Assessment & Feedback

Assessment and Feedback at KEVIGS

In our endeavour to ensure all students make excellent progress, high-quality, ongoing low-stakes assessment using research based AFL strategies is a core focus for teaching and learning at KEVIGS. Our lesson structure aims to ensure that students prior learning and understanding is assessed regularly. Success criteria is shared, discussed and used to check understanding of students in each lesson.

Students are provided with opportunities to apply new learning independently both in the classroom and at home. Departments use active observation, questioning and live feedback during lessons in addition to strategic marking of tasks to check understanding and provide timely feedback that supports students in their next steps for learning.

Teachers use ongoing assessment of classwork and homework to monitor ongoing progress, marked classwork/homework ensures students are producing work of a high quality that is accurate and supports revision for end of unit, summative assessments.

Feedback on students work will usually be recorded in exercise books and/or via the MS teams assignments.

• Red pen - teacher feedback
• Green pen - student (self/peer) feedback showing where students have been correct.
• Blue pen - student (self/peer) feedback showing where students have corrected their work. Students also use blue pen to reflect on their performance in assessment or respond to feedback from their teacher (verbal or written).

Ongoing assessment data is then used to inform reporting check-points throughout the year. Each cohort will receive two formal report cards throughout the year.

The Mid-year report is staggered throughout the Autumn and Spring term and year 7-10 and 12 End of year reports being published in July. Parents have an opportunity to meet with classroom teachers following the Mid-year reporting cycles to discuss progress, strengths, areas for development and support needs.

Our report data includes:

• WAG - Working at Grade (based on ongoing assessment)
• MEG - Minimum expected Grade (set using prior attainment data to ensure all students make expected or better than expected progress by the end of each key stage/
• Teacher Judgement - this indicates whether teachers have assessed students as on-track to meet their end of year/end of key stage targets.
• Learner Attributes (LA) - This provides an assessment of the general learning skills of a student needed for each subject, it allows students, parents and teachers to explain reasons for WAG and teacher judgement marks.
• Attitude to Learning (ATL) - This provides an assessment of a students' ongoing effort in class, level of engagement in classwork and homework and their commitment to their own progress.

LA and ATL provide a basis for discussions about why students are making different levels of progress and allow us to work together to identify the correct support strategies when necessary.

A more detailed explanation of how to read your child's report card is sent with the report.