Assessment and Marking Policy
This school policy should be shared with all staff and read in conjunction with other school policies e.g. Curriculum Policy, Behaviour Policy
Introduction and Rationale
What is assessment?
Roselyn House School and The RHISE service believes that regular and thorough assessment procedures are essential tools necessary for ensuring successful teaching and learning.
Assessment is an integral part of teaching and learning which should be evident in every lesson. Its main purpose is to support teaching and learning identifying what students already know and can do and what their next steps should be.
Assessment at Roselyn House School and RHISE is a joint process between students and teachers. It allows students to be aware of their own progress and what they need to do to develop and move forward. Assessment should enable students to review their progress with staff on an ongoing basis. It should also be used to show achievement and progress and then recognise it and celebrate it.
Roselyn House School and RHISE uses both summative (Assessment OF learning) and formative (Assessment FOR learning) to aid teaching and learning.
(Assessment OF learning) is where students are assessed to see how much learning has taken place at the end of a unit/term/year. These provide evidence of learning that has taken place and will often be levelled/graded. Summative assessment must be:
Regular and Standardised which includes tests or end of unit/term assessments.
Marked according to Subject specific criteria based on Roselyn House School’s 1-9 Level system, GCSE/ Entry Level/ Functional Skills, PLTS or other recognised criteria which should be shared with students.
Reported as levels at KS2, KS3, KS4, KS5 and GCSE grades where meaningful and appropriate at KS4/ KS5, with +/- used to differentiate between strong and weak levels or grades.
Used to track student’s progress against targets and lead to action if necessary, such as additional support or extension tasks.
Formative Assessment (Assessment FOR learning) is where progress is assessed along the way. This must provide students with information about how well they are doing and what they need to do to improve. The quality of teacher feedback is the key factor in determining the effectiveness of formative feedback. Formative assessment should:
Be part of effective planning of teaching and learning and identified in Schemes of work.
Include a variety of different assessment methods.
Focus on how students learn; reflecting their learning style/ preference -VARK.
Be a central part of classroom practice.
Develop learners’ capacity for self-assessment so they can become reflective and self managing learners.
Recognise the full range of achievements for all learners.
Emphasise real progress and achievement rather than failure.
Emphasise progress against previous personal best.
Take into account the effects comments, marks and grades can have on students’ confidence and self – esteem.
Ensure students understand what they are being asked to learn and how they know they have been successful.
Help students reflect on their strengths and areas for development.
Give students guidance on how to improve and opportunities to do so.
All assessment strategies are designed to encourage our students to understand where they are at and what they need to do to improve (both academically and socially). We do not see assessment as a way of failing students but actually motivating them to improve and move forward to a positive future by reaching their full potential.
It is a way of allowing our students to re-focus their lives and see the progress they are making at Roselyn House School and RHISE whilst reflecting back on opinions they may previously have had of themselves as disaffected learners. Through assessment our students can get their learning back on track and believe and thus improve in their own development as improved individuals.
Following the Assessment for Learning Strategy
At Roselyn House School and RHISE we will follow the aims laid out in the Assessment for Learning Strategy:
Every child knows how they are doing, and understands what they need to do to improve and how to get there. They get the support they need to be motivated, independent learners on an ambitious trajectory of improvement;
Every teacher is equipped to make well-founded judgements about pupils’ attainment, understands the concepts and principles of progression, and knows how to use their assessment judgements to forward plan, particularly for pupils who are not fulfilling their potential.
Every school has in place structured and systematic assessment systems for making regular, useful, manageable and accurate assessments of pupils, and for tracking their progress.
Every parent and carer know how their child is doing, what they need to do to improve, and how they can support the child and their teachers.
Assessment for learning (AFL) is an approach to teaching and learning that creates feedback which is then used to improve students’ performance. Students become more involved in the learning process and from this, gain confidence in what they are expected to learn and to what standard.
One way of thinking about AFL, is that it aims to ‘close the gap’ between a learner’s current situation and where they want to be in their learning and achievement. Skilled teachers plan tasks which help learners to do this.
AFL involves students becoming more active in their learning, encouraging them to ‘think like a teacher’. They think more actively about where they are now, where they are going and how to get there.
Effective teachers integrate AFL in their lessons as a natural part of what they do, with varying usage of the method. AFL can be adapted to suit the age and ability of the learners involved.
AFL strategies are directly linked to improvements in student performance in summative tests and examinations. Research shows that these strategies particularly help low-achieving students to enhance their learning.
"In AFL, it is the purpose of assessment, rather than the nature of it, that is important."
There are five main processes that take place in assessment for learning:
Questioning enables a student, with the help of their teacher, to find out what level they are at.
The teacher provides feedback to each student about how to improve their learning.
Students understand what successful work looks like for each task they are doing.
Students become more independent in their learning, taking part in peer assessment and self-assessment.
Summative assessments (e.g., the student’s exam or portfolio submission) are also used formatively to help them improve.
Assessment Procedures at Roselyn House School and The RHISE Service
The school uses various forms of target setting so students know what they need to do to progress.
For every subject, subject staff within a six-week Initial Assessment period of a student’s admittance identify what level/grade students are working at. Using professional judgment teachers then set a target level/ grade and an aspirational level/ grade that students will work towards by the end of the year.
Targets are then shared with the students; this can be done through either a sheet in the front of their books/ folders or through discussion where their current level (and what they can do) and their target and aspirational level (what they will be able to do) is established. Students should be able to identify what level they are working at and their target level and what they need to do to reach such an aspirational level.
Targets are also specifically set in IEBP’s for Literacy, Numeracy and Behaviour and are reviewed with each student Termly.
All subject targets are summarised within End of Term Reports and Annual Reviews with outcomes measured against National Curriculum Levels. Progress is recorded in Literacy, Numeracy, Behaviour and Emotional Intelligence within the Learning Support Plan and progress is highlighted.
Targets are set in Transitional Planning for Year 9 ,11, 13/14 for Education, Health/Therapy, Career, and Family/Social.
All targets are reviewed with students either by the subject Teacher or Learning Mentor in lessons throughout each term and are related back to the objectives set in each student’s statement of Special Educational Needs.
All targets should be Specific, Measurable, Achievable, Realistic and Timely (SMART) and if students do not achieve the target they need to be changed for the following term (or sooner), so that the student is more likely to achieve them. If the target has not been met due to attendance issues, the target will still remain in some capacity. This is to ensure students do not miss out on integral blocks within the SOW.
Marking and Feedback
Marking is seen as written feedback in exercise books and work. However, it also includes verbal feedback and any other means at the teacher’s disposal to provide information to students about performance and progress in the widest form. It is a vital element in our teaching.
To establish a consistent approach to the way in which students receive written feedback.
To enable staff to evaluate the effectiveness of their teaching and to inform future planning, intervention, homework and assessment.
To close learning loops, bridge knowledge gaps and improve the learning dialogue a teacher has with their students and vice versa.
To empower students to effectively reflect and improve their learning so that they can reach their full potential.
Marking relating to Assessment for Learning should include Marking Principles that:
Will be linked to clear learning objectives.
Will be focused.
Are planned for and integral to teaching and learning.
Will take place quickly with feedback so students remember the context.
Will identify specific learning needs and address how to improve.
At Roselyn House School and RHISE all work that students complete will be marked by the teacher within a week of them completing it. At least once a week a piece of work is marked using the Two Stars and a Wish (Assessment for Learning method), these comments should relate back to learning objective. Student’s work should be marked to aid students in knowing what they have learnt but also what they need to improve to progress.
In short, marking and written feedback should enable students to self-reflect, take action and make progress, in all aspects of the curriculum.
This is what I can do (areas of strength).
This is what I cannot do (areas to develop).
This is what I need to do to improve my grade to meet/ exceed my target (next step).
This is how I am going to improve and show evidence (change over time).
SLT will regularly ask teachers for a sample of their books to monitor that marking is being used to aid students to progress and that it is consistent throughout the school.
Marking and written feedback should not:
Be derogatory in nature.
Provide no detailed explanation on how to improve.
Be a prolonged process that adds no value to either a teachers’ understanding of the progress a student is making, or provides no explanation to a student on how to improve their work/ meet their targets.
Be full of ‘truisms’ i.e., telling the student what they can clearly see they cannot do with no indication of how to improve.
Marking done properly shows a student how well they have gained knowledge, concepts and skills over time and builds confidence.
Not everything a student does requires marking; this would be time consuming and punitive. Teachers should not have to spend time ticking and marking their own notes. However, it is important that teachers check that their notes and class activities are accurately recorded with no errors. Students should be made accountable for the upkeep of their books, notes and assessments. Taking a mutual pride in their achievements.
Two Stars and a Wish
“Assessment for learning is the process of seeking and interpreting evidence for use by learners and their teachers to decide where the learners are in their learning, where they need to go and how best to get there”.
Assessment Reform Group, 2002(The Assessment for Learning Strategy)
Once a week (more often if possible) student’s work should be marked thoroughly using the two stars and a wish method.
When using this method of giving feedback always start by making two positive comments about their work i.e., what they have shown they can do, and then make a single comment, showing clearly what to do to progress to the next level/stage. It is recommended that teachers use two different colour pens one for the positives and one for the wish, this enables students to see the difference.
Students should be encouraged to read these comments and then using a method such as signing their name by them showing that they have read them.
Students at Roselyn House School benefit from a cross curricular approach to literacy and this includes the marking of literacy in all subjects. Due to some student's low literacy skills these should be identified but also changed in order for students to understand where they have gone wrong. A maximum of 3 spelling mistakes and 3 grammar/punctuation mistakes are to be corrected in each piece of work so that students are not put off with lots of mistakes being identified. It is better to correct little and often as students are more likely to learn from this and be less likely to lose confidence in their ability.
Live marking during the course of the lesson provides instantaneous feedback. Live marking should check for literacy, text accuracy, skill development and progress over time.
Termly/ End of Unit assessment feedback
Students are assessed at the end of a term/half term or unit of work in order to assess what they have learnt over a period of time.
After students have completed this assessment, they should complete their own self-assessment of the work they have done over that period. This can be completed by using the RHS subject specific levels, where students identify what they can do and then complete the back of the sheet where they identify what they have done well and what they need to improve on. Teachers are then able to give a more detailed comment to the students about their progression and also give a level/grade and mark for the assessment.
An assessed piece of work should be completed at least once a term and this should be kept in an assessment file with a copy of the students completed self assessment and teacher comments. A copy of the student’s self-assessment and teacher comments should also be kept in the students book/file for them to refer to.
Feedback can be given to individual students or whole class groups using WIN.
What have you done well?
What Improvements need to be made?
What are your Next steps to make these improvements?
In whole class feedback it is important to show good work and/ or modelling exercise to support students. Students should be given time to reflect upon their work and that of their peers both in and out of lessons.
Class Teachers/ Mentors
Class Teachers and Mentors can reflect on targets set and emphasise the progress students are making in their school life; including Behaviour, Emotional Development, Learning/Thinking skills. They can use examples of students work, Headteacher’s Award and achievements within the week to reaffirm student progress.
Tracking students’ progress and Assessment files
Tracking student’s progress
When students are admitted to the school all staff are provided with any prior data that the school receive on the student. This is recorded on the student’s Personal Learning Plan. During the initial assessment period specific staff have responsibility for Literacy, Numeracy, Behaviour, Emotional Intelligence and Learning Style assessments. This starts the tracking process of students. Staff are then provided with this key data contained within the Learning Support Plan for each student.
See SEN Policy for Individual responsibilities.
Tracking student progress is an important part of teaching and learning so that teachers can see any student who may need additional support, but also any student who may be excelling. Students also need to be aware of how they are doing so they have a reason behind their learning and re-focus their education from a disaffected experience.
Tracking student’s progress at Roselyn House School and RHISE is done by subject staff through assessment files which all teachers should have. These should be referred to regularly and updated on a regular occasion. Data should be updated on the student’s Learning Support Plan. There is whole school data available and individual student data and assessment reports. This is located digitally in a secure central location.
Provides a rounded profile of student ability so you can target support, provide the right level of challenge and make informed decisions about students’ progress. It provides a unique profile of strengths and weaknesses across four areas:
Verbal Reasoning – the ability to express ideas and reason through words is essential to subjects with a high language content, and the most obvious skill picked up by traditional assessment.
Non-verbal Reasoning – problem-solving using pictures and diagrams; skills which are important in a wide range of school subjects, including maths and science-based subjects.
Spatial Reasoning – the capacity to think and draw conclusions in three dimensions, needed for many STEM subjects, but not easily measured by other datasets.
Quantitative Reasoning – the ability to use numerical skills to solve problems, applicable well beyond mathematics.
It’s statistically reliable. CAT4 was standardised on 25,000 students and it’s verified every year based on analysis from a quarter of a million students.
Cat 4 testing gives you details on the potential of students, flagging where hidden factors are affecting performance. A range of easy-to-follow individual and group reports provide a more complete picture than curriculum tests can provide by themselves. They’re benchmarked against national performance and include KS2, GCSE and A-level indicators.
New Group Reading Test
Tests not just the ability of students to decode what they read, but also to comprehend and apply meaning. It can be used to measure phonemic awareness in less able readers too.
NGRT (digital) can be used alongside New Group Spelling Test (NGST), which is also fully adaptive. The two tests work together, with a Spelling and Reading Report comparing and analysing the results from both.
NGRT was standardised against a UK sample of over 11,700 students. The national benchmarks within NGRT are verified every year based on analysis from almost half a million students, so it’s guaranteed to be statistically robust.
The test shows the reading ages and the Standard Age Scores of your students, so you can introduce extra challenge or interventions to address problems before they impact on performance. When used termly, reports show the progress your students have made across the year.
New Group Spelling Test
New Group Spelling Test (NGST) is an adaptive assessment which allows termly monitoring of spelling skills. When combined with our New Group Reading Test (NGRT) you can assess reading and spelling together.
The New Group Spelling Test (NGST) allows teachers to assess spelling ability benchmarked against the national average, and monitor progress.
NGST is aligned to the new curriculum in England and all questions are delivered via audio. The test is fully adaptive which means that the material adapts to the student’s ability.
The New Group Spelling Test has two sections:
Single word section - tests five or six spelling rules in line with the new curricula.
Spelling in context section - tests a variety of different spelling rules using sentence completion tasks.
NGST features three equivalent forms A, B and C, one of which can be used in each term of the year.
By administering NGST for all students at the beginning, middle and end of a school year, you can monitor spelling progress.
NGST is a screener for all students at the beginning of a year, to identify any students who may be in need of additional diagnostic assessment and support for specific literacy difficulties.
A valuable reference point and means of national comparison
The Standard Age Score (SAS) provides a national benchmark, allowing the ability to compare each student’s performance with other children of the same age, and track progress year-on-year.
Data is presented in visually accessible tables, bar charts and scatter graphs that allow for easy comparison, as well as clear narrative explanations that explain the student profile and its implications for teaching and learning.
The diagnostic information provided together with the ability to measure impact pre and post intervention makes NGST a valuable assessment. The reports include:
Group report for teachers - stanines for each section to highlight where a wide discrepancy may need particular attention
Individual report for teachers – offers a detailed analysis of responses to the two sections of NGST, a profile summary and tailored implications for teaching and learning
Group progress report for teachers – see two points of progress at-a-glance against a national sample
Group progress report for three points of progress
A spelling and reading group report - allowing you to compare scores for NGST and NGRT
A spelling and reading individual report - allowing you to compare scores for NGST and NGRT
Spelling and Reading scores can be combined
Spelling and reading reports combine and compare scores from both tests – SAS, stanine and age equivalent scores
York Assessment of Reading for Comprehension (YARC)
A more detailed analysis of reading skills: reading accuracy, reading rate and comprehension.
The York Assessment of Reading for Comprehension (YARC) is an individually administered reading assessment that allows you to closely observe a pupil’s reading behaviours, strengths and areas for development. When using YARC, the component skills of reading are broken down to allow you to find precise areas to target to bring about rapid progress. Parallel forms of the assessment allow you to measure the impact of interventions.
An ideal follow-up assessment, YARC can be used to assess and monitor pupil progress across a wide range of reading skills in as little as 20 minutes.
By providing an in-depth analysis of a pupil’s reading ability, including Standard Age Scores, age equivalent scores and percentile ranks for comprehension, rate and fluency, YARC helps you identify specific problems to inform appropriate interventions.
Hodder Access Maths Test
There are two sets of forms which help you gain valuable insight into your students’ maths ability with AMT; a wide-ranging, standardised and flexible assessment for students aged between 7 and 16.
Used as a screening test to baseline students at the beginning of the year, transitioning from primary to secondary education, curriculum pathway or as a guide to group sets when schools reopen after a period of remote learning.
Confidently assess progress in mathematics at regular intervals using parallel forms (two sets of forms) designed for repeat testing
Easily identify specific areas that may be limiting a student's overall success and plan relevant and targeted intervention strategies to boost or stretch skills.
Analyse performance and quickly spot gaps in learning via reporting tool MARK (My Access and Reporting Kit)
Progress Test Series – English, Maths, Science
Measures students’ knowledge, understanding and application of the core subjects:
English: focuses on grammar, punctuation and spelling, and on reading comprehension, using age-appropriate fiction and information texts.
Maths: assesses key aspect of maths appropriate to the age of the student including mental maths for those aged 8 and over.
Science: measures two dimensions of science learning, understanding of science content, and working scientifically (application of skills).
The PT Series is a once-a-year progress measure, used at the end of the academic year. It can also be used twice a year to support individual interventions and teacher planning.
It’s statistically robust. The PT Series was standardised against a UK sample of over 100,000 students, with benchmarks verified every year based on analysis from half a million students.
It supports school improvement initiatives by showing the relative performance of your students compared to national benchmarks. Testing year-on-year enables you to track individual and group progress. Transition tests provide an accurate profile of your students and sets a baseline from which to monitor progress.
Identifies dyscalculic tendencies in students aged 6–14+ years and recommends intervention strategies to help them achieve their potential.
The 30-minute test is a tool for screening an entire year group, or for screening those students showing some signs of difficulty. It can play an important part in helping both specialist and non-specialist teachers distinguish between those individuals who have poor maths attainment and those whose difficulties are associated with dyscalculia. The screener provides a true measure of a student's facility with numbers through evaluating their ability to understand number size, simple addition and simple multiplication.
The Dyscalculia Screener has been standardised, so you can be assured that results presented are accurate and reliable. Results are easy to interpret and information on a student's strengths and weaknesses are detailed across each test. Standard Age Scores are provided.
The assessment offers the following reports:
A Diagnostic Group Report; a convenient way of assimilating and storing results for a group of readers.
A Parent/Carer Report plus further guidance and letter templates will help support your communication with parents and carers both before and after screening.
The Dyslexia Screener is an assessment that identifies dyslexic tendencies in students aged 5–16+ years and recommends intervention strategies to help them achieve their potential.
The 30-minute test is an ideal tool for screening an entire year group, or for screening those students showing some signs of difficulty. It can play an important part in helping both specialist and non-specialist teachers distinguish between those individuals who are having general difficulties in literacy and those whose difficulties are associated with dyslexia.
The assessment comprises six tests covering three areas, with two assessments for each: Ability, Attainment and Diagnostic.
Pupil Attitudes to Self and School (PASS)
Uncovers emotional or attitudinal problems (such as low self-regard or attitudes to attendance) likely to hinder achievement at school.
PASS was established by educational psychologists and standardised on 600,000 children, so the results are statistically reliable in measuring highly subjective and sensitive issues.
It informs on potential, or actual, risks of disengagement in children, graded according to a simple traffic light system, and measured against national benchmarks. Green, yellow, amber and red flags provide an instant visual indication of problems and their severity.
It’s a short self-evaluation digital survey which takes just 20 minutes. Students are asked to respond to a series of statements about learning and school, corresponding to these nine standardised factors proven to be significantly linked to educational goals.
It looks and measures the following attitudinal factors:
1. Feelings about school
Explores whether a student feels secure, confident and included in their learning community.
2. Perceived learning capability
Offers an insight into a student’s level of self-respect, determination and openness to learning.
Equivalent to self-worth, this measure is focused specifically on self-awareness as a learner, highlighting levels of motivation and determination.
4. Preparedness for learning
This measure covers areas such as study skills, attentiveness and concentration, looking at the student’s determination and openness to learning.
5. Attitudes to teachers
This measures a young person’s perceptions of the relationships they have with the adults in school. A low score can flag a lack of respect.
6. General work ethic
Highlights the student’s aspirations and motivation to succeed in life, this measure focuses on purpose and direction, not just at school, but beyond.
7. Confidence in learning
Identifies a student’s ability to think independently and to persevere when faced with a challenge.
8. Attitudes to attendance
Correlating very highly with actual attendance 12 months later, this measure enables teachers to intercede earlier with strategies to reduce the likelihood of truancy.
9. Response to curriculum demands
This measure focuses more narrowly on school-based motivation to undertake and complete curriculum-based tasks, highlighting the student’s approach to communication and collaboration.
Measures of Children’s Mental Health and Psychological Wellbeing
Quickly screen and respond to children's mental health needs.
This unique portfolio provides schools with a range of simple, questionnaire-based assessments to measure children’s social and emotional skills and support the early identification of mental health needs, either on a one-to-one basis or in groups.
Authored by highly respected professionals from across the fields of educational and clinical development, the portfolio comprises seven booklets: Belonging, Distress, Enjoyment, Healthy Living, Resilience, Responsiveness and Social Behaviour. These contain over 50 questionnaires measuring different aspects of children’s mental health and psychological wellbeing, enabling you to select the questionnaire/s that are most appropriate for your school’s needs.
Emotional Literacy (This test is being phased out during Summer Term 2021. It will be replaced with Measures of Children’s Mental Health and Psychological Wellbeing and The Boxall Profile).
This is a standardised assessment measuring students' emotional literacy and providing ideas for intervention.
The assessment is designed to discover where students’ strengths and weaknesses are in the area of emotional literacy, in order to provide a better understanding of these competences and, where necessary, to highlight areas for intervention.
Emotional Literacy covers five key areas of emotional literacy:
• Social skills.
The assessments take the form of three checklists:
Student checklist – the child marks themselves against statements such as ‘I often lose my temper’ using ‘very like me’ through to ‘not like me at all’. Each answer has a numerical score, which combine into an overall emotional literacy score.
Teacher checklist – completed by the teacher and scored in the same way as the student checklist – produces a score for each of the subscales (self-awareness, self-regulation, motivation, empathy and social skills) as well as the overall emotional literacy score.
Parent checklist - mainly used for the parents of children receiving 1-1 or small group intervention – produces a score for each of the subscales, as well as the overall emotional literacy score.
Is an assessment that gives guides to learning styles, in order to build strategies for teaching students to meet their individual styles of learning. It helps a student to learn about their self and promotes understanding as a learner.
The Boxall Profile
The Boxall Profile is a psycho-social assessment scheme used for the assessment of children and young people’s social, emotional and behavioural development, and their wellbeing within a nurturing environment.
It is aimed for the use of professionals who work with children and young adults, offering an awareness to what may be the cause of difficult behaviours, and to help find ways to offer support to children to work through their barriers of learning.
Staff that know children well, will complete a two-part check list, to look at progress through the different aspects of development. The two areas are Developmental Strands and Diagnostic Profile. These are then summarised with reference to the Boxall Profile Handbook and The Boxall Profile for Young People Assessment and Intervention at Secondary Stage Guide.
The Developmental Strand channels young peoples’ cognitive, social and emotional development.
The Diagnostic Profile gauges their behaviours that may affect their academic progress possibly resulting from reduced development as a young child.
The Boxall Profile will be completed on an annual cycle, to identify where progress, or regression has occurred for the sole use of professionals who are involved in working with individual children. The first assessment will be made at a minimum of 6 weeks into attending Roselyn House School or RHISE.
Timeline for Assessment
Literacy Assessment (NGRT, NGST, YARC) Autumn 1 (Sept/Oct) and Summer 1 (May) – ALL RHS & RHISE.
Numeracy Assessment (Hodder Access Maths Test) Autumn 2 (Nov/Dec) and Summer 2 (June) – ALL RHS & RHISE.
CAT 4 – Spring 1 (March) – ALL RHS and KS3 RHISE.
Progress Testing (Maths, English & Science) Spring 2 (April) – ALL RHS and KS3 RHISE.
VARK & Boxall will be completed yearly and follow the annual review schedule.
MCMH – will run throughout the whole school year and form part of SEAL and PSHE lessons.
Students at both Roselyn House School and RHISE are likely to start midway through a year. They will be given baseline assessments in all areas they have missed in the timeline and then proceed accordingly following this baseline being established.
Teachers/ Tutors should have an assessment file. The assessment file should include:
Class lists with student’s levels using the 1-9 level system for each lesson. The student’s levels could be coloured so it can be seen how students are doing. This should be updated termly.
Class lists with student’s current level, target level and aspirational level for the academic year.
Class lists with assessment results on.
Section 2 (a section for each student):
Roselyn House School Levels/Grade Descriptor ladders which are highlighted in a different colour on a half term/ termly basis to show students progression. This is teacher assessment completed from observations of students in class, marking of students work and end of term assessment. These sheets are continuous throughout the time the student is at the school.
Subject specific RHS levels/Student’s self-assessment for the term/half term with comments from the student and teacher on.
All assessments students have completed.
Learning Objective and assessment
Good practice in order for students to understand what they need to achieve is sharing the learning objective with the students at the start of the lesson. It is encouraged that students write this in their book or on their work.
The 1-9 method of self assessment is the preferred method of self assessment which is used at the end of the lesson for students to identify how well they think they have achieved the learning objective. The 1-9 posters should be displayed in all classrooms so it reminds students of their meaning.
Teachers/ Tutors can use various methods of the traffic light system at the end of the lesson; this could simply be students putting the number they think they are by the learning objective or verbalising what level they think they are. Teachers/Tutors should then use student’s feedback to influence their next lesson.
Students will be asked termly to complete Learning Goals for themselves by their Learning Support Mentor and will look at what they think they have achieved and what their future aspirations are. They will then be asked to set targets for themselves. Likewise, students will set targets within subject areas therefore having clear goals to aim for both short term and longer.
R H S/ RHISE 1-9 Level System
At Key Stage 2 and 3 a generic set of levels are used for marking work which are based on the following criteria. There are also subject specific criteria created around boundaries.
The generic grade boundaries are as follows:
MY WORK IS ALWAYS PRODUCED TO AN OUTSTANDING LEVEL.
I HAVE AN OUTSTANDING LEVEL OF KNOWLEDGE ABOUT THE SUBJECT.
NO ONE IS BETTER THAN ME!
MY WORK IS ALWAYS PRODUCED TO A HIGH LEVEL.
I HAVE A HIGH LEVEL OF KNOWLEDGE ABOUT THE SUBJECT.
I AM TOTALLY AWESOME
MY WORK IS ALWAYS PRODUCED TO A VERY GOOD LEVEL.
I HAVE A VERY GOOD LEVEL OF KNOWLEDGE ABOUT THE SUBJECT.
I AM MILES AHEAD OF WHERE I SHOULD BE.
MY WORK IS ALWAYS PRODUCED ABOVE THE EXPECTED LEVEL.
I HAVE A VERY GOOD LEVEL OF KNOWLEDGE ABOUT THE SUBJECT.
MY WORK IS ALWAYS PRODUCED TO THE EXPECTED LEVEL.
I HAVE A GOOD LEVEL OF KNOWLEDGE ABOUT THE SUBJECT.
I AM AT THE EXPECTED LEVEL.
MY WORK IS ALWAYS PRODUCED TO THE MINIMUM EXPECTED LEVEL.
I HAVE A GOOD LEVEL OF KNOWLEDGE ABOUT THE SUBJECT.
I AM MAKING STEADY PROGRESS.
MY WORK IS MOSTLY COMPLETED BUT COULD BE A LITTLE BETTER
I HAVE A STEADY LEVEL OF KNOWLEDGE ABOUT THE SUBJECT.
I AM MAKING SOME PROGRESS
MY WORK IS SOMETIMES PRODUCED TO A STEADY LEVEL.
I HAVE SOME LEVEL OF KNOWLEDGE ABOUT THE SUBJECT.
I NEED TO WORK HARDER
MY WORK IS SOMETIMES PRODUCED BUT NEEDS A LOT OF IMPROVEMENT.
I HAVE LITTLE KNOWLEDGE ABOUT THE SUBJECT.
I AM WORKING BELOW WHERE I SHOULD BE
At KS 4 and KS5 accreditation grades are used for assessment and/or PLTS. The 1-9 system can be used for therapeutic subjects/ RHISE sessions and recorded on CPOMS.
The assessment process feeds into collection of data in school which is used in the reporting process to parents/carers and the local education authority.
Data collection allows staff to track the progress of students against their targets and identify students who are displaying difficulty, remaining static or excelling.
Data is collected from the student before they enter the school using previous information and their statement/EHC Plan. During the initial assessment period teachers will conduct their own assessment to see what level students are working at and this will form the basis of the start of the assessment.
Written reports are issued termly to students and identify student’s current levels and what they can do to improve to the next level.
The annual review and documentation which goes with this also provides another opportunity for teachers to identify where students are currently working and what they need to do to improve.
Data is fed into a database to show a student’s progress across the Year in all subject areas and a graph is used as a visual representation.
As part of the schools ongoing improvements assessment and marking is regularly monitored by SLT through discussions with staff, sampling books, teaching file and assessment file monitoring and lesson observations. Assessment will also be monitored by SLT to ensure consistency across the school. Findings will contribute to the school’s self evaluation process. Quality assurance procedures must be in place to ensure that common standards are applied and that agreed assessment practices are implemented consistently.
Good Practice in Assessment in the classroom
It is vital that our students develop a desire to improve and develop the learning skills to achieve this. They should be able to reflect on their own Learning goals and assess their own achievements and set targets for the future. All staff will be responsible for supporting students to put plans in place.
By having clear and achievable goals students can recognise their skill areas and build up self esteem and self worth. They need to understand the value of learning and how it will improve their future aspirations and social development. Students will be rewarded by being nominated weekly for a Headteacher’s Award and work displayed on the work of the week board. This clear focus will result in positive behaviour from our students and improved achievement.
Students respond well to visual representation of their progress and praise/feedback from the Teacher/Learning Mentor. Assessment and displays of achievement and aspirations should be part of every class room and integral part of the ethos or Roselyn House School and The RHISE Centre. Students should be involved in these displays allowing them ownership of their own learning environment.
Assessment will be monitored by SLT at school and will be a continuous discussion by staff, students, Parents/Carers and Local Authority. It is not an isolated activity but that which forms the basis of:
‘A well-informed, rounded and reliable picture of an individual student’s performance. Teachers can then add to this their personal understanding of each child’s disposition, style and learning history.’
The Assessment for Learning Strategy
All staff will receive training and share new practices and procedures.
Student’s achievements will be shared and celebrated at Roselyn House School and The RHISE Service among the school as a whole community.
This Policy will be reviewed annually and shared with all staff.
Written by: S. Damerall
Contributions from K. Holmes, K. Willacy, J. Wilson, J. Birkenhead
Reviewed: May 2021
Appendix A – Teacher checklist for assessment at Roselyn House School
This checklist is designed to help teachers to get the most out of assessment and use it to aid the teaching and learning in their subject.
All students know their current levels, target levels and aspirational levels in your subject
Students’ levels are recorded in their books/files
Termly targets are recorded in the front of the students exercise books so they know what they need to achieve from the end of term reports
When marking books, you use 2 stars and a wish for each student at least once a week, commenting what is good about their work and what they need to improve
Literacy is marked (max 3 mistakes per piece of work)
End of half term/term/unit assessment is used and marked to subject levels and comments on student’s self-assessment sheet
Students complete an end of unit/term assessment RHS subject specific levels relating to the work completed and assessment and they come up with their own targets
Assessment file (section 1) with class lists with levels for last 5 terms using 1-9 system to identify if students have decreased, stayed the same or progressed
Assessment file (section 1) contains class list with current levels, target levels and aspirational levels
Assessment file (section 1) contains class lists with assessment results from levelled work
Assessment file (section 2) contains a section for each student with the teacher assessment ladder which is updated at least termly in a different colour to show progression, students self assessment ladder sheets and any assessment completed
The learning objective is shared with the students each lesson
Students use the traffic light system to self assess at the end of a lesson
The 1-9 sheets are displayed in the classroom
Subject specific RHS levels are displayed in the classroom for students to see