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B
ISHOP
C
HALLONER
C
ATHOLIC
C
OLLEGIATE
S
CHOOL
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OLICY
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SSESSMENT
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Aims
At Bishop Challoner Catholic Collegiate School (BCCCS) the Governors and staff believethat assessment is fundamental to improving the quality of teaching and learning. Assessmenthas a significant role in helping all students make good progress.Assessment at BCCCS will:a)Encourage progress by stating what students know and how they can improvetheir work. Staff should use constructive comments where possible to indicatewhat has been achieved and suggest possible ways forward to make more progress. b)inform parent’s of their student’s progress during the school year c)help staff review and self evaluate their work at all levelsd)fulfil the requirements of Examination Syllabuses at KS4 and 5Types of assessment:
a)Diagnosis:
to monitor progress and to find out how the student isassimilating what is being taught
b)Evaluation:
to evaluate the effectiveness of the teaching and learning
c)Guidance:
to assist students in making decisions about the future,whether it concerns choice of subjects or a course
d)Prediction:
to discover potential abilities and to predict provable futuresuccess whether it concerns choice of subjects or a course
e)Selection:
to determine who are the most suitable candidates for acourse
f)Grading:
to assign students to a particular group, to differentiate between the individuals in a groupAssessment processShort Term:1.Verbal and written teacher assessment in the classroom during the day to dayteaching. Staff should identify key pieces of work and concentrate on assessing
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these items to inform students and staff about the progress of individuals and the classas a whole.Medium TermThese are broad ranging formal assessments made at the end of a particular unit in aspecific subject and may involve student being given levels or grades. Theseassessments should be sued by faculties to plan future work and review their schemesof work. The information from these assessments will be used by HOF to monitor thework within their Faculty.
Long Term
These are assessments made annually and at the end of each Key Stage. BCCCS andother Agencies will use this information to review the targets set by the School andmonitor the performance of the School and each Faculty.
Marking Guidelines
Student’s work should be marked on a regular basis and as a minimum once everythree weeks. All homework set should be marked using comments or ticks. Staff should try to involve students in peer assessment whenever appropriate. Staff shouldconcentrate on key pieces of work to ensure that appropriate comments are given toinform students about their knowledge and understanding. It is the responsibility of the HOF the Assistant Director Assessment, Reporting and Recording to ensure thatassessment is standardised across each subject.
Mentoring programme
BCCCS uses the information received through its assessment reporting and recording policy to produce mentoring sheets for Year Leaders to use with their students.
Reporting
The School uses a summative report, mentoring and a progress sheet to inform parents and students about their work over a specific period.
Target setting
BCCCS set targets in line with the statutory guidelines from the DfES.
Reporting and Communicating the Results of AssessmentThe students
– as feedback, as motivation. Two overriding principles: the reports must be asaccurate as possible and their communication should be as honest as possible, consistent withthe respect of the teacher for the student. Self assessment will form a regular part of thereporting process.
The Parents
– to fulfil the demand of professional accountability; to inform parents of students progress; to influence learning by a positive effect on home/school relationships.
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