The Highcrest Academy

our assessment

The Purpose and Principles of Assessment

Formative assessment is an ongoing practice that informs both the teacher and the student of areas of strength and areas for development.  Formative assessment usually comprises of verbal or written feedback from the teacher to the student on a regular basis.  

Summative assessments take place at scheduled points throughout the year in all subjects. A summative assessment may be a written test or a task. These provide information on a students’ progress towards their target grade and inform the progress reports that students and parents receive throughout the year. Students will sit at least 3 internal summative assessments in each subject across an academic year. These internal summative assessments are designed by departments to reflect key subject-specific concepts and skills that are assessed in external assessments (i.e. GCSEs).  Internal summative assessments will provide accurate and robust information about a students’ progress towards their target grade.  Department moderation of internal summative assessments will be conducted as appropriate. 

Nationally standardised summative assessment is assessment used by the Government to hold schools to account. For example; SAT, GCSE and A-Level examinations.

Reporting and Parents’ Evening Schedule 2024-25 

Month

Day

Report/Event

Year Group

September

w/c 9

  Year 11 Exam Information Evening

 Year 11

23

  Year 7 Settling-in Evening

 Year 7

 

23

  Year 12 Settling-in Evening

 Year 12

December

19

  Parent Data Report Autumn Term

 Years 7, 8, 9, 10

January

10

  Mock Exam Results Day

 Years 11, 12, 13

 

10

  Mock Exam Report

 Years 11, 12, 13

 

20

  Year 11 Parents’ Evening

 Year 11

 February

3

  Sixth Form Parents’ Evening

 Sixth Form

 

24

  Year 8 Parents’ Evening

 Year 8

April

3

  Parent Data Report Spring Term

 All Year Groups

May

19

  Year 9 Parents’ Evening

 Year 9

June 

23

  Year 10 Parents’ Evening

 Year 10

 July

7

  Year 7 Parents’ Evening

 Year 7

17

  End of Year Reports

 Years 7, 8, 9, 10, 12

 

Assessment Booklet

Assessment Overview

Year 7 - 9

Students are given expected target grades based on their Key stage 2 performance. These are used as our 'expected' grades that will stay will the student for their duration of time at the academy. These can be changed depending on pupil performance levels. 

We utilise a flat flight path for assessment, that enables us to monitor a students progress in relation to their expected grades. We have reverse engineered grade boundaries across all subjects and adapted Summative assessments to be bespoke for each year group using grades 1-9. This allows us to easily identify under performance and excelled achievement.

Year 10

GCSE grades (9 to 1) are given following the completion of three summative assessments. Summative assessment sums up what a student has achieved at the end of a period of time, relative to the learning aims and the relevant national standards. At the end of each term, staff conduct Summative assessments, which give an overall view of each student's attainment and next steps and is shared with parents. There is one mock examination period that is used to organise intervention and track progress.

Year 11

GCSE grades (9 to 1) are given following the completion of three summative assessments. Summative assessment sums up what a student has achieved at the end of a period of time, relative to the learning aims and the relevant national standards. At the end of each term, staff conduct Summative assessments, which give an overall view of each student's attainment and next steps and is shared this with parents. There is one mock examination period that is used to organise intervention and track progress.

Year 12 & 13

GCE (A-Level) grades (A* to E) or BTEC Pass/Merit/Distinction are given following the completion of three summative assessments. There is one mock examination period that is used to organise intervention and track progress. 

Aspirational Grades

All students are set an aspirational grade throughout their time at Highcrest. This grade is set above their expected grade and is used to challenge all learners to perform above their expected progress. These are reviewed alongside progress and adapted to ensure pupils are continually striving to excel.

Assessment is rigorous and parents are regularly kept informed of their child’s progress. 

SIR Marking

All staff use SIR (Strengths, Improvements, Response) to mark students’ work. This process encourages a written dialogue between our teachers and students. 

  • “S” requires the teacher to identify a specific strength and offer praise
  • “I” requires the teacher to provide targets or questions, which are linked to the success criteria
  • “R” is an opportunity for students to engage with the feedback.

The response is an opportunity to reflect upon, edit, improve, correct or extend their knowledge and understanding.  

Whole Class Feedback

Whole Class Feedback can also be used as a review of classwork or assessment by the teacher instead of providing individualised SIR feedback. Examples of good work and/or modelling exercises can support the students through this process.

Attitude to Learning Grades

Every term students are given an Attitude to Learning grade (ATL) that focuses on their participation and engagement within lessons.  This is reported home to parents termly and students are rewarded for continued excellence.

This is graded 5 to 1 with 1 being the lowest. 

ATL Number

Grade

Criteria

 5

 Outstanding learner

 Goes above and beyond, aspires to be the best they can be.

 4

 Motivated learner

 Takes responsibility, a hard working student who is   determined to succeed

 3

Engaged learner

 Responds positively, shows the desire to succeed

 2

Passive learner

 Could do more, needs  external influences and motivation to     succeed

 1

Reluctant learner

 Intervention needed, struggles to engage with their learning