Assessment
The Framework of Excellence is the core of our West Exe Offer, which encompasses all that our students will experience during their time at West Exe School from year 7 through to year 11. It stands as an unwavering commitment to educational brilliance, intricately weaving together its four pillars: Curriculum, Assessment, Pedagogy and Practice, and the Learner. Our curriculum is effectively assessed ensuring a dynamic feedback loop that empowers both teachers and students with valuable insights, fostering continuous improvement and personalised growth.
The purpose of assessment
Assessment in schools plays a pivotal role in gauging students' understanding, knowledge, and skills across their subjects. It serves as a valuable tool for teachers to identify individual learning needs, tailor instruction, and measure academic progress. Additionally, assessments provide students with feedback on their performance, fostering a culture of continuous improvement and helping them develop essential skills such as critical thinking, problem-solving, and self-reflection. Ultimately, effective assessment strategies contribute to a well-rounded and personalised educational experience, ensuring that students are equipped with the skills and knowledge necessary for future success.
At West Exe there are four types of assessments:
- No stake quizzing
- Low stakes quizzing
- Cycle assessments
- Mock examinations.
Preparing for assessment, and Reporting
In support of student preparation, revision activities are conveniently available on Google Classroom, while the website offers valuable study skills advice.
Reporting occurs three times annually, aligning with each end-of-cycle assessment. In Key Stage 4 these reports, sent electronically to parents, include essential components such as attendance, students' attitudes to learning, grades obtained from cycle assessments, and predicted grades. In Key Stage 3, reports provide attitudes to learning, reflecting on students' engagement and approach to their studies, the cycle assessment percentage, offering insights by comparing individual student performance against the average percentage score of the cohort. This comparative analysis not only informs parents about their child's achievements but also places the progress within the broader context of the peer group.
No stakes quizzing
Checking for understanding
Teachers use checking for understanding techniques such as questioning, mini whiteboard work and multiple choice quizzing regularly in lessons. These informal assessments provide teachers with real-time insights into students' comprehension and allow for immediate adjustments to teaching strategies. By emphasising a low-pressure environment, these assessments encourage active student participation and engagement, fostering a supportive learning atmosphere where mistakes are seen as opportunities for growth.
Low stakes quizzing
Regular knowledge retrieval quizzing
Students in all year groups have regular knowledge quizzing in their extended practice. This is predominantly through Sparx Maths, English, Science and quizzing. This low-stakes quizzing will identify gaps in student knowledge and embed the knowledge learnt throughout the cycle and the academic year. They are automated, therefore providing instant feedback for the students. These quizzes are predominantly based upon students' knowledge organiser or current content of the scheme of learning.
Cycle assessments
Mid-cycle assessments
Mid-cycle assessments are integral components of the educational process, occurring twice per cycle in core subjects and once in all other areas. These assessments serve as valuable formative tools, allowing teachers to gauge student understanding and tailor their instructional approaches accordingly. By strategically placing these assessments midway through the academic cycle, teachers gain timely insights into student progress, enabling them to make informed adjustments to lesson plans and address specific learning needs.
End of cycle assessments
End-of-cycle assessments serve as comprehensive evaluations conducted at the conclusion of each academic cycle, spanning all subjects. Usually lasting 45-60 minutes, sometimes longer in key stage 4, these assessments not only gauge students' understanding of recently taught material but also incorporate retrieval questions, promoting the consolidation of knowledge. Marked by class teachers, the data collected from these assessments is meticulously recorded used to inform progress that is communicated in reports.
This deliberate and cyclical approach to assessment not only enhances teaching effectiveness but also contributes to a dynamic and responsive learning environment that fosters continuous improvement for both students and educators alike.
Mock examinations
Mock examinations
For Yr 10 English literature and Yr 11 in most subjects, students will participate in two mock examination series each year. These will use actual examination materials from the vocational, GCSE or CNAT courses the students are studying. They occur at the end of cycle 1 and 2, with Yr 10 having their first full mock series at the end of cycle 3. The outcomes will enable us to see the progress of our students as well as inform us of which students may benefit from targeted intervention.