
    – Overall performance analysis.
    – Subject domains/skills analysis.
    – Different groups analysis (SEND, Gender, and low attaining students analysis).
Documentation:
  • The School Improvement Plan documents action to be taken as a result of assessment analysis at a school level.
  • Documentation by subject HODs is to be found within the individual subject files.
Effects on Learning:
Teachers are informed of assessment results and analysis. The assessment files are to be used to aid teachers’ judgments when target setting and when planning.
Audience Reported To:
  • Governors​ – are informed of assessment results.
  • Parents – Parents receive an end of Terms 1 and 2 and an end of year report detailing their child’s progress and are invited to parent-teacher meeting two times a year to discuss their child’s progress.
  • Class Teachers and Heads of Departments – monitor the children’s books and progress on a termly basis and receive assessment details within this process.
  • Students​ – progress is reported to students by the teacher who identifies appropriate short-term targets for students to complete in curriculum subjects such as English and Math.
Policy Development:
At ADIS we are continually evaluating our assessment procedures and plans to provide an effective method of assessing the learners’ progress in skills, knowledge and understanding in relation to planned learning objectives of the whole curriculum. Assessment is an integral part of our teaching and learning, developing accuracy, consistency and comparability.