Alive Assessment KS3-KS5
The following information explains how we manage assessment for all key stages. Assessment information for each subject and year group is available below in the Subject Assessment Calendar. For further information at a subject level, visit the relevant curriculum pages here.
The Different Types of Assessment
There are three different types of assessment used at St Mary Redcliffe and Temple School.
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Day-to-day in-school formative assessment Formative assessments evaluate how someone is learning material throughout a course. |
In-school summative assessment Summative assessments evaluate how much someone has learnt throughout a course. |
Nationally standardised summative assessment |
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Assessing Attainment not Progress
- At SMRT we recognise that we can accurately assess attainment, but not progress
- Assessing attainment is making a judgement on whether a student has acquired the specific intended learning we defined
- Our curriculum model is our progression model, where subject specialists have carefully selected the knowledge, skills and understanding our students should have in each year group and key stage
- Our staff will design assessments to make judgements on the extent to which this specified curriculum has been learnt. This can be done accurately and effectively rather than making vague statements about progress
The Key Principles of Assessment at SMRT
- Simple and time-effective. It should not hinder the sequence of learning or constrain the time a teacher spends on teaching
- Designed to not add unnecessary staff workload
- Led by subject specialists to be specific and accurate
- Consistent across a specific subject and moderated where appropriate
- Designed to take into account the needs of all of our learners. Including their mental wellbeing
- Maintain high expectations of all of our learners
- Assessment will be used to establish what is known and to move knowledge and skills forward
- Assessment will be varied, purposeful, and frequent
- Workload will be considered when planning assessment and feedback
- Students and parents will be informed of what is being assessed, the purpose, and the feedback that will be provided
Subject Assessment Calendar
The following information explains how we manage assessment for all key stages.
Assessment at Key Stage 3
We use an overall judgement based on multiple assessments throughout the year. These could be formal assessments or more informal assessments such as homework. These band grades are not based on a single test.
The number grades referred to in the bands relate to GCSE grades. We do not use GCSE grades at Key Stage 3 (Year 7, 8 and 9), but this is to give you an idea of your child’s potential grades at GCSE. Grades 1 to 9 are awarded at GCSE with 9 being the highest.
Grade bands
| Extending | Your child has excellent knowledge and understanding of the intended curriculum of a particular subject. They are working beyond the secure band and are adding depth to their knowledge and understanding so could go on to achieve Grade 7+. |
| Secure | Your child has secure knowledge and understanding of the intended curriculum of a particular subject. They could go on to achieve Grades 4 to 6 at GCSE in that particular subject. |
| Developing | Your child is developing their knowledge and understanding of the intended curriculum of a particular subject. They could go on to achieve at least Grades 1 to 3. |
| KS3 Years 7, 8 and 9 |
At KS3 we have removed levels and GCSE grades so the design of summative assessments is the responsibility of our subject specialists. We recommend the following techniques are considered:
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Summative assessments will look different in different key stages and different subjects. Please see this section for individual subject approaches to assessment at Key Stage 3.
Assessment at Key Stage 4
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KS4 |
At KS4, summative assessments should be designed to test students’ knowledge, skills and understanding required for their specific exams. Therefore, we recommend the use of:
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There will be up to three points (two for Year 11) in each year where we assess the students more formally and parents and carers will receive two gradesheets and one more detailed written report with comments.
The purpose of assessment is to ensure students in each year group understand whether they are making at least expected progress in a subject and know what they need to do to improve. As subject specialists, each department has its own carefully considered approach to assessment and these are captured in the information on individual subjects below.
Please see this section for individual subject approaches to assessment at Key Stage 4
Assessment at Key Stage 5
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KS5 |
At KS5, summative assessments should be designed to test students’ knowledge, skills and understanding required for their specific exams. Therefore, we recommend the use of:
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There will be up to three points (two for Year 13) in each year where we assess the students more formally and parents and carers will receive gradesheets.
The purpose of assessment is to ensure students in each year group understand whether they are making at least expected progress in a subject and know what they need to do to improve. As subject specialists, each department has its own carefully considered approach to assessment and these are captured in the information on individual subjects below.