Recording, Assessment and Reporting (ARR)

Introduction

This policy deals with the principles for:

Recording, Assessment and Reporting (ARR)

The College is committed to providing the means by which:

  • Student progress can be gauged;
  • Students and parents are informed of individual progress;
  • Teachers have the information to inform Teaching and Learning, set meaningful targets and bring about progress and individual achievement;
  • There is a secure and accessible, central data recording system
  • Student, class and cohort data can be analysed and evaluated.

There is also acknowledgement that the College has a responsibility to meet the requirements of the DfE and that it will be judged in the terms set out by Ofsted.

In order to deliver an effective and robust RAR policy, these areas must be integrated so that each element is informed by an accurate understanding of each student’s progress and their targets.  In order to achieve this, the following must be incorporated:

  • Marking, the way in which the process is carried out and records kept
  • Target setting, the process and monitoring
  • The College Information Management System, (how information is gathered, stored, accessed and used)
  • Data, the transfer of information (Student File and Electronic Data Transfer)
  • Reporting, the manner, timing, content and format

The following roles are clearly defined so that each knows their responsibilities in order to implement and monitor the process:

  • The Form Tutor and subject specialist;
  • RR Co-ordinator;

Students and parents need to understand that they have an investment in the system if students are going to benefit from it and achieve their full potential. This is through:

  • Student self-evaluation and target setting;
  • Parents and carers, embracing their role and responsibilities in being part of an informed dialogue with the College on students’ progress.

The College is accountable to the Governing Body and external monitoring taking into account the DATA Protection Act.

Principles for the assessment policy

In order to implement this policy the following principles are to be used by faculties and relevant curriculum and pastoral groups as a framework to guide and develop their own responses to this policy in a way which best fits the subject and the manner of its delivery.

  • Appropriate assessment records will be kept for all students.
    • Assessments will be made in line with the National Curriculum specifications, subject requirements and the Assessment for Learning principles detailed in the Assessment for Learning Policy.
    • Reporting will be timed to inform parents and students at the points of the year that are most appropriate for the cohort.
    • Form tutors will have a role in monitoring targets alongside progress and learning leaders.
    • Subjects will maintain appropriate records to meet the requirements of this policy.
    • The College Information Management System shall provide such reports and statistics as required by the College, DfE, parents or other authorised bodies.
    • The time required for the collation and provision of information will meet current requirements and guidelines (reference to Teachers’ Terms and Conditions).
    • Staff will receive support in developing their professional skills and abilities in making assessments.
      • The keeping and use of data will be in line with the Data Protection Act.
  • Subject leaders will ensure that moderation of all assessments will take place.
  • The opportunity for the interpretation of reports into the appropriate language should be provided.
  • Meetings between parents and teachers will be held as appropriate throughout the year and arranged at a time suitable to ensure the greatest number of people are able to attend.
  • Staff are expected to make arrangements to communicate with parents in an appropriate manner when necessary.
  • An appointed member of staff will be responsible for implementing and monitoring this policy.
  • Appropriate administrative support will be provided to assist in meeting the requirements of this policy.

Definitions

It is important that all parties using this policy have common understanding of certain definitions, the following are offered:

Marking – the means by which assessments are made often involving a single piece of work being judged against set criteria and the awarding of a “mark” or “grade”

Assessment – the arrival by whatever means at a value, level or grade of a performance or achievement.  Assessments may be made on a number of marks or performances.

Recording – the keeping of marks and assessments in whatever form

Monitoring – reviewing marks and assessments over a period of time

Reporting – the formatting of assessments in a form that seeks to convey attainment and progress as well as set targets

Target Setting – setting achievable levels of performance or attainment, based on assessments made, within a time frame.  Targets should be “SMART” i.e. Specific, Measurable, Achievable, Realistic and Time related

Formative – assessments made to influence learning, formative assessments should lead to targets being set

Summative – concluding assessments made at the end of a course, unit or phase etc. often drawing on a wide assessment base

Predicted – a summate assessment of performance that could be expected based on current achievement if maintained for the remainder of the unit or course

Working at – the current level of performance, a formative assessment

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