It is recognised that there will be diversity within the assessment and feedback students receive at Aston. The diversity may reflect the age of students, demands of the subject discipline, the number of lessons per week in different subjects and the stage of the curriculum being undertaken by students.
The following principles underpin the assessment and feedback given to students.
1. Assessment and Feedback should support students to understand:
- How they are progressing in their knowledge, understanding and skills.
- Help students to embed their knowledge and use it fluently.
- The ways in which they could improve and develop their knowledge, understanding and skills.
2. Assessment and Feedback should help parents to:
- Be informed about their children’s progress and attainment.
- Support their children’s motivation and learning to allow further development of their knowledge, understanding and skills.
- Provide information which is transferable and easily understood and covers both qualitative and quantitative assessment
The school’s expectation for assessment and feedback has three universal elements:
- Termly common assessment tasks (CATs) - In every subject, three CATs will take place throughout the year - one per term.
- Half termly teacher assessment tasks - these assessments will take place once per half term per class taught by the teacher with the following exceptions:
- Subjects where the pupils have under four lessons per fortnight only one teacher assessment needs to be completed each term. This must be in the half of the term in which the CAT is not completed.
- The subjects in which this will apply are Art (Years 7, 8 & 9), Biology (Years 8 & 9), Chemistry (Years 8 & 9), Computing (Years 7, 8 & 9), Design Technology (Years 7,8 & 9), Geography (Year 8), History (Year 8), Mandarin (Year 7,8 &9), Music (Years 7, 8 & 9), Physics (8 & 9), Core PE (Years 7 to 11) & Religious Education (Years 7, 8 & 9).
- Frequent low stakes assessment tasks will be used to gain an understanding of student knowledge and to move the learning forward.
The school recognises that teachers will assess work formatively and summatively throughout the curriculum delivery inline with school's ARR policy.
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