Assessment Model Overview
Sandbach School Assessment Model
The assessment model in place across all key stages at Sandbach School has been developed to inform teachers and students of progress made, maximise student attainment and prepare students for the challenge of public exams at the end of KS4 and KS5.
Teachers use formative assessment routinely within lessons to improve student attainment by modifying learning activities to suit the needs of individuals.
The summative assessments tasks test skills and knowledge accumulated throughout the specific key stage, hence the formal tasks are based on a cumulative knowledge students endeavour to master and reinforce key skills throughout their courses.
Induction Phase (Y7 & Y8)
The summative assessment model in place in KS3 has been developed to regularly inform teachers, students and parents of the progress and attainment made by individuals during the academic year. The assessment schedule is linked to the school review and reporting cycle, ensuring good home - school communications are embedded within the school community. Formative and summative assessment is used to inform lesson planning, identify weaknesses and strengths of individuals so they can be addressed by teachers in future lessons.
Summative assessment tasks are cumulative, including earlier work covered within the scope of the assessment, aiming to build and reinforce key knowledge.
Prior attainment at KS2 informs the expectations of the teacher for individual students in English, Maths, Science, History, Geography and Religious studies and this is communicated through RAG rating performance in student reviews (current Y7).
Qualifications Phase (Y9, Y10 & Y11)
The assessment model across the GCSE courses is fundamentally linked to challenging students to reach the highest demands of their courses. Cumulative assessments are again used to accurately report the progress individuals are making against the GCSE criteria of a specific subject.
In year 9 only a current GCSE grade is reported within reviews, no predicted grade is reported as not enough evidence has been collected to substantiate an accurate prediction.
In Year 10 and Year 11 both current and predicted grades are reported within reviews; these grades can be used in context with the individual target grade of the student for a subject (based on prior attainment at KS2) to reach a judgment on student attainment and progress.
All summative assessment tasks are cumulative, covering all aspects of the course covered to that particular point when the assessment is taken. Teachers continue to use formative assessment routinely within lessons to improve student attainment by modifying learning activities to suit the needs of individuals.