Assessment and Use of Go4Schools - Amazon Web...

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Assessment and Use of Go4Schools

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CONTENTS

Target setting 2

G4S target columns 2

Colour coding of current level in year 7, 8 and 9 4

Colour coding in specialist curriculum subjects 5

Colour coding of current grade at KS4 6

Target setting for pupils with missing KS2 data 7

Assessment in the monitoring calendar 8

Mark sheets 10

Identification & Interventions on G4S 11

Key Stage 3 LAL model 13

Target & Progress sheets 17

Seating plans & key groups 20

Reporting & Parents evening 21

The A List 22

Appendix 25

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TARGET SETTING

Targets will be generated from KS2 sub-levels using 4 levels of progress.

Using 4 levels of progress from key stage 2 the percentage of 5 A* - C including English

and maths would be:

● Year 11 (cohort 2016) 87.9 %

● Year 10 (cohort 2016) 72.4 % (under the new measure, Grade 5 or

above in English and Maths)

For simplicity we will use 4 levels as the basis for our target setting for all students.

Whole school and departmental target setting will be carried out as a complementary

exercise to these aspirational targets for students. They will take into account both 4

levels of progress and 3 levels of progress, and will be agreed between the HoF and

DH. By the cohort of 2017 we expect that whole school and departmental targets will be

in line with 4 levels of progress (see appendix A).

Staff appraisal will include targets relating to pupil progress, but will take into account

the fact that individual student targets are aspirational. Student progress will be

measured for the academic year they teach the group and not from the KS2 result.

G4S TARGET COLUMNS

G4S will include the following target columns:

Year 7 KS2 APS – This column will be used to create the pivot tables produced for

each subject’s homepage. This will show the students’ KS2 level, or the baseline

assessment level completed at the beginning of Y7.

Year KS2 APS Column (TA/school) – This column will be populated only if a student

joins Lister without KS2 level. The level represented in this column will be their baseline

level.

Lister target grade – This column will be automatically generated at the start of the

year using the 4 levels of progress model (2 sublevels per year in KS3 and 1 level per

year in KS4). This target may only be adjusted in exceptional circumstances as set out

below.

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Adjusting Lister EOY target for individual students can only take place if the following process is

followed:

● It is the start of Yr 7 and new entrants have been entered for a baseline assessment.

● Prior to this, the assessment must be approved by the AHT assessment to ensure its

validity and reliability.

● Any adjustment is fully authorised by the AHT line manager and the AHT Assessment.

● Changes are balanced and do not result in an overall reduction departmental and whole

school targets.

PPE (only for Y10 and Y11) – This is a grade achieved by students in the most recent

mock (pre-public examination) exam.

Current Grade Column - This will be generated using an aggregate of the marks in the

mark sheets. The weighting of these mark sheets is set by the HoF.

Professional Predicted grade (only for Y10 and Y11) – This column is only

applicable for Y10 and Y11 students and will require class teachers to input a predicted

grade at set dates in the school calendar.

KS2/KS4 Final result – This column reflects the final GCSE result achieved by

students. This column is also used to record any results achieved by students if they are

entered for GCSE at the end of Y10.

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COLOUR CODING OF CURRENT LEVEL IN YEAR 7, 8 AND 9

The current level column will be colour coded to demonstrate the rate of students’

progress.

+2 (purple) – Making exceptional progress towards GCSE target

+1 (purple) – Making good progress towards GCSE target

0 (green) – Making expected progress towards GCSE target

-1 (yellow) – Making less progress towards GCSE target

-2 (red) – Marking far less progress towards GCSE target

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COLOUR CODING OF CURRENT LEVEL IN SPECIALIST CURRICULUM SUBJECTS

(TO BE INTRODUCED FROM SPRING TERM 2016)

Participant

Progress Description Effort Description

+2 Above and beyond expectations 5 Immense

+1 Enthusiastic/Active learner 4 Great

0 Participates in subject 3 Some

-1 Does not participate in subject 2 Little

-2 Disengaged from subject 1 None

Audience member


+2 Evaluative (Self development) 5 Immense

+1 Active (Questioning) 4 Great

0 Passive (Observation) 3 Some

-1 inoperative (Dislikes being audience member) 2 Little

-2 Not taken part/Disengaged 1 None

Inspiration


+2 Criticises/develops self using role models work 5 Immense

+1 Analyse/Draws conclusions from Role models

work 4 Great

0 Summarise/Has a role model 3 Some

-1 Summarise/Given a role model 2 Little

-2 Cannot draw from any exemplar work 1 None

Skill share


+2 Taken a leadership role/ organisation 5 Immense

+1 Taken an active role/ communication 4 Great

0 Taken a passive role / completed tasks set 3 Some

-1 Inoperative/ completed limited work 2 Little

-2 disengaged/ no work 1 None

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COLOUR CODING OF CURRENT GRADE AT KS4

As GCSEs will be linear the following colour coding will be applied:

Year 10 (or in 1st year of study on a 2 year course):

● Pupils who are less than one grade below their end of key stage target will

appear purple, one grade below will appear green, two grades will be yellow, and

three grades will red.

Year 11 (or in 2nd year of study on a 2 year course):

● Pupils who are above their end of key stage target grade will appear purple, on

target will appear green, one grade below will be yellow, and two grades below

will be red.

Fine grading can be used to determine the security of these grades and also for

targeted interventions (Appendix E).

Example:

Yr 10

KS2 3a, GCSE target C

Autumn Spring Summer

Green E+ D- D

Yellow F+ E- E

Red G+ F- F

Yr 11

KS2 3a, GCSE target C

Autumn Spring Summer

Green D+ C- C

Yellow E+ D- D

Red F+ E- E

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TARGET SETTING FOR PUPILS MISSING KS2 DATA

(missing target grade/level, and midphase entrants without prior data)

Tests that are used to assess pupils and generate current working levels:

● CAT4 (cognitive ability test, but cross-referenced with following two tests)

● New Group Reading Tests (NGRT)

● PiE and PiM (progress tests in English and Maths)

We will then project forward using the 4 levels of progress model to generate a Lister

target grade.

Pupils with EAL will be jointly assessed with the Head of EAL. Once language

acquisition has improved they will undergo another round of assessments to more

accurately gauge a working level, and therefore generate a more accurate target.

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ASSESSMENT IN THE MONITORING CALENDAR

ASSESSMENT CYCLE IN THE CALENDAR

Proposal for 2015/16

● In the school calendar we change ‘achievement review’ to ‘assessment deadline’.

● The faculty meeting prior to this week we set aside for

moderation/standardisation.

● The week after the data deadline, preceding the Achievement Analysis meetings,

will be called ‘achievement review’. This will allow HoFs to have discussions with

AHT, HoS and classroom teachers around progress made in subjects during that

half term.

● During the academic year 2015-16, Lister will pilot the ‘bespoke assessment

deadline’ for years 7, 8 and 9. This is introduced on the back of the request from

faculties to align the assessment deadlines in line with the programme of study.

The draft deadlines can be found in Appendix F.

● Data for Year 10 and 11 will be published every half-term and termly for years 7,

8 and 9.

DATA DEADLINES 2015/16

Term Date

Autumn 1 15th October 2015

Autumn 2 10th December 2015

Spring 1 4th February 2016

Spring 2 17th March 2016

Summer 1 19th May 2016

Summer 2 7th July 2016

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ACHIEVEMENT ANALYSIS MEETINGS 2015/16

Term Date (w.b.)

Autumn 2 2nd November 2015

Spring 1 4th January 2016

Spring 2 22nd February 2016

Summer 1 11th April 2016

Summer 2 6th June 2016

HAMS 2014/15

Term Date (w.b.)

Autumn 2 7th December 2015

Spring 2 14th March 2016

Summer 2 27th June 2016

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MARK SHEETS

MANAGING MARK SHEETS ON G4S

Currently:

● HoF and HoD have the authorisation to manage the mark sheets on G4S.

Proposal:

● This will be extended to 2ic and 3ic so when they are writing programmes of

study they can create corresponding mark sheets.

MISSING MARKS IN MARK SHEETS

If a pupil is not present for an assessment leave the box blank (do not enter 0 marks).

Emphasis should be on the pupils completing that missing work.

WEIGHTING OF ASSESSMENTS IN G4S

This is to be managed by the HoF and may be changed at any point in the year.

The following points may be beneficial:

● A change of weighting may need to take place after each data deadline so the A

list review can consider the actual pupils working current grade.

○ e.g. decreasing the weighting of previous units as you move through the

academic year to accurately reflect an improvement, rather than early

units of work ‘dragging down’ their overall average.

PARENTAL VIEWING OF LEVELS

If you have created a mark sheet that you would not like parents or pupils to view when

they log on, this can be changed by going in to ‘edit mark book’. Tick the ‘Private’ box

and this data will only be viewable by staff.

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IDENTIFICATION OF UNDERACHIEVEMENT & INTERVENTIONS ON G4S

All mark sheets in G4S will have two columns (added by MI) at the start of the academic

year and will appear as below.

When the first data deadline has passed (15/10/15) staff will be asked (during faculty

time) to complete these columns using the following guidelines:

Choose at least three pupils from the class who have made the least amount of

progress.

Any pupils who appear on the A list will need to have an intervention put in place

and logged here (these pupils can be included in the three mentioned earlier).

When you click on the identification and intervention column you will be given a

drop down list of options to select from (please see appendix B), choose one

from this list.

The identification column is for staff to identify the leading reason they believe

the pupil is underachieving in their subject.

The intervention column is where staff will choose a wave 1 (classroom)

intervention they will put in place for the following term to try and raise the

attainment of that pupil.

HoH will be having achievement reviews with all pupils on the A list to discuss

their progress and the success of these interventions.

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New columns will be added for the Spring and Summer terms (as seen below), but the

previous information will be stored within these columns for you to refer back to.

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Key Stage 3 Life After Levels Assessment Model

Since Autumn 2 (2014/15), we have been using a new assessment model in Key Stage 3 (Lister Life After Levels).

What do we want LAL to achieve at Lister?

1. Is based on developing the key knowledge and skills required for success in KS4 2. Is based on our high expected standards of students 3. Is based heavily on formative feedback and allows all students to succeed and

progress 4. Incorporates periodic summative assessment to support this ongoing formative

feedback 5. Is simple and easy to understand – by EVERYONE. 6. Has consistent principles, to be used across subjects, but the flexibility to be

suitable for all subjects.

Coverage:

Assessment Model used Year 7 Year 8 Year 9

LCS Life After Levels Yes Yes Yes

Thresholds: When students join at the start of KS3, their KS2 level (or alternative baseline

data) will be used to assign them a ‘threshold’ based on their prior ability. This threshold will give an indication of what they should then go on to achieve

at GCSE, using the new grading system and for planning the LAL framework in faculties.

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Faculties identify the core knowledge and skills that students will need to master in order to be successful at GCSE.

This will be based on the knowledge and skills that subject staff know to be key to success in Y10 and 11. They will also link to the National Curriculum programme of study.

Faculties then use this to plan backwards with the curriculum for Y7-11

Formative Assessment: The thresholds of knowledge and skills will be used to give students ongoing

formative feedback, based on their day to day work, about how to improve and move through the thresholds.

In order to support the development of a growth mindset, the feedback should be aimed at moving students through the thresholds, towards excellence, so developing resilience and grit. So expectations are consistently high.

Summative Assessment: Summative assessments will support this formative assessment Students can sit tests/assessments, where their performance can relate to a

particular threshold – which can then be compared to their baseline threshold.

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Tracking progress and Reporting:

In terms of tracking progress and reporting to parents we can look at how students are performing, relative to their baseline threshold:

Working substantially below their baseline threshold – Making far less than expected progress

Working below their baseline threshold– Making less than expected progress Working towards the lower end of their baseline threshold – Making expected

progress Working towards the top end of their baseline threshold – Making good progress Working above their baseline threshold or at the top of or beyond the excellence

threshold – Making exceptional progress.

So, rather than reporting a level to students and parents, we are reporting the

progress they are making towards achieving their forecast grades at GCSE.

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Advantages to this:

Allows underachieving students to be identified and interventions planned.

Allows performance of classes/ subjects to be monitored – % of students making good,

expected, less than expected progress.

Ensures students of all abilities can be praised for the effort and progress they are

making – in the same way.

Supports long term goals – and monitoring progress towards them.

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TARGET & PROGRESS SHEETS

Target sheets will be distributed to all staff at the start of the academic year. They are

to be completed by all pupils in all of their subjects.

Aim:

For pupils to be aware of their Lister target grade.

For them to see how we generate their target grade/level.

A place for pupils to record and track the half termly assessments that are logged

on G4S.

Provides an opportunity at the start of the half term for pupils to reflect on their

prior attainment and set a topic based target (for that upcoming half term) so they

can reach their expected target level/Lister target grade.

To work in conjunction with the marking grids (Appendix C) so pupils should

always be able to discuss, where they are, where they need to be, and steps

they can take to help them get there.

Target sheets available:

Legacy GCSE

Legacy GCSE below L3 on entry

New GCSE

New GCSE below L3 on entry

BTEC

KS3

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KS3 below L3 on entry

How to complete them:

Pupils need to be reminded of their KS2 results (which can be found in the

student progress ribbon or the baseline column in the mark sheets on G4S) so

they can highlight down the relevant column to show the progress they are

expected to make and the target they are aiming for each academic year.

KS2 Level (English or Maths) <3 3c 3b 3a 4c 4b 4a 5c 5b 5a

End of Year 7 2 sub-levels of progress 3b 3a 4c 4b 4a 5c 5b 5a 6c 6b

End of Year 8 4 sub-levels of progress 4c 4b 4a 5c 5b 5a 6c 6b 6a 7c

End of KS3 6 sub-levels of progress 4a 5c 5b 5a 6c 6b 6a 7c 7b 7a

Target GCSE Grade D C C C B B A A A* A*

If pupils are in years 8-11 they will need to complete the row below with the

grade/level they were given on results day.

Level at end of last academic year:

Students will then need to complete the main table with the topic title,

skill/assessment focus (if KS3) and a level appropriate target relevant to that unit

of work.

DATE

STARTED TOPIC SKILL/ ASSESSMENT

FOCUS WHAT I NEED TO IMPROVE IN ORDER TO MEET MY TARGET LEVEL

(TO BE FILLED IN AT THE START OF EACH HALF TERM) LEVEL

ACHIEVED

HT 1

Once the unit is completed and the half termly current grade is on G4S the final

column (‘level achieved’) can be completed.

If at any point in the year a pupil has already achieved their Lister target

grade/expected level you may set them an upgraded target, but this will also

need to be added to the upgraded target column in G4S.

Upgraded target level for the end of this school year is:

Attaching target sheets to books:

They should be on the inside front cover page of the class book.

Electronic copies will be available for IT based courses.

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They should follow pupils through the whole year so pupils should not cover the

whole page in glue. Use it sparingly in the corners then it can be easily removed

and transferred to the new book.

TARGET SHEETS FOR PUPILS BELOW A L3 ON ENTRY

These target sheets are specifically meant for those pupils who joined Lister below a L3

at KS2.

They are to be completed in the same way as the other target sheets with the exception

of an additional box, ‘discussed with’.

Pupils who require this sheet should complete it under the supervision of the

classroom teacher and a member of support staff (should there be one in the

class).

A member of staff will then put their initials in this box to indicate the target and

target setting process has been explained to the pupil.

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SEATING PLANS & KEY GROUPS

The aims of the seating plan:

To ensure teachers are familiar with all students’ current grades and target

grades.

To enable teachers to identify which students are most at risk of not making

expected progress.

To ensure teachers are seating students for a particular educational rationale

which will help them make expected progress.

To highlight which students teachers are putting in place interventions for.

To highlight which students are part of a school target group.

The key groups for this academic year are:

Pupil Premium

Low attainment band

SEN

White and Black Caribbean and Black Somali

Bangladeshi and Pakistani

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REPORTING & PARENTS EVENING

The aims of reporting:

Reports should provide parents and carers with an accurate picture about pupils'

achievements and progress, in clear and accessible language.

Reports should reflect attainment and achievement within the framework of Lister

assessment policy and in line with the new National curriculum.

Reports should be based on evidence from formative assessment and recording.

Reports should be manageable for teachers to produce.

Reports should have a positive effect on pupils' attitudes and motivation.

Reports should support pupils' learning by setting targets.

The reporting process should provide opportunities for pupil involvement.

The reporting process should be part of a continuing dialogue with parents and

encourage parental involvement and support.

Direct contact between staff and parents:

Achievement Review Day (ARD, Friday 18th September 2015) – Parents are

invited to come in with their child and meet tutors for a learning conversation.

This will involve reflecting on the successes and areas for development from

last year, and setting targets for the forthcoming academic year.

Feedback from Tutor Learning Conversations (TLC, dates in appendix D) –

After tutors have met with pupils (during period 6 on alternate Wednesdays) to

conduct the TLC and reflect on targets set, they make contact with parents (by

the preferred method agreed on ARD) to feedback the outcomes of the

conversations.

Parent’s Evenings – One evening for each year group, throughout the school

year, for parents/carers to meet with classroom teachers and discuss progress,

attainment, effort and attitude to learning.

Dates for parents evening 2015/16:

Year 11 – Wednesday, 16th December 2015

Year 10 – Wednesday, 13th January 2016

Year 9 (& pathways evening) – Wednesday, 10th February 2016

Year 8 – Wednesday, 16th March 2016

Year 7 – Wednesday, 27th April 2016

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THE A LIST

Key Dates

Date Action

w.b. 01/09/15

Compile A list and complete the tracking document (then meet with pupils and parents during the Achievement Review Day - prioritise year 11).

w.b. 02/11/15

Catch-up sessions with pupils on the A list

w.b. 07/12/15

HAM

18/12/15 Review the A list Possible amend list for spring term if pupils has made expected progress

w.b. 22/02/16

Catch-up sessions with pupils on the A list

w.b. 14/03/16

HAM

24/03/16 Review the A list Amend the list for summer term

w.b. 23/05/16

Catch-up sessions with pupils on the A list prior to the summer exams

w.b. 27/06/16

HAM

The A list will be reviewed following a whole school data deadline.

Selection of A list

When choosing pupils to place on the A list, the following factors should be considered: 5 pupils should be chosen per year, per house. They should have the lowest residuals in the year group.

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They may be receiving interventions from Inclusion, the behaviour or attendance teams.

They may be from any of the attainment bands. Please indicate whether they are one of the schools key groups (Pupil Premium,

SEN, Low Attainment, Black Somali, White and Black Caribbean, Bangladeshi and Pakistani).

Placing pupils on the A list

When pupils are first placed on the A list: Meet with them individually and explain why they have been selected for the A

list. Complete an achievement review, by going through their current and target

grades on G4S. Contact parents to inform them, and where possible arrange to be present at the

tutor academic mentoring meeting on 18th September. If necessary place on progress report.

Monitoring the A list

Staff will be putting wave 1 (classroom) interventions in place, and logging these in G4S. You will need to check this has been completed for all subjects (visible from the pupil’s page on G4S).

Reviewing the A list

The A list is to be reviewed on the set dates in the monitoring calendar. Each time there is a review the relevant Google ‘A list tracking’ document is to be completed. You will need to discuss which of the classroom interventions have been most effective for them, and feed this back to their teachers.

When to remove pupils from the A list: When their residual has risen and they are no longer in the bottom percentage of

the year group. This will need to be communicated to staff and their parents.

If targeted pupils still have one of the lowest residual: A further meeting with the parents will need to take place to discuss the

interventions staff had in place and what their impact has been. The outcomes of this meeting should be noted in the Google ‘A list tracking’ document.

An achievement review needs to be carried out with the pupil and noted in the tracking document.

If the pupil needs to be referred on to a wave 3 (whole school) intervention this needs to be noted.

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If the pupil does not require a wave 3 intervention then they should be kept on the A list for another term.

House Achievement Meeting (HAM)

The dates for these meetings will be in the School Diary and will be attended by HoH, AHT line manager, KV, EG.

They will take place over a double period in the training room. The aim of the meetings is to review the achievement and progress of pupils on

your A list.

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Appendix A

WHOLE SCHOOL

KEY PERFORMANCE

INDICATORS

ACTUAL

2011-12

ACTUAL

2012-13

ACTUAL

2013-14

ACTUAL 2014-15

TARGET 2015-16

5 (A*-C) English &

Maths

52 55

57 63.5 72

3 (A*-A) 17 24 22 26.7 30

5 (A*-G) 93 97 97 99.2 100

Capped APS 307 327 318 340 340

Capped APS GCSE

only

271.1 286.6

299.2 319.5 335

Expected Progress in

English

73 77

76 81 80

Expected Progress in

Maths

57 73

72 68.9 80

4 Levels of Progress

in English

32 39

38 41.1 40

4 Levels of Progress

in Maths

21 32

34 24.5 40

Attendance 93.3 93.9 95.3 95.3

Persistent Absentees

(% pupils <85%)

8.7 5.7

3.9 3.2

No. of Fixed Term

Exclusions

144 191

38 55

No. of sessions of

Fixed Term

Exclusions

580 833

208.5 332

No. of Permanent

Exclusions

2 6

2 6

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Appendix B

Identification Intervention

Literacy Differentiation

EAL Targeted questioning

SEN Additional feedback through marking

Behaviour Seating plan

Poor attendance Contact home

Low self-esteem Put on report

Gaps in education Learning conversation

Homework Revision classes

Lack of focus Exam practise

Lack of work Buddying

Participation Extra work at home

Lack of equipment

More able

Presentation of work

Lack of motivation

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Appendix C

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Appendix D

Dates of TLC:

Year 7: TLC 1 – 30th September TLC 2 – 23rd November to 11th December TLC 3 – 28th April to 13th May Year 8: TLC 1 – 18th September TLC 2 – 14th March to 24th March TLC 3 – 27th June to 8th July Year 9: TLC 1 – 18th September TLC 2 – 11th February to 4th March TLC 3 – 13th June to 24th June Year 10: TLC 1 – 18th September TLC 2 – 14th January to 29th January TLC 3 – 23rd May to 10th June Year 11: TLC 1 – 18th September TLC 2 – 14th December to 13th January TLC 3 – 11th April to 27th April

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Appendix E

GCSE grade set for the Academic year 2015-16

KS2 KS4 Target

5a A*+

5b A*

5c A

4a A-

4b B+

4c B

3a C+

3b C

3c C-

2a D+

2b D

2c D-

1a E+

1b E

1c E-

P8 F+

P7 F

P6 F-

P5 G+

P4 G

P3 G

P2 G-

P1 G-

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Appendix F

KS3 Assessment deadlines 2015-16

Autumn 1 Autumn 2 Spring 1 Spring 2 Summer 1 Summer 2

English and Media 22/10/2015 08/01/2016 10/03/2016

Maths and ICT

12/10/2015 (7 & 8) and

19/10/2015 (9) 14/12/2015 08/02/2016 21/03/2016

16/05/2016 (7 & 8) and

23/05/2016 (9)

04/07/2016 (7 & 8) and

08/07/2016 (9)

Science 15/10/2015 10/12/2015 04/02/2106 17/03/2016 19/05/2016 07/07/2016

CA & MFL

MFL 21/10/15 & CA

20/10/15

MFL 16/12/2015 & CA 16/12/15

MFL 08/02/2016 & CA 5/2/16

MFL 23/03/2016 & CA 23/3/16

MFL 25/05/2016 & CA 17/5/16

MFL 07/07/2015 &

CA 7/7/16

Music & Drama

Drama - 21/10/15

Drama - 16/12/15 Music -

11/12/2015 Drama - 08/02/15


18/03/2016 Drama - 25/05/15


01/07/2016

Humanities Y7 21/10/2015 16/12/2015 08/02/2015 23/03/2016 25/05/2015 EOY

RS Y8-9 21/10/2015 16/12/2015 08/02/2015 23/03/2016 25/05/2015 EOY

Hist and Geog Y8-9 NA 05/11/2015 14/01/2015 24/03/2015 09/06/2015 EOY exam

PE & Dance 19/10/2015 14/12/2016 12/02/2016 24/03/2016 23/05/2016 08/07/2016

Inclusion 20/10/2015 14/12/2015 08/02/2016 21/03/2016 23/05/2016 04/07/2016

Assessment and Use of Go4Schools - Amazon Web...

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