KS3 Assessment Recording and Reporting

2023-24 Academy Reporting Cycle for Students in Years 7, 8 and 9

Module 4

AES
MYP IG

Module 6

AES
MYP OG
CMT

Module 4

AES
MYP IG

Module 6

AES
MYP OG

CMT

Module 3

AES
MYP IG

CMT

Module 6

AES
MYP OG

View the Assessment and Reporting Policy

Key:

  • AES 鈥 Attitude & Engagement Score
  • MYP IG 鈥 The grade your child has achieved overall in the subject, thus far
  • MYP OG 鈥 The grade your child has achieved overall in the subject at the end of the academic year
  • CMT 鈥 Subject teacher comment

Grade Definitions

Interpreting Attitude & Engagement Scores

A

Excellent Attitude and Engagement

Consistently hard-working, enthusiastic and engaged. The student consistently takes part in all aspects of learning with enthusiasm and is determined to be successful. An independent and proactive learner. All activities are completed to a high standard and they do not give up when faced with difficult tasks. Deadlines are always met.

B

Good Attitude and Engagement

The student is self-motivated, positive and attributes value to the work they are doing. All learning is completed to a good standard. Deadlines are met. They are willing to improve and learn from their mistakes, acting on feedback from staff.

C

Inconsistent Attitude and Engagement

Work requires improvement. The student is occasionally willing to expend effort to comply with the tasks set, but their engagement does not always support progress and/or the student has to be given reminders. Completion of work is sometimes inconsistent in terms of quality and/or the student does not always meet deadlines. Often fails to act on feedback from staff

D

Unacceptable Attitude and Engagement

Unsatisfactory effort and attitude. Rarely completes tasks and appears unmotivated to succeed. The student is unwilling to engage in learning. They do not bring the correct equipment (e.g. Chromebook) on a regular basis meaning they are not ready for learning. Sometimes disrupts the learning of others around them and often receives consequences for their actions.

X

Absence or recent arrival at the academy prevents grading.

Understanding an MYP Grade

The MYP assessment process is called a criterion-related model. The strengths of this model are that:

  • students know before even attempting the work what needs to be done to reach each level
  • it helps teachers to clarify and express their expectations about assignments in a way that students can understand
  • students are assessed for what they can do, rather than being ranked against each other
  • students receive feedback on their performance based on the criteria level descriptors

Overall Level of Achievement will be presented as an MYP grade as follows:

  • Throughout the year teachers will collect evidence of student achievement from many different types of assignments/tasks, including formative and summative assessments
  • Only assignments/assessment tasks that are criterion-related (that are assessed against criteria provided by the teacher for that specific assessment task) will be directly linked to the MYP Grade
  • By the end of the year, students will have completed enough assessment tasks for each criterion in every subject to be assessed at least twice

To fully understand student achievement, it is important to focus on the individual criterion scores as these highlight student鈥檚 strengths and areas to improve in the subject and both the MYP Grade and the General Grade Descriptor.

IB General Grade Descriptors

7

Produces high quality, frequently innovative work. Communicates comprehensive understanding of concepts. Consistently demonstrates sophisticated critical and creative thinking. Frequently transfers knowledge and skills with independence and expertise in a variety of complex situations. (Total Criterion Score: 28 – 32)

6

Produces high quality, occasionally innovative work. Extensive understanding of concepts. Demonstrates critical and creative thinking frequently with sophistication. Uses knowledge and skills in familiar and unfamiliar situations, often with independence. (Total Criterion Score: 24 – 27)

5

Produces generally high-quality work. Secure understanding of concepts. Demonstrates critical and creative thinking sometimes with sophistication. Uses knowledge and skills in familiar situations but sometimes needs support in unfamiliar situations. (Total Criterion Score: 19 – 23)

4

Produces good quality work. Basic understanding of concepts with some significant gaps. Often demonstrates basic critical thinking and creativity. Uses knowledge and skills with some flexibility but requires support in unfamiliar situations. (Total Criterion Score: 15 – 18)

3

Produces work of an acceptable quality. Basic understanding of concepts but with many significant gaps. Begins to demonstrate basic critical and creative thinking. Uses knowledge and skills in familiar situations but requires support in unfamiliar situations. (Total Criterion Score: 10 – 14)

2

Produces work of a limited quality. Gaps in understanding of concepts. Does not often demonstrate critical or creative thinking. Does not often use knowledge or skills. (Total Criterion Score: 6 – 9)

1

Produces work of a very limited quality. Lacks understanding of concepts. Rarely demonstrates critical or creative thinking. Rarely uses knowledge or skills. (Total Criterion Score: 1 – 5)