Assessment of Students
At Robert Bloomfield Academy assessment procedures are in place to:
- ensure students of all abilities make progress year on year, regardless of their starting point
- complement and support the key aims of the National Curriculum
- be fit for purpose
- be manageable for all staff, students and families
- be supported by teacher professional judgements that are consistent and reliable
- maintain high expectations in all areas of the curriculum
- offer support on how to enhance student understanding and motivation
Purpose of Assessment
|To identify strengths and areas for improvement and to inform next steps||To acknowledge, record and report pupils' overall performance and achievement at a point in time|
|To use assessment information to make specific improvements in learning||To inform curriculum planning and to provide information for monitoring and accountability|
We have taken a three-pronged approach to assessment, noting a clear hierarchy, in that the foundation of all assessment is with individual teachers in their classrooms, then departments who will assess groups of students before whole year groups are assessed at a school level.
At the Classroom/Diagnostic Level, teachers use assessment to check pupils’ understanding of the main curriculum elements. This might be through questions, short quizzes or through an observation of work as it progresses. They then respond appropriately through their teaching, with an expectation that the information is used not only for identifying misconceptions in pupils’ knowledge, skills and depth of understanding, but also to inform and improve on future curriculum design.
At the Department Level, each curriculum area has set out how they will establish the overall progress a pupil is making using a broad range of assessment materials. These judgements are shared with parents at three points during the year and are used to frame conversations at Parent Teacher consultation evenings.
At the Whole School Level, pupils will sit GL standardised tests in Maths and English across their 4 year journey, in order to assess student attainment and progress against national norms across the 4 years. We also assess pastoral development through our PASS Survey. Bespoke intervention, including year 7 catch up, may be offered to students, with the impact of a withdrawal from other subjects being risk assessed ahead of any intervention beginning.