Using assessment to maximise potential of every individual
Assessment is an integral part of the learning process at Sperrin College. As an all ability School we use a variety of assessment tools to track every pupil’s progress in learning. A ‘whole pupil approach’ is taken where a range of data is taken into account, along with the professional judgement of our teachers to make a decision on progress of an individual in relation to their ability.
Setting a baseline
Cognitive Ability Tests (CAT4) are standardised tests that are used to indicate a pupil’s potential performance on entry to the school and again mid-way through Year 10. This data reveals strengths and weaknesses in terms of their raw ability along with the application of words and number and compares pupils with their peers and the whole population.
Progression
Pupils are assessed formally four times per year in each subject. With guidance from their teachers, pupils set their own personal targets for each subject. After each Assessment point pupils reflect on the various aspects of their learning that contributed to their level of success in a Personal Learning Log. Their progress is then discussed with their Learning Tutor and signed off by their parent/guardian.
Pupils also complete Progress Tests in English (PTE)and Maths (PTM) each summer. These standardised tests further identify strengths and potential for improvement in specific skill areas of these key subjects.
Reward and Challenge
Assessment data is reviewed after each assessment point by subject teachers, Heads of Department, Learning Tutors and Heads of Year. Pupils are rewarded when they consistently meet and exceed their personal targets. If pupils fall short of their personal targets, then barriers to learning would be identified and addressed to enable them to overcome challenges and make progress.
Reporting
Parents/guardians of Key Stage 3 pupils will receive a progress summary at Christmas and a full report at the end of each academic year.
Assessment is an integral part of the learning process at Sperrin College. As an all ability School we use a variety of assessment tools to track every pupil’s progress in learning. A ‘whole pupil approach’ is taken where a range of data is taken into account, along with the professional judgement of our teachers to make a decision on progress of an individual in relation to their ability.
Setting a baseline
Cognitive Ability Tests (CAT4) are standardised tests that are used to indicate a pupil’s potential performance on entry to the school and again mid-way through Year 10. This data reveals strengths and weaknesses in terms of their raw ability along with the application of words and number and compares pupils with their peers and the whole population.
Progression
Pupils are assessed formally four times per year in each subject. With guidance from their teachers, pupils set their own personal targets for each subject. After each Assessment point pupils reflect on the various aspects of their learning that contributed to their level of success in a Personal Learning Log. Their progress is then discussed with their Learning Tutor and signed off by their parent/guardian.
Pupils also complete Progress Tests in English (PTE)and Maths (PTM) each summer. These standardised tests further identify strengths and potential for improvement in specific skill areas of these key subjects.
Reward and Challenge
Assessment data is reviewed after each assessment point by subject teachers, Heads of Department, Learning Tutors and Heads of Year. Pupils are rewarded when they consistently meet and exceed their personal targets. If pupils fall short of their personal targets, then barriers to learning would be identified and addressed to enable them to overcome challenges and make progress.
Reporting
Parents/guardians of Key Stage 3 pupils will receive a progress summary at Christmas and a full report at the end of each academic year.
