Assessment Policy 2023-2024 - Royal Alexandra and Albert School

Sep 15, 2026

Assessment policy for Royal Alexandra and Albert School covering 2023-2024. Defines how assessment and feedback inform students and staff about progress, targets, and achievement gaps, using formative and diagnostic approaches alongside low-stakes testing and summative grading. Sets out feedback and marking principles, including DIRT time, self and peer assessment, workload-conscious marking strategies, and reliable record-keeping through Go4Schools mark sheets. Describes regular assessment cycles, including SATS/GCSE/A-level tasks, PPE weeks, and GL assessments, to support consistent school-wide analysis.

LanguageEnglish

CategoryExam

FormatPDF

Pages6

Reading Time15 min

AccessFree to download

Introduction

Rationale

Principles

Record-Keeping/Student Progress Data

Regular Assessment

Self and Peer Assessment

Strategies

Summative Assessments

Formative Assessment

ROYAL ALEXANDRA AND ALBERT SCHOOL Assessment Policy 2023-2024 | Policy applies to | School staff | | --- | --- | | Accountable Executive | Deputy Head Curriculum, Teaching & Learning | | Status & Review Cycle | Non-Statutory
Every two years | | Last approval | Autumn 2023 | 1. Introduction In lessons at Royal Alexandra & Albert School, assessment is completed across a range of activities through which we come to know about the abilities and achievements of our students, and the extent of their knowledge, skills and understanding. Assessment and feedback is used to advise students, teachers (and others) of their progress, their targetsand how to close any achievement gaps that may exist. 2. Rationale Assessment reflects the formal and informal judgements made by teachers and students about standards of work, and is measured, where appropriate, against nationally agreed criteria. Formative, diagnostic assessment is used throughout the year to inform teaching and learning and identify any areas for improvement. This includes low stakes testing where a simple test is employed to ascertain the extent to which knowledge is being retained and to establish an understanding of gaps in knowledge and/or skills at individual and whole class level. Summative assessment is used to evaluate learning and progress by awarding a grade of attainment to a stu Jo dent. We believe that this policy will enable us to assess student progress in a coherent and consistent way and facilitate higher achievement for students across all levels of ability. Work undertaken by students deserves feedback (written or verbal) in order to enable them to know and understand the progress they are making and the next steps needed to inform them how they can continue to improve. It will also inform subject staff as to where there are gaps in students’ knowledge and understanding. 3. Principles ● The focus of written and verbal feedback is to give students a clear understanding of how well they have gained knowledge, concepts and skills and then explain what needs to be done to extend their learning. ● Students' assessment of their own and their peers’ progress and attainment is a central function in the learning process. ● Time will be built into lessons for students to reflect on and respond to teacher marking and feedback (”DIRT”) . ● Marking will help students to progress in their learning and will be meaningful, manageable and motivating. ● A variety of marking strategies will be used to ensure teacher workload is minimised. 4. Record‐Keeping/Student Progress Data All staff have access to Go4Schools mark sheets for their allocated classes. These mark sheets will include information regarding prior attainment, SEND, PP and other student groups. All staff are responsible for ensuring that the mark sheet entries are kept up to date to allow for data snapshots throughout the year. 5. Regular Assessment ● All teachers will be responsible for the continuous assessment of students and for accurate and timely completion of mark sheets ● Formal assessments will be signposted in curriculum overviews, learning journeys as well as the annually updated assessment plan for each key stage. ● Formal assessments will cover all skills and knowledge appropriate to the subject/unit of work ● The school will provide opportunities for formal summative assessments at least once a year for all year groups, with Year 6, 11 and 13 having two formal PPE (pre-public examinations) weeks. ● Additionally, students in Key Stages 2 & 3 will complete GL Assessments in English, Maths and Science at regular intervals throughout the key stages. 6. Self and Peer Assessment All teachers will provide regular opportunities for self‐assessment and/or peer assessment. 7. Strategies Royal Alexandra & Albert School has minimum expectations in relation to students receiving feedback across a period of learning. In line with the Department for Education Te

FAQs

How is assessment and feedback used during lessons?

Assessment is carried out across a range of activities to identify students’ abilities, achievements, knowledge, skills, and understanding. Feedback (written or verbal) supports students to understand progress, next steps, and how to close achievement gaps.

What types of assessment does the policy include?

The policy uses formative and diagnostic assessment throughout the year, including low-stakes testing, and summative assessment to evaluate learning and progress using grades of attainment.

How does the school handle record-keeping and student progress data?

Staff use Go4Schools mark sheets for allocated classes, including prior attainment and relevant student groups. Staff keep entries up to date to enable data snapshots throughout the year.

Sep 15, 2026

Uploaded by Quinn Holloway