What is the aim of assessment in KS3?
At Felixstowe School our aim is that our students learn their curriculum well so that they know more and can do more. This knowledge and capability will prepare students well for success in Key Stage 4 and beyond. It is also important that any gaps are identified in key stage 3 so that these can be effectively addressed.
To do this we use both:
Formative assessment – as an ongoing element of our teaching to check for student understanding.
Summative assessment – to assess how well students are learning and remembering the curriculum.
What do we assess in Key Stage 3?
In Key Stage 3 we assess students’ knowledge in two ways. The depth of their:
Declarative knowledge – how well a student knows the core facts and ideas he or she has been taught in each subject
Procedural knowledge – how well a student is able to apply these facts and ideas. This may be through practical skills, solving problems or composing an argument
The blend of these two aspects of knowledge allows a student to know both ‘what’ and ‘how to’.
What does formative assessment look like?
Checking for student understanding might take the form of:
- Questioning in lessons
- Live marking of students’ work
- Quizzes and tests in lessons or set as homework
- Other forms of retrieval practice for students
- Practice examination style questions or essays in class or set as homework
Teachers will use this formative assessment to help them plan lessons and provide feedback to students about what they need to do next. Such feedback will concentrate on students’ learning gaps and how to close these.
What does summative assessment look like?
Assessing how well students are learning and remembering the curriculum might take the form of:
- A test, exam or assessment
- An exam style question taken in timed or ‘closed’ conditions
- An extended piece of work
How is the Key Stage 3 teacher assessment reported to parents?
Teachers decide on the student’s progress grade according to the ‘best fit’ from the level descriptors below:
A student who is fluent…
Means: Your knowledge is automatic
A student who has demonstrated fluent knowledge…
- Can retrieve the knowledge quickly and accurately
- Remembers the knowledge automatically
- Sees clearly how the learning links to other learning
- Keeps up a retrieval plan so that the fluency is not lost.
A student who is secure…
Means: The knowledge is easy to remember
A student who has demonstrated secure knowledge…
- Can retrieve the knowledge quickly and accurately
- Remembers the knowledge automatically
- Sees clearly how the learning links to other learning
- Keeps up a retrieval plan so that the fluency is not lost.
A student who is substantial…
Means: The knowledge is known well enough to start independent practice
A student who has demonstrated substantial knowledge…
- Is now quite accurate in their knowledge recall
- Can now use the knowledge independent practise
- Uses retrieval practise to ensure that the knowledge is not forgotten
- Is beginning to apply the learning to more difficult questions
- Is beginning to make connections between this learning and other learning.
A student who is establishing…
Means: The knowledge is beginning to ‘stick’
A student who has demonstrated establishing knowledge…
- May still find the topic difficult but is getting better at remembering
- Is still making regular mistakes in their retrieval of knowledge
- Is still reliant on teacher support
- Continues to practise to help the knowledge become more embedded
A student who is initial…
Means: Learning is new and may feel difficult
A student who has demonstrated initial knowledge…
- Will need to pay careful attention to the key pieces of knowledge
- Should ask questions where they don’t understand
- Is not yet able to remember the key pieces of knowledge
- Makes many mistakes in the retrieval of knowledge – but this is part of the learning process
Attitude to Learning
We also report on the student’s attitude towards their learning.
Teachers decide on the A2L according to the ‘best fit’ from the level descriptors below:
A student who is exemplary…
Means: Always giving of your best
A student who has demonstrated initial knowledge…
- Positively contributes to the lessons, which may include helping others or engaging in class discussions
- Demonstrates exceptional approach to learning during lessons
- Completes work to their best possible standard
- Is always on-task and engaged
- Has high standards of presentation and uniform and displays good manners
- Is always on-time to lessons
A student who is positive…
Means: Working well and trying hard
A student who has a positive attitude to learning…
- Positively contributes to many of the lessons, which may include helping others or engaging in class discussions
- Demonstrates a positive approach to learning in lessons
- Completes work set during the lessons to an acceptable standard
- Is mostly on-task and engaged
- Has good standards of presentation and uniform and displays good manners
- Is always on-time to lessons
A student who is inconsistent…
Means: Improvements needed
A student who has an inconsistent attitude to learning…
- Completes work to an acceptable standard most of the time
- Is mostly well-behaved but is sometimes off-task and occasionally needs reminding of the rules and expectations
- Receives sanctions for presentation, uniform or attitude, although this is on rare occasions
- Is generally on-time to lessons, bar one or two occasions
A student who is unsatisfactory (Parents and tutor aware)…
Means: Significant improvements needed. Subject teacher has contacted form tutor and parents.
A student who has an inconsistent attitude to learning…
- Will need reminders or sanctions to ensure classwork is completed
- Displays insufficient effort with classwork
- Is often off task and can distract others
- Is occasionally late or does not have correct uniform or equipment
- Receives sanctions regularly