# Assessments

# The Assessments

## Autumn

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## Spring

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## Summer

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## Autumn

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## Spring

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## Summer

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## Autumn

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## Spring

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## Summer

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## Autumn

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## Spring

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## Summer

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## Autumn

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## Spring

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## Summer

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## Autumn

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## Autumn

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# Diagnostics and Assessments cycle

Marked by the students

Scores recorded on the class tracker

Begin new topic

## Diagnostic

Students sit a short test to see if they have the prerequisite skills needed for the unit

## Review

## Teaching

Use the spreadsheet QLA to identify any skills that need to be reviewd as a class or for individual students. Address these areas before moving on to the next unit, or during homework.

Teach the objectives listed.

Use the diagnostic results to inform your planning.

Use the 'Assessment 2' to reassess certain skills or to resit the Assessment if needed

## Assessment

Students sit a test in lesson to assess the progress they have made on the unit

Marked by teacher

or students

Scores recorded on the class tracker and the whole cohort tracker

Click the objectives to see what resources Bright has to support your planning

# Diagnostics and Assessments information

Diagnostics

These are given to students in lessons, before they are taught anything on the upcoming unit.

There are graphics at the top of the page that will show you if students will need a calculator, tracing paper, a compass or a protractor for the test.

They are no more than 6 questions long and, since they are on skills that students should already have mastered, should be fairly quick to complete (no more than 10 minutes!). I recommend that students peer mark the diagnostics or self assess their own as the teacher projects the test onto the board and model the solutions. I think giving the students instant feedback on these skills and modelled solutions from the teacher is the most effective way.

Then collect the diagnostics in to input the results onto the assessment data spreadsheet (here) before giving back to students the next lesson for them to stick into their books. They are easy to input as there is a dedicated box at the bottom for students to clearly write their score in. They should also shade in the red, amber or green box corresponding to the score they got on that question.

Assessments

The assessments are given to students to complete in a lesson at the end of a unit. I have formatted them to be photocopied as A5 booklets (which is why they are all 4/8/12/16 pages long and you will see some blank pages). This is to save on copying and so they are easy to stick into exercise books of most sizes. There is no set time I give students to complete these as some are longer than others (usually depending on how many objectives are in that unit). I would use an estimate of no more than a minute per mark, then all assessments can be completed within a 1 hour lesson.

The front covers are set up to display an overview of how students achieved on that assessment. These could be marked by the students or by the teacher. Then the score for each question is filled in to the 'My Score' column and then the corresponding red, amber or green box to the right shaded in. Once the whole class' assessments are marked, input the results into the class assessment data spreadsheet. I use this spreadsheet to decide if any skills need reviewing as a whole class, if there were particular questions that different students found challenging or if students should be given personalised skills to review.

When they are handed back the next lesson, students fill in the box at the bottom reflecting on what they have learned (for example; "I need to remember to include units with my answers" "I shouldn't round in my working out" "I need to show my working out and write what I type in my calculator") and stick the test in their books.

The Assessment 2 can be used if you want to reassess your class on a couple of the skills after some review work, have some students resit the whole assessment or if a student was absent for the assessment you can give them assessment 2 when they are next in school.