DSC_0036.jpg

“Our vision is nothing less than realising the full potential of every single student at Murray Park.” “At Murray Park we will enrich the lives of our students through a focus on learning and a diverse curriculum delivered by inspirational staff. We aim to be an outstanding school, fulfilling the aspirations of the local community.”

The dedicated headteacher, supported effectively by well informed senior leaders, is making an immense impact on improving the school - OFSTED 2014

Assessment and Reporting

The purpose of assessment within the school is to maximise progress and enable all pupils to become better learners. Assessment involves an understanding of both the formative process, when we ask what, why, when and where do pupils learn and the summative process when we recognise what they have learnt. In order to achieve these aims The Assessment and Feedback Policy adheres to the principles outlined below. These principles recognise the needs of the different groups of people who will be using the system, namely the pupils, teachers and parents. Whilst different subject areas will have their own particular requirements that determine certain aspects of marking and assessment, there are some common principles and practices to which all departments and individual teachers should adhere.

All the students will have a full report and two interim grade reports each year, with the opportunity to discuss student progress with subject teachers each year. Students will be expected to undertake assessment each term in all subjects and there will be formal examinations at the end of each academic year

Assessment & Feedback Policy

Common Principles of Assessment and Feedback

a) It should be regular and frequent; b) It should accentuate, where possible, the positive; c) It should offer constructive advice which will enable successful future learning and inform decisions about the teaching of individuals and groups; d) It should be meaningful to pupils; e) It should take account of the needs of pupils at different stages in their school careers

This document refers to two kinds of assessment:

Formative assessment (Assessment for Everyday Learning), which supports on-going learning and teacher planning and it will help inform decisions when tracking of pupils’ attainment/progress.

Summative assessment (Assessment of Learning) is concerned with summarising assessments at a particular point in time and supports a range of further purposes including tracking pupil progress, reporting, evaluation, planning and target setting.

Formative Assessment (Assessment for Everyday Learning) On-going learning in the classroom is supported by assessment that provides pupils with the information that they need in order to progress and teachers with the information that they need to support this learning. Examples of formative assessment include written work; homework; questioning; presentations; short recall tests; practical projects; research.