BISHOP CHALLONER

CATHOLIC COLLEGIATE SCHOOL

POLICY : ASSESSMENT RECORDING REPORTING

Aims
At Bishop Challoner Catholic Collegiate School (BCCCS) the Governors and staff believe
that assessment is fundamental to improving the quality of teaching and learning. Assessment
has a significant role in helping all students make good progress.

Assessment at BCCCS will:

a) Encourage progress by stating what students know and how they can improve
their work. Staff should use constructive comments where possible to indicate
what has been achieved and suggest possible ways forward to make more
progress.

b) inform parent’s of their student’s progress during the school year

c) help staff review and self evaluate their work at all levels

d) fulfil the requirements of Examination Syllabuses at KS4 and 5

Types of assessment:

a) Diagnosis : to monitor progress and to find out how the student is

assimilating what is being taught

b) Evaluation : to evaluate the effectiveness of the teaching and learning

c) Guidance : to assist students in making decisions about the future,

whether it concerns choice of subjects or a course

d) Prediction : to discover potential abilities and to predict provable future

success whether it concerns choice of subjects or a course

e) Selection : to determine who are the most suitable candidates for a

course

f) Grading : to assign students to a particular group, to differentiate

between the individuals in a group

Assessment process

Short Term:

1. Verbal and written teacher assessment in the classroom during the day to day
teaching. Staff should identify key pieces of work and concentrate on assessing

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 these items to inform students and staff about the progress of individuals and the class
as a whole.

Medium Term
These are broad ranging formal assessments made at the end of a particular unit in a
specific subject and may involve student being given levels or grades. These
assessments should be sued by faculties to plan future work and review their schemes
of work. The information from these assessments will be used by HOF to monitor the
work within their Faculty.

Long Term

These are assessments made annually and at the end of each Key Stage. BCCCS and
other Agencies will use this information to review the targets set by the School and
monitor the performance of the School and each Faculty.

Marking Guidelines

Student’s work should be marked on a regular basis and as a minimum once every
three weeks. All homework set should be marked using comments or ticks. Staff
should try to involve students in peer assessment whenever appropriate. Staff should
concentrate on key pieces of work to ensure that appropriate comments are given to
inform students about their knowledge and understanding. It is the responsibility of
the HOF the Assistant Director Assessment, Reporting and Recording to ensure that
assessment is standardised across each subject.

Mentoring programme

BCCCS uses the information received through its assessment reporting and recording
policy to produce mentoring sheets for Year Leaders to use with their students.

Reporting

The School uses a summative report, mentoring and a progress sheet to inform
parents and students about their work over a specific period.

Target setting

BCCCS set targets in line with the statutory guidelines from the DfES.

Reporting and Communicating the Results of Assessment

The students – as feedback, as motivation. Two overriding principles: the reports must be as
accurate as possible and their communication should be as honest as possible, consistent with
the respect of the teacher for the student. Self assessment will form a regular part of the
reporting process.

The Parents – to fulfil the demand of professional accountability; to inform parents of

students progress; to influence learning by a positive effect on home/school relationships.

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The Teacher – as a guide to the effectiveness of teaching and learning. Teachers are, in an
important sense, learners and require feedback. This feedback assists in reviewing
programmes of study.

Employers – to prepare students for a career or for ‘life after school’.

Higher Education Admission Tutors – examination performance by the student,

supplemented by the school’s assessment of the applicant’s suitability for the course of study.

Report to Parents

Every year each student will be given a report card and a written report. Parents of year 9
students will be given Key Stage 3 results. Year 11, Year 12 and Year 13 students will be
given public exam results.

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