Examinations, Assessment and Reports
Key examination dates:
All students in Year 9 (KS3) complete Cambridge Secondary 1 Checkpoint tests for Mathematics, English and Science in April / May. Additional assessments are completed in all subject areas throughout the school year. Key Stage 4 students in Year 11 and Key Stage 5 students in Years 12 and 13 (AS/A2 Level) complete formal examinations from May to June in Year 11, as well as practice assessments throughout the courses.
Reports and Parents’ Meetings: Two full End of Semester reports and two sets of mid-term Progress Reports are issued each year for all year groups in addition to two parents’ meetings held at the end of semester one and two. The schedule for 2018-19 is noted below:
5th October 2018 – Progress Report (based on continuous assessment) CA1 – (Y7-13)
14th December 2018 – End of Semester 1 Report (based on continuous assessment (CA2) and summative assessment based on semester examinations (SA1) – (Y7-13)
17-18th December 2018 – Parent meetings
4th – 15th February 2019 Trial Examinations (Y11-13).
* A report is issued to Year Y11-13 and at this point since students will begin revision for the IGCSE and AS/A2 examinations and the practical and oral examinations take place in late March and mid-April.
22nd March 2019 – Progress Report (based on continuous assessment) CA3 – (Y7-10)
7th June 2019 – End of Semester 1 Report (based on continuous assessment (CA4) and summative assessment based on semester examinations (SA2) – (Y7-10)
10-11th June 2019 – Parent meetings
Mid-Semester Progress Reports
Mid-term progress reports are a single page document that are issued to parents via the School diary. Focusing 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-Semester 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