Examinations, Assessment and Reports
Two full reports and two sets of mid-term assessment grades are issued each year for all year groups in addition to two parents’ meetings held at the end of term one and term three. The schedule for 2017-18 is noted below:
|Oct 13||Mid-term assessment 1 (Y7-13)|
|Nov 13 – 17||Term 1 examinations (Y7-13)|
|Dec 4||Reports Y7-13|
|Dec 5 – 7||Parent meetings|
|Feb 5 – 16||Trial Examinations (Y11-13)|
|Mar 2||Mid-term assessment 2 (Y7-13)|
Reports Y11-13; a report is issued to Year 11 and above at this point since, at the commencement of term three, students will begin revision for the IGCSE and AS/A2 examinations, the practical and oral examinations taking place in late March and mid-April
|Apr 10 – 12||Checkpoint Examinations (Y9)|
|Apr 23||IGCSE / AS / A2 Examination period begins|
|May 14 – 18||End of Year Examinations (Y7/8/10)|
|Jun 11||Reports Y7-10|
|Jun 12 – 14||Parent meetings|
Mid-term assessments are a single page document that are issued to parents via the School diary. Focussing on academic progress, these reports will identify any academic challenges a student faces well in advance of any period of assessment or examination.
A student’s effort is recorded in the assessments as + (good / very good) S (satisfactory) or – (unsatisfactory)
Full reports comprising one page per subject are divided into subject-specific and generic criteria, the latter comprising homework, classwork, attentiveness, participation, and ability to work both independently and in a group.
Both the Mid-Term Assessments and full reports use a 1-5 grading system for academic attainment, the criteria for which are given below:
- The student consistently displays excellent knowledge and application in all areas of the subject.
- Class work, homework and assessments are consistently high. There may be the very occasional slip but this does not detract from the overall quality of the tasks.
- Targets set are exclusively designed to enhance the student’s potential within the subject rather than to address any weakness.
- The student consistently displays very good knowledge and application in all areas of the subject, although there are some minor weaknesses preventing the attainment of Grade 1. Alternatively, there is a weakness in one area of the subject which prevents the attainment of Grade 1. This characteristic is also displayed in one or more of class work, homework or assessments.
- Most targets set are designed to enhance the student’s potential within the subject although there will be the occasional target which addresses a weakness preventing the attainment of the higher grade.
- Class work, homework and assessments most frequently reflect a satisfactory performance.
- All or the majority of results are within the mid-range or ‘pass’ mark within the subject criteria.
- Some targets set are designed to enhance the student’s potential in the subject but most address current weaknesses.
- The student’s knowledge and application are variable / borderline in some or all areas of the subject.
- Targets set are exclusively or almost exclusively designed to address current weaknesses, but weaknesses which can easily be rectified.
- Class work, homework and assessments do not consistently meet the expected levels for this year group.
- The student displays considerable weakness in all or most areas of the subject. There is evidence of significant gaps in knowledge or inability in application which seriously limit progress.
- Targets set are designed exclusively to address current weaknesses.
Grading is based upon the syllabus requirements for each subject in each year group.
Full reports are accompanied by a tutor report that gives an overview of the student’s performance during the period of assessment and will also comment on the student’s extra-curricular activities, his / her contribution to the life of the School through, for example, Council membership or leadership positions and whether the student has received any certificates or awards. In addition, absences are recorded and grades are given for appearance, conduct, self-organisation, punctuality, working with others and proper use of the homework diary. For these criteria a similar 1-5 grading system is used:
1: consistently maintains the expected standards in the identified area; requires no reminders
2: almost always maintains the expected standards; student responds promptly and willingly to occasional reminders
3: attitude is inconsistent or lacking in the identified area; student responds after reminders
4: very frequently fails to maintain the expected standards in the identified area; potential or actual disruption to others and/or to the effective management of the class; major doubt as to the student’s willingness to rectify the deficiencies noted
5: consistently fails to maintain the expected standards in the identified area; management of the class severely impaired; student displays little/no observance of established standards in terms of attitude