TS 6:
Make accurate and productive use of assessment
Assessment as a tool for learning, not just measurement, using data intelligently to drive decisions about what to teach, reteach, and how to give feedback that pupils act on.
Embedded Files
TS 6.1 — Know and understand how to assess the relevant subject and curriculum areas
My Practice
Assessment knowledge that reaches beyond the exam paper
I have thorough knowledge of assessment requirements for Edexcel GCSE and A-Level Mathematics and Physics, as well as Cambridge International equivalents used within the Braeburn Group. I understand the structure of Assessment Objectives (AO1, AO2, AO3 in Edexcel), grade descriptors, and mark scheme conventions, and I teach these explicitly to students so they understand how their work is judged. My academic data automation system at BGR tracks performance against specific topic strands and assessment objectives, enabling granular analysis of where students are underperforming across the cohort. I also understand formative assessment principles beyond high-stakes tests, including mini-whiteboards, exit tickets, cold-calling, and hinge questions.
IGCSE Trials Exams: Question-by-Question and Topical Analysis identifying student learning gaps (Anonymised Data, Feb 2026
Student's own progress journal: school target grade, personal target, mid-term marks, and end-of-term marks across nine subjects. Demonstrates the tracking and target-setting culture embedded across the school (Term 1 2025-2026, BLV)
TS 6.2 — Make use of formative and summative assessment to secure pupils' progress
My Practice
Assessment in every lesson; assessment that changes what comes next
I use formative assessment in every lesson, entry/exit tickets, mini-whiteboard responses, Kahoot quizzes, and structured questioning using Bloom's taxonomy to probe depth of understanding. These feed immediately into lesson direction: if a majority of exit tickets reveal a gap, the next lesson opens with reteaching before progressing. For each summative assessment, I produce a class item analysis identifying the five lowest-scoring questions and reteach these explicitly. I share summative data with students in a format that emphasises growth and next steps, not just a number.
Susan Wanjiru · Teacher Mentor· Braeside Lavington · 5 June 2025
"The plenary was well executed. Identifying and revisiting the questions students struggled with was a strong way to consolidate learning."
Key strength recorded in the second formal observation reports
Century Tech is one of the resources I use to monitor progress, set targets and plan subsequent lessons. The screenshot above shows the level of understanding of different students in a curriculum area. It is colour-coded and put on a Cartesian plane to simplify analysis and determine different interventions to be put in place for different learners.
End of Unit project completed by a student after an intensive research on a subtopic within the completed unit.
TS 6.3 — Use relevant data to monitor progress, set targets, and plan subsequent lessons
My Practice
A school-wide data system designed and deployed by hand
The academic data analysis system I built at BGR is the most concrete evidence of my commitment to data-driven teaching. It processes whole-school assessment data and outputs automated reports showing each student's performance against CAT4 grades, each class's performance against the year-group average, and trend data across terms. I use this data to set termly targets for each of my classes, shared with students in a 'Data Review' session at the start of each term. For individual students showing a decline, I set a specific, measurable target and review it fortnightly. This systematic approach has been recognised by the Head of Academic at BGR.
Academic data markbook system screenshot (anonymised)
Data system strand-level targets (anonymised screenshot)
TS 6.4 — Give pupils regular feedback and encourage them to respond to it
My Practice
Feedback as a continuing conversation, not a closing remark
I mark all assessed work within five school days, using a triple-impact feedback model: What Was Well (WWW), Even Better If (EBI), and Next Step (NS). I also use verbal feedback annotations to flag that feedback was given orally in class. For KS4 & KS5 Physics, I use annotated mark scheme extracts availled to students, showing exactly where marks were gained and lost in examiner language. At BGR, I introduced peer feedback sessions using structured peer-marking grids, training students to give each other constructive, criteria-referenced feedback.
Reflection & Next Steps
I am confident in my formative assessment practice and proud of the data infrastructure I have built. My development area is in using statutory assessment data, CAT4, exam board grade boundaries, more fluently, to inform medium-term planning. I am working with the school data co-ordinator to understand how to apply these datasets more effectively, and plan to complete a Chartered College of Teaching course on assessment design.
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