What is assessment?
Finding out what students can [knowledge,
understanding and skills] and (more importantly) cannot
do so that timely and effective interventions can be put in
8 weeks in…
Pressure points (-)
Conversations about assessment (+)
Ofsted guidelines (notes for Inspectors)
spend more time looking at the range of pupils’ work to consider
what progress they are making in different areas of the curriculum
talk to leaders about schools’ use of formative and summative
assessment and how this improves teaching and raises
Accuracy of assessment
In evaluating the accuracy of assessment, we must consider how well:
assessment draws on a range of evidence of what pupils know, understand and
can do in the different aspects of subjects in the curriculum, for example, through
leaders ensure the accuracy of assessment through internal and external
standardisation and moderation
schools adopt the best practice of working together to moderate assessment for
year groups and the end of key stages, and to develop common understanding
of attainment and share records at points of transfer (within the context of the
revised common transfer file).
In 10 months time…
Every 3 to 5 weeks
Coordinated by HOD for
to Go 4 Schools
understanding and skills”
Sept A S S E S S M E N T July
the year at pre-published
Go4Schools in Geography at KS3
Fairly long units – some take 12weeks, some a half term.
Had AfL strategies embedded – identified ways of using existing AfL
or developing new ones to generate levels/marks for Go4Schools.
Some end of unit assessments are written prose whilst some are
tests. Need to keep as a mix to help students develop skills for GCSE
and others written.
Allows some of the
work to be peer
RE’s Approach to Go4Schools
Every student has a cover sheet on
the front of their RE book.
The sheet outlines the Big Idea
Identify (level 3)
Describe (level 4)
Explain (level 5)
Apply (level 6)
Analyse (level 7)
All detailed marking is on the front of the book.
RE teachers will only mark in detail one BIG Question and a formal
assessment for each teaching unit. Formal assessments usually take a full
lesson but BIG Questions can be completed as a 10 minute plenary.
The mark sheet includes….
• A ‘WWW’ and ‘EBI’ comment box
• An effort grade
• A general book comment
• Key Spellings
Teachers and students can clearly
see all the comments that have
been made before and assess
whether feedback has been noted.
Marksheets in Go4Schools
We only record data for the
specific piece of work in
All RE teachers are marking the
same pieces of work in detail.
Big questions are weighted
accordingly with the formal
assessments being worth more.
Mid unit review
As we operate a rotation
system in DT these will all
be filled in by the end of
the year but the order is
unique to each group.
Sheet is weighted at 40%
to mirror the GCSE grades.
End of unit review
These grade can be quite
different as student could
be very academic but
might not excel in practical
Sheet is weighted at 60%
Our iGCSE is set up to increase our
accuracy in MEGs
Increasing accuracy over Settlement Unit
2 – SMH/PA
3 - SHM/TA
Our iGCSE is set up to increase our
accuracy in MEGs over the course as well
Exam July MEG
Increasing in accuracy over year 10 and then the course
Things to consider when setting up assessments
Make sure you are assessing all the skills required for the
final course e.g. different question papers, question types,
skills that need to be developed for controlled
Moderation of peer/self assessment (sometimes students
are too generous!).
Moderation between teachers (specifically for end of unit