Assessment

Our Curriculum is designed to engineer and facilitate what we call ‘An Education for Global Citizenship’

In line with this Assessment at IAG must reflect the Vision, our philosophy and align closely with the goals of our Curriculum. Assessment, within IAG, fulfils a number of key criteria:

  • it is intrinsically linked with and supports the IAG Curriculum and approaches to teaching & learning;
  • it is timely and varied;
  • it is accurate and supported by evidence;
  • it is owned by the learners themselves; and
  • it enables reflection and progression.

As such our approach to assessment is:

  • highly personalised and authentic;
  • formative in nature, informing ongoing progression within learning;
  • a facilitator of academic, cognitive, social and emotional successes;
  • transparent, enabling all to recognise and understand progress and attainment;
  • based upon rigorous and challenging IAG Standards articulated as “I can” statements derived from the MYP Criteria Objectives for Year 1, 3 and 5 and GCSE Assessment Objectives (AO’s);
  • varied, enabling learners to curate a rich portfolio of achievements;
  • the means through which an individual progresses through our Curriculum for Global Citizenship; and
  • directed towards enabling an individual to become a Global Citizen.

Assessment Methodology

Purpose

Assessment reflects the IAG vision to promote the holistic development of young people by proactively educating the whole person in preparation for a lifetime of learning. Therefore IAG assesses cognitive (Academic) and interpersonal (Soft) skills in 2 main areas:

  1. Attainment, commitment and progress within and across subject areas; and
  2. Development in the attributes and practices of an effective lifelong-lifewide learner

through the Curriculum as a whole, through the application of the IAG/IB Learner profile and through the application of the Global Competency framework.

The curriculum drives the nature of assessments, rather than vice-versa.

In assessing holistic attainment and progress the following aspects are considered

  • a. Acquisition and application of ‘Factual knowledge’;
  1. Applied conceptual understanding;
  • c. Subject specific procedural and second-order skills;
  • d. Learner attributes of the Global Competency framework
  • e. Commitment to Learning

Judgments on student progress are be based on a rich evidence base drawn from a number of sources, to remove as far as possible, preconceived ideas and bias.

End of Term assessments within subjects are designed through an application of the GRASPS model which reflects best MYP practice, enhancing inquiry and authentic assessment practices.

G – What is the Goal? (linked to the Inquiry Statement)

R – What is the authentic Role the student will take? e.g Lawyer, Biologist, Author.

A – Who is the Audience of the assessment?

S – What is the Situation?

P – What is the Product of the assessment? e.g. Speech, Video.

S – What the Standards for success? e.g. the specific assessed criteria.

Process

  • Across Year 10 & 11, MYP/GCSE aligned descriptors articulated as ‘I Can…’ statements alongside paper specific Mark Schemes will be applied to formatively and summatively assess a students development of the four MYP Criteria and GCSE Assessment Objectives within each subject area.
  • Each Term across all year groups at least two criteria will be assessed across that Term (e.g. Criteria A & D, AO1 & AO2).
  • The assessed criteria are outlined within curriculum maps to ensure full and repeated coverage in the application of two principles, Spaced Practice and Gradual Release.
  • The assessed criteria alongside I Can… statements are shared with students at the start of the Inquiry (new unit of work).
  • Each Term the named two criteria will be assessed, graded and scored against the either the MYP descriptors (1-8) or the MYP/GCSE descriptors (1-8).
  • Each Term the progress the student has made from the start of the academic year towards their MEG (Minimum expected Grade) will be judged and scored (1-4).
  • Each Term the commitment the student has made from the start of the academic year to that point will be judged and scored (1-4).
  • All Working At Grades (WAG), progress and commitment scores are recorded in a digital mark book held by the teacher, department/subject lead and the AVP for Assessment.
  • Data is extracted from the digital mark book each Term and analysed in-line with the Assessment & Reporting Cycle (this is document can be obtained from the AVP for Assessment a version can be found as Appendix A is this document).
  • Students will undertake a GCSE style paper in a range of subject areas twice a year under exam conditions as part of our approach to Pragmatic Rehearsal (held at the start of Term 3 and Term 6)
  • An indicative Working at Grade (WAG), Progress and Commitment to Learning score will be reported twice a year.
  • We will report a Global Competency (including Learner Profile) grade at the end of Year 7, 8 and 9.

Indicative Working At Grades (WAG)

Indicative Working At Grades (WAG)  are aligned to the GCSE and MYP grading system. Within this assessment framework and scoring system a Grade 1 is the lowest grade and a Grade 8 is the highest grade.

It is important to note that every student is expected to achieve a grade which reflects their trajectory and journey towards the final examinations at the end of Year 11.

The WAG is determined by:

  • the outcome of formative and summative assessments completed across a Term
  • academic outcomes from across the year indicated by end of term WAG

To these ends the WAG evolves, responding to data entered across the school year.

Progress

A Progress score recognises the progress an individual is making from an identified starting point (Term 1 baseline test + KS2 Scores) along a flight path towards a minimum GCSE target grade (MEG) (achieved at the end of Year 11). This is a strong indicator of achievement being made within and across subjects.

The applied scoring systems enables a student to recognise if they are making:

1 = Excellent progress, well above the expectations (MEG vs WAG)

2 = Good progress, in line with expectations  

3 = Limited progress, slightly below expectations

4 = Poor progress, well below expectations

Commitment to Learning

A Commitment score is used to help you and your child identify how they are applying themselves to their education in and out of the classroom. A strong correlation exists between commitment, attainment and progress. Commitment has been determined through teacher judgement of the extent to which the student has applied themselves to their studies within the identified subject area across the academic year.

Commitment to learning is measured using the same scoring system as Progress:

1 = Excellent commitment, well above expectations

2 = Good commitment, in line with expectations

3 = Limited commitment, slightly below expectations

4 = Poor commitment, well below expectations

With regards to both Progress and Commitment, we would expect a student to be gaining 2, or above, across all subjects.

 

Data Analysis and Reporting

We have developed a robust and methodical approach to data collection, analysis, and actions.

For each collection, analysis and action cycle we have outlined a disseminated a step by step work plan for the use of Directors and their teams. To aid this process we have developed a number of standardised documents including:

  • Digital Mark Books
  • Class level data analysis, summaries and actions
  • Department level data analysis, summaries and actions
  • SLT Report;
  • Directors Report; and
  • Advisory Report,

All combine to form the termly analysis and report which is shared with Governors, SLT and ELT for information sharing and implementation of actions.

Reporting format

IAG communicates assessment data to parents in a variety of ways, and we seek to do so formally, using a clear process, and at frequent intervals. We apply three forms of reporting to facilitate a variety of learning conversations.

  • Parent conferences—in which teachers communicate assessment data to parents openly and transparently, supported by examples of each student’s work and as a means of facilitating age/phase specific learning conversations. We hold at least 1 Parent conference per year group per academic year with the first hosted in October for Year 7 parents.
  • Student-led conferences—in which students share assessment data about their learning with their parents, supported with a portfolio of achievement. The conference is facilitated by Advisors and stdnest are given support through Advisory to undertake a leading role within these conferences. We hold at least 1 Student-led conference per year group per academic year with the first hosted in January by Year 9 students.
  • Report cards—in which all teachers contribute assessment data from their subject, and which may or may not include grades. We presently issue Report cards twice a year, in Term 3 & Term 6.

Reporting Process

  1. Assessment – Staff data entry
  2. Paper report population with data – Reports to be distributed to Advisors for Next Steps to be written by the student
  3. Reporting week – Students to discuss report with Advisors and teachers.  Teachers help students set 2-3 personalised targets linked to assessment I can statements and write these targets in their exercise book. Targets are proofread, checked and validated for appropriateness by the subject teacher.  Students to begin copying targets onto report cards. Advisors will perform a mid-week check and quality assure. At the end of the week reports to be collected back in.
  4. Proofreading – AVP for Assessment will facilitate ELT proofreading of all reports.  
  5. Admin to scan reports for digital file.
  6. Report cards to parents – Reports distributed to parents.