Bright Futures Educational Trust is committed to providing the best possible opportunities for the children, young people, families and communities that we serve. Our schools work collaboratively across the Trust and with other partner schools and agencies to get the best for everyone.
Bright Futures Educational Trust
Alliance for Learning
Search

Assessment Overview

We believe that outstanding teaching and learning has rigorous and meaningful assessment at its heart and that this is used to inform teachers, parents/carers and students. There are different types of assessment that we use and these can broadly be split into two main types: formative assessment and summative assessment.

Formative assessment takes place in every lesson and reshapes learning and teaching as it provides regular and meaningful feedback both to the teacher and the learner. This feedback can be through various different methods such as: discussion, written work, self or peer assessment or through formative testing. Students are regularly involved in formative assessment and through their time at the school will develop skills to help them to assess their work and set challenging targets for improvement. Teachers will also provide students with meaningful formative assessment comments which will include clear targets for improvement (that the student should act upon) and also celebrate areas of strength.

It is therefore our aim that each student will be able to identify what they are doing well and what they must do to further improve within each subject.

Summative assessments are used for a number of purposes and once again, these assessments are used (where possible) to enable both teachers and students to develop next steps for learning.

Key Stage 3 Assessment; students in Year 7 to Year 9

Where departments wish to attribute a mark to e apiece of summative assessment, this takes the form of a numerical mark (for example, a mark out of 6). The scale is determined by each individual department. It is for individual departments to determine whether;

  • Key pieces of assessed work should have a numerical mark awarded
  • The scale for the marks
  • How the marks are reported to students.

Key Stage 4 Assessment; students in Year 10 and Year 11

The process at key stage four is similar to that of key stage three. The marking and summative assessment of work at GCSE Level is determined by individual department policy.

In Year 11, however, students are issued with predicted grades for GCSE performance.

Predicted GCSE grades are;

  • A teacher judgment based on previous knowledge and understanding of the student;
  • Guided by prior data and historical outcomes for students at AGGS;
  • An indication of what the student is most likely to achieve at the end of key stage four;
  • A reflection of the work and attitude the student is demonstrating at the time the data is collected.

Key Stage 5 Assessment; students in Year 12 and Year 13

Students are provided with an ALIS grade for all subjects that they study. This is a statistical A Level grade based on GCSE performance, set by ALIS (CEM, The University of Durham). These grades take into account the individual subjects and a number of other student factors and are provided for the school.

The marking and summative assessment of work at A Level is determined by individual department policy.