Assessment and Target Setting

Assessment and Target Setting - Age Related Expectations (AREs)

Students at Broadlands Academy are assessed against Age Related Expectations (ARE). The statements that students are assessed against in each subject have been created by Academies Enterprise Trust (AET) following a consultation with subject leads across the academy chain.

Student attainment is reported as:

· Above Age Related Expectations (Working Beyond)

· Within Age Related Expectations (Working At)

· Below Age Related Expectations (Working Towards)

How will we form judgements?

Formative Assessments:

On-going formative assessments take place on a daily basis. Formative assessment is a professional judgement that teachers use throughout every lesson to assess student understanding and acquisition of knowledge and skills. This kind of assessment can be conducted verbally through questioning and discussion tasks, through reading and live marking students' written work, or through whole class feedback delivered in response to a specific task. In addition to providing students with valuable on-going feedback that allows them to improve their work every single day, on-going formative assessment allows teachers to identify misconceptions and gaps in learning, and to adapt their planning to address these.

Summative Assessments:

In addition to receiving on-going formative feedback on their work, all students will be summatively assessed at three ‘Stop The Clock’ (STC) points across the year in both KS3 and KS4. During these points, KS3 students will be assessed against the ARE statements in each subject. Assessments can be verbal, written or practical depending on the subject. KS3 students will sit examinations in the main hall for these assessments in English, Maths and Science. All other subjects will have their assessments in their classrooms. KS4 students will sit these assessments as Mock Examinations in preparation for their real GCSE and BTEC courses. In order that students receive personalised written feedback at least once a term, they will complete three additional formal assessments in every subject across the year, resulting in a minimum of six sets of bespoke summative feedback per academic year.

Starting points and target setting

KS3 Assessment:

On entry to Year 7, all subjects set baseline tests for students in order to ascertain their starting points and identity any gaps in prior learning. By combining these baseline assessments and KS2 Reading and Maths results/teacher assessments, students are given a target level for each subject, which will be either Working At or Working Beyond their Age Related Expectations. If they maintain their Age Related Expectations across Years 7, 8 and 9, students will be on track to achieve at least a standard/strong pass grades (Grade 4/5) at GCSE in Year 11. Those students working beyond their Age Related Expectations will be aiming for the higher grades (Grades 7-9) at GCSE. Those working below Age Related Expectations will be given additional support and intervention where needed so that they too can achieve at least in line with their chronological age.

KS4 Assessment:

KS4 students have target grades which are numbered GCSE grades 9-1, grade 9 being the highest and grade 1 being the lowest. Vocational qualifications such as BTECs and Cambridge Nationals are awarded at level 1 or 2 at Pass, Merit and Distinction. Level 2 is equivalent to a GCSE grade 4 or above.

KS4 target grades are determined using students' KS2 entry points and progress made in courses across KS3; we ensure that all students are given aspirational targets in line with our philosophy that no child should have a ceiling put on what they can achieve with hard work over time.