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Secondary Assessment & Target Setting Framework 2021/2022

Target Setting

 

Key Stage 3:

 

  • At school level, all students have challenging targets set for the end of each academic year in each subject. These will be set by school leaders using national comparative data for each subject to inform their decisions.  Progress towards the achievement of these targets is tracked and monitored at regular points using data arising from formative and summative assessments.
  • All student targets will take account of age-related expectations, prior ability and aptitude and will be quality assured by both the Principal and Vice Principals.
  • The Education Director, supported by the Trust’s Lead for Data and Insight and Analysis will work closely with Principals to ensure that school targets reflect the Trust’s ambition of all students achieving at least in line and increasingly better than other students nationally.

 

Key Stage 4:

 

  • At school level, all students have challenging targets set for the end of each academic year in each subject. These will be set by school leaders using national comparative data for each subject to inform their decisions.  Progress towards the achievement of these targets is tracked and monitored at regular points using data arising from formative and summative assessments.
  • The Education Director, supported by the Trust’s Lead for Data and Insight and Analysis will work with Principals to ensure that school headline measures reflect the Trust’s ambition of all schools achieving in line and increasingly better than other similar schools nationally. Headline measures will vary between schools to reflect their individual contexts; thus, will be set either within the range FFT50-FFT20 or FFT20-FFT5.

 

Assessment rationale:

 

Senior leaders across the trust and schools work collaboratively to continually refine their curricular intents according to individual school ethos and context. These connected and educationally focused conversations incorporating curriculum design, coverage, appropriateness, coherence, and pedagogy provide ongoing opportunities for school leaders to think carefully about their assessment practices. As a result, assessments are reliable, purposeful, and valuable for stakeholders (including staff, students, and parents).

 

Formative assessment: Within our Trust, approaches to formative assessment are led by individual schools’ Teaching and Learning teams. The purpose of formative assessment is to check student understanding during lessons and to enable teaching that is responsive to the information gained from this. Formative assessment is part of the everyday experience of teaching and learning across the Trust.

 

Summative assessment: Within our Trust, schools conduct summative assessments in formal conditions, which are specifically designed to test cumulative knowledge of the curriculum. Our summative assessments will be carefully designed to ensure that they are fair, consistent, suitable for all abilities, robust and reliable.

 

A nominated trust wide Senior Assessment Lead for each subject area will oversee the creation of annual assessments in consultation with an identified subject lead – who will liaise with others across the secondary schools.  Careful consideration will be given to:

  • Setting the parameters and context of the assessments i.e content and proportional coverage.
  • Clarifying the process of consultation with other subject leaders across schools.
  • Identification of grade boundaries.
  • Quality assurance and communication.