Assessment

__**ASSESSMENT & REPORTING**__

Please indicate your name and colour if you make changes:


 * Neils brick colour
 * Dusten's Blue
 * Erin's in Green
 * Matt's Red
 * Jodie Pink
 * ﻿**Chris Cummings is Teal**

** 1. Reports ** a) Report Writing Process - How can we improve the current review period? Timeline?
 * It would make more sense to make the first semester finish around chinese new year as this would make them more equal, or we start the school year earlier and finish earlier, by about a month. I realize this has implications outside our school context, but it may be possible. **

b) Report Templates – KS3 / IGCSE / IB Perhaps we should add a target grade (this could also be added to Gradebook in future versions). This is a realsitic grade that can be discussed and set with the students. Is it possible to add Behaviour to the progress reports as well as Achiev and approaches to learning? should we call this something like 'Approach to Learning'? ﻿ ﻿  ** 2. Standardising Gradebook within Departments **  **a)** How do the current grade boundaries fall with IGCSE boundaries? Are they too high / too low?

I have been looking at past year iGCSE Grade Boundaries for the year 2007 - 2010 ([]) and I have noticed the following in Science, Maths and ICT (these are subject to a variance of +/- 5%): a grade C is around 55%, and an A is 75% (lower in the core options), and they state that a B is in between the two. I suggest adding a small amount to bring these grades to make a C 60% and an A 80%, to allow for any adjustment by the CIE (the exam board). This can them be inputted into gradebook in the 'Setup' section. This way the grades the students are in line with iGSCE results.

Standardization of grade boundaries must be established within and across departments and inline with IGCSE / IB Levels; then communicated to parents. For IB and IGCSE students one idea may be to include a one page note at the back of the school report which converts IGCSE/IB Grades to their U.S equivalent. Mandy sent out a PDF file earlier this term which could be used for this. This should also be done in KS3 converting 'Levels" (1-8) to grades - a 'level 5' is a 'C'. Levels are used to assess student progress in The National Curriculum, and as a rule of thumb, it's expected that each student should rise by a level each year. Level 3/4 equates to stating something, 5/6 describing, and the higher levels are where the students offer explanations. We can get the exact defenitions for these from the specifications.

What about IB? Do they/can they be standardised across subjects? On the website ([|http://occ.ibo.org]) they have subject reports in each subject. After looking back through a few of the Sciences and Maths- each subject report also have a varience of about +/- 5% between each year and time differences on the 'Overall Grade Boundries'. This table below summarises all of the grades for IB Science/Maths. The Physics and HL Maths seem to have a slightly different scale than the Chemistry, Biology and the SL Maths... so can can offer some degree of standardisation. The table won't paste in here correctly, so I've added the file.




 * || **level 1** || **Level 2** || **level 3** || **level 4** || **level 5** || **level 6** || **level 7** ||
 * ** Physics ** ||  ||   ||   ||   ||   ||   ||   ||
 * SL || 0 - 15 || 16 - 30 || 31 - 39 || 41 - 49 || 50 - 59 || 60 - 69 || 70 - 100 ||
 * HL || 0 - 15 || 16 - 30 || 31 - 39 || 41 - 49 || 50 - 59 || 60 - 69 || 70 - 100 ||
 * ** Chemistry ** ||  ||   ||   ||   ||   ||   ||   ||
 * SL || 0 - 15 || 16 - 30 || 31 - 45 || 46 - 55 || 56 - 65 || 66 - 75 || 80 - 100 ||
 * HL || 0 - 15 || 16 - 30 || 31 - 45 || 46 - 55 || 56 - 65 || 66 - 75 || 80 - 100 ||
 * ** Biology ** ||  ||   ||   ||   ||   ||   ||   ||
 * SL || 0 - 15 || 16 - 30 || 31 - 45 || 46 - 55 || 56 - 65 || 66 - 75 || 80 - 100 ||
 * HL || 0 - 15 || 16 - 30 || 31 - 45 || 46 - 55 || 56 - 65 || 66 - 75 || 80 - 100 ||
 * ** Maths ** ||  ||   ||   ||   ||   ||   ||   ||
 * Studies SL || 0 - 15 || 16 - 30 || 31 - 45 || 46 - 55 || 56 - 65 || 66 - 75 || 80 - 100 ||
 * SL || 1 - 15 || 17 - 30 || 32 - 45 || 47 - 55 || 57 - 65 || 67 - 75 || 80 - 100 ||
 * HL || 0 - 15 || 16 - 30 || 31 - 39 || 41 - 49 || 50 - 59 || 60 - 69 || 70 - 100 ||

Looking at how gradebook is set up I realise that as we are based on The National Curriculum, we need to refer to this site ([]) for our KS3 (follow the links for subjects, staying within KS3) and this site ([] ) ( again follow the lnks for individual subjects) for our KS4. Perhaps we will need to look at these in a meeting to ensure that we are all getting our data from the same updated site, and set up our gradebooks for the following accademic year. We can enter the 'Key Processes' and 'Assessment Objectives' into the 'Set Up' section of gradebook.

KS3: Is it the 'Key Processes' (the tabs you see will help navigate you) that we assess and enter into the Gradebook 'Set Up' or is it the 'Key Concepts'. After looking at it this weekend, I feel that it is the Key Processes. This is the link for Science ([]), and here's the one for English ( []) and the one for Art ([])

KS4 On the CIE site, you can find your subject and then follow the links for openig the relevent sylabus. The assessment is called 'Assessment Objectives', this appears to be the same keywords/buzword for all subjects, so... is it this which we enter into gradebook? I think that it is. However, We should open discussion on this so that we all share similar thoughts about this.

**3.** ﻿Are Mid-Year & End of Year Exams included in the Achievement Grade on Reports? Currently, some departments do, some don't. This needs to be standardised. They would if they are entered into gradebook. Should they have a greater weighting?

﻿**Have put into this folder (T:\@Teacher PUB\@SECONDARY\2010-11\Secondary Subjects\Humanities\Admin\misc\wiki_links) several policies, documents that may be applicable to this discussion, read as you will. Currently there are approx. 38 documents in this folder on a range of topics.**