CITY OF LONDON ACADEMY ASSESSMENT POSITION STATEMENT
At City of London Academy (Southwark), we view assessment as a very important tool in delivering outstanding outcomes for students and integral to high quality teaching. Assessment of students is used regularly to inform teaching, provide feedback to students and to communicate children’s progress to parents. Teachers and leaders at all levels use progress and attainment data to gain understanding of the Academy’s performance.
Progress 8 and new accountability measures mean schools need to be more explicit about progress and targets from the beginning of Key Stage 3. There is now the opportunity for subject areas to develop criteria that directly supports and reflects their curriculum and to ensure our system sets personalised targets dependent on Key Stage 2 and baseline data.
Why do we focus on assessment?
We know that assessment and testing have a strong effect on the lives and careers of our students. We accept that decisions based on an assessment have a great impact on the prospects and opportunities of our students. Assessment Principles give reliable information to parents about how their child, and their child’s school, is performing and help drive improvement for students and teachers. They also ensure that the Academy is keeping up with external best practice and innovation. (Ofsted, 2014)
We use a wide range of ‘Assessment for Learning’ strategies in school. This is “the process of seeking and interpreting evidence for use by learners and their teachers to decide where the learners are in their learning, where they need to go and how best to get there”. Teachers use formative assessment day-to-day, often informal assessments to explore students’ understanding, so that the teacher can best decide how to help them to develop that understanding. This information is then used to plan and adapt learning effectively, to ensure that all students are challenged in their learning.
Summative assessment is the process by which teachers gather evidence in a planned and systematic way, in order to draw inference about students’ learning, based on professional judgement. This assessment may take the form of Key Stage test, Unit test, end of year test with a grade/level awarded.
We track the progress of students rigorously against their targets
Tracking points will occur four times a year. Each tracking point will be reported to parents and reports will be issued after every assessment in November, January, March and June. A report will also be issued at the end of the year with examination results.