Assessment
At Kempston Academy, feedback and assessment are integral components of our Teaching and Learning strategy. They help teachers identify and address student misconceptions while closing gaps in knowledge. Our vision for assessment is to empower students to achieve their full potential, equipping them with the grades they need to succeed in their future endeavours. This is accomplished through:
- Understanding prior data
- Regular reporting to parents
- Encouraging students to set and work towards their own targets
- Proactive intervention
- Using regular assessments to inform lesson planning
Regular assessment and continuous feedback during lessons enable teachers to swiftly address misunderstandings and fill gaps in knowledge. Teachers may use the following formative assessment strategies:
- Recall Questions
- Exit Tickets
- Quizzes
- Mini Whiteboard Tests
- Knowledge Tests
- Multiple Choice Questions
- Spelling or Literacy Tests
- Class Discussions
- Assignments
- Extended Writing
- Exam Questions
Assessment Points and Reporting to Parents
Student assessment, behaviour, and effort data are formally collected at three key points during the academic year:
- Assessment Point 1: Autumn Term
- Assessment Point 2: Spring Term
- Assessment Point 3: Summer Term
At Key Stage 3 (KS3), our assessment framework builds upon the KS2 National Curriculum. It ensures students progress through the KS3 curriculum while preparing them for Key Stage 4 (KS4). Aspirational targets are set for students based on their prior attainment, including Key Stage 2 SATs and/or Cognitive Abilities Test (CAT4). The CAT4 is a diagnostic tool designed to help students and teachers understand how they learn and to estimate their academic potential.
As students progress from Year 7 to Year 9, the curriculum becomes increasingly challenging, and students work towards meeting their yearly targets.
Reporting System: Bromcom
All student reports are accessible to parents via MCAS (parent app for Bromcom), ensuring GDPR compliance and easy access to real-time updates on their child's progress. This system allows parents to view their child’s reports electronically, anytime.
In response to feedback from parents and students, we have refined our grading system at KS3. Instead of terms like "emerging" or "accomplished," we now use percentage grades to reflect students' performance in each subject per term. Recognizing that progress can fluctuate, we provide an average grade per subject so that parents can see how their child is performing in relation to both their aspirational target and the rest of the year group.
Additionally, at the top of each report, we include important metrics such as:
- Reading age
- Attendance and punctuality
- The number of praise points earned (for excellent behaviour and attitude)
- Behaviour points, indicating any breaches of school rules
Students accumulating praise points throughout the term will be eligible for rewards.
Marking and Feedback
At Kempston Academy, we believe that effective feedback creates a constructive dialogue between teachers and students. This dialogue aims to improve students’ knowledge, understanding, and outcomes.
Assessed Pieces of Work (APW)
Teachers are required to set and provide feedback for at least one Assessed Piece of Work (APW) every 6–8 lessons. APWs may include, but are not limited to:
- Exam-style questions
- Quizzes
- Practical tasks
- Formal coursework
End-of-unit, topic, or baseline assessments can also serve as APWs.
Providing Feedback
APWs must be clearly identified and highlighted in yellow. Feedback should focus on:
- What Went Well (WWW): Areas where the student has demonstrated success.
- Even Better If (EBI): Areas for improvement.
Teachers can deliver feedback through quality, personalised written comments or, preferably, in a Whole Class Feedback session. Feedback should be provided within two weeks of submission, but sooner is encouraged.
Engaging with Feedback: MRI (My Response Is)
Students are expected to actively engage with their feedback through MRI (My Response Is) activities. These activities, completed in green pen, may include:
- Correcting spelling errors
- Improving or upgrading their work
- Writing targets for future learning
To support students in improving their work, teachers should provide clear examples or model responses.
Verbal Feedback
Verbal feedback is a valuable tool for offering immediate support and guidance, allowing students to quickly reflect on and improve their work. There is no requirement to record verbal feedback.
