Assessment at The Romsey School

Assessment at The Romsey School

Quality assessment is of utmost importance in securing pupil progress. This is why
‘Assessment for Learning’ is within Romsey School’s ‘Language for Teaching’. The key
objective for all types of assessment at The Romsey School is that our pupils know how to
improve.

Our aim is to have an assessment process that puts the learner first. All assessment should recognise, encourage, challenge and reward children’s progress. Assessment also enables teachers to have the opportunity to assess a pupil based on their professional judgement, the pupil’s ability, attainment and attitude to learning.  By taking this holistic, four- dimensional view of a pupil’s progress, teachers, parents and pupils will be able to clearly say where a learner is currently performing in their learning, where they will be
going and how they will get there.

At the Romsey School, assessment presents itself in many forms. Dylan Wiliam’s work in
Embedded Formative Assessment (2011), which can be summarised with the following two figures, shows what types of formative assessment are used at The Romsey School.

Formative assessment (also known as Assessment for Learning (AfL)) is prioritised by all
stakeholders. This is more important than summative because regular formative assessment enables pupils to move forward in their learning. Assessment for Learning is also referred to in the Teaching and Learning Policy.

Key Stage 3
A pupil’s current attainment to date, in relation to national, age related expectations, for a
pupil in key stage 3, will be reported termly, to parents. It is perfectly reasonable for this
reported descriptor to alter from term to term as pupils make more or less progress, taking
into account that the work or topics covered during the Key Stage might be more or less
complex for individual pupils to master within each subject area. Our scale is described as
follows:

Descriptor, in relation to age
related expectations

What this means for your child’s attainment in that subject area
Working well above Your child is likely to attain grades 7, 8 or 9 at GCSE
Working above Your child is likely to attain grade 6 at GCSE
Working at Your child is likely to attain grades 4 or 5 at GCSE
Working towards Your child is likely to attain grades 2 or 3 at GCSE
Beginning to work towards Your child is likely to attain grade 1 at GCSE

This descriptor is for national age related expectations, at any given moment in time, for
each subject. For example, if a pupil is working at age related expectations now and they
continue to make expected progress in their learning they will remain in the category of
‘working at’ for their next report.

A pupil’s current attainment takes into consideration their performance in their class work, in class assessments and in their home-learning. In the summer term parents will receive a report that indicates how much progress their child is making in each of their subjects.