Reporting and Assessment
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Introduction
Assessment is not merely a grade on a spreadsheet but rather formative assessment is what goes on everyday in every class at Dover Grammar School for Girls. Teachers use assessment for learning/responsive teaching techniques for the following reasons: to establish whether their students are clear about what they need to know and what excellence looks like; to question students using a variety of techniques such as ‘cold calling’, ‘no opt out’ and ‘think-pair-share’ in order to check their understanding; to feedback in order that students can improve their work and to know when they can move forward with the learning.
Assessment at Dover Grammar School for Girls aims to:
- Offer all students an opportunity to show what they know, understand and can do
- Help students understand what they need to develop
- Advance the learning process
- Enable teachers to plan more effectively
- Help parents to be involved in their child’s learning
- Provide the school with information to evaluate progress and set suitable targets
- Help raise standards of achievement and attainment for all students
Assessment Methodology
Throughout Key Stages 3, 4 and 5 ‘Assessment for Learning’ is supported and developed using the following strategies:
- Sharing learning objectives and learning outcomes with students
- Helping students to know and recognise the standards they are aiming for
- Involving students in peer and self-assessment
- Providing feedback that leads students to recognising their next steps and how to take them
- Involving both the teacher and student in reviewing and reflecting on assessment information
- Promoting confidence that every student can improve
Tracking Student Progress
In Key Stage 3 to ensure your child is making the required progress we will track them at three given points throughout the year. The tracking will give you information about whether your child has gained mastery of the curriculum at each point. To ascertain their progress in each subject, teachers may, for example, use class tests, assignments, homework and practical assessments.
The tracking also assists the teacher’s decision with regards to whether any intervention can be offered to help your child progress further. Teachers will give regular, sufficient feedback during lessons advising students what is required to improve and overcome gaps in their understanding, but there may be occasions when additional support is required and will be offered.
The tracking in Key Stage 3 will use the following data to give you information about how your child is progressing throughout the curriculum.
C4 Student has mastered the knowledge and skills within the curriculum for this tracking period
C3 Student has a secure understanding of the knowledge and skills within the curriculum for this tracking period with minor gaps in some areas.
C2 Student has a generally secure understanding of the knowledge and skills within the curriculum for this tracking period with moderate gaps in some areas
C1 Student has significant gaps in their understanding of the knowledge and skills within the curriculum for this tracking period
In Key Stage 4 and 5 teachers are required to record a projected grade for each student. The projected grade is an indication of the final GCSE or A Level grade your child is on track to achieve given their current levels of effort and academic progress. Projected grades are fluid, flexible and open to change: students will always have the opportunity to increase projected grades due to improvements in effort or refinements to study practices or examination technique
We have tracking meetings after each tracking point where we discuss student concerns (and we also send home praise postcards for those students who have made excellent progress or who have an excellent attitude to learning).
Our strong and supportive pastoral teams are on hand to motivate the students and also to assist with any anxiety issues that may occur or, they are simply there for a friendly chat.
The tracking also assists the teacher’s decision with regards to whether any intervention can be offered to help our students progress further. Teachers will give regular, sufficient feedback during lessons advising students what is required to improve and overcome gaps in their understanding, but there may be occasions when additional support is required and will be offered.
We also give attitude to learning (ATL) scores. These are scores from 4-1 – with 4 being the highest and 1 the lowest. There will be an attitude to learning score for Engagement, Behaviour and Homework.
Curriculum
- Curriculum Overview
- Subject Information
- KS3 Curriculum Overview
- KS4 Curriculum Overview
- KS5 Curriculum Overview
- Reporting and Assessment
- Homework
- Examinations
- Extra Curricular
- Exceptional Potential
- Spiritual, Moral, Social and Cultural Education
Latest Tweets
- Year 10 have just returned from their trip to Köln. It was a fantastic time of experiencing German culture coupled with beautiful weather! pic.twitter.com/fFOLmrs2DD
- Congratulations to three of our students who were awarded copper, silver and gold certificates in the Cambridge Chemistry Challenge. Gold certificates are awarded to just 10% of the most talented year 12 Chemistry students entering the demanding competition! @Cambridge_Uni pic.twitter.com/0BFJY1KZxV
- Our Year 9 students thoroughly enjoyed their visit to @PowellCotton where they explored culture and demonstrated creativity through designing some fantastic clay pots. Thank you #powellcottonmuseum for a wonderful experience! pic.twitter.com/S8IW6SBh1G
- What a privilege for our staff and students to meet Fayis Asraf Ali - an inspiring young engineer who cycled from Kerala, India to London, UK. He cycled 1000 destinations across 36 countries. We wish you all the best for your next journey! pic.twitter.com/hrRXsFAKWH
- Last week our Year 7 students performed 'The Greatest Show' demonstrating perseverance, collaboration, and great talent. Singing, dancing, and acting were thoroughly enjoyed as the year group proudly represented the school. Well done to everyone involved! pic.twitter.com/sXAYt3Y6J5
- We were delighted to host four Fellows from the @royallitfund. Year 12 students were guided through a series of engaging workshops by professional writers with the aim of developing different aspects of the students' own writing. An excellent start to our Enrichment fortnight! 📚 pic.twitter.com/CwXUcwqTLj
- Come and join us at DGGS and be part of our fabulous support staff team. For further details visit our website or follow the link https://t.co/hXONaHd5yw#data #schoolsupportstaff pic.twitter.com/MdeX23stEW
- Come and join us at DGGS and be part of our fabulous support staff team. For further details visit our website or follow the link https://t.co/hXONaHd5yw#data #schoolsupportstaff pic.twitter.com/C8sjSJYR5p
- On Friday the 21st of June, DGGS welcomed Elena Sorochina to deliver a personal statements workshop for high-tariff university applicants. Over twenty of our highest prior attainers were involved in this seminar. Our thanks to Ms Sorochina and @StHughsCollege for your support! pic.twitter.com/WQMS2BrLTL
- Huge congratulations to two of our girls, both of year 7, who ran the Walmer and Deal Park Run on Saturday morning. This event was organised by DGGS Past Pupils Association. Both students proudly represented our School community and ran fantastic races. Well done 🎉
- The deadline to register for the Dover Assessment Test is quickly approaching! pic.twitter.com/3h8yd1RsI9
- Exciting day at DGGS! A group of Y5 students from our local primary schools have completed an amazing Micro bit Master Class in Coding with Mrs. Aime. Huge thanks to parents for their support and to everyone who made this engaging and educational event possible! @microbit_edu pic.twitter.com/nddGp2iNPE