Students and Post 16

School Email
Get Password for Email
Log into Fronter
 KEVI > Students and Post 16 > Assessment for Learning > Key Roles and Responsabilities for Assessment Recording and Reporting (ARR) Login

Key Roles and Responsabilities for Assessment Recording and Reporting (ARR)


There is no ceiling to learning. Assessment, recording and reporting lies at the heart of all outstanding teaching and learning.

The table below outlines key roles and responsibilities for all.

  Student Parent Teacher Subject Leader/Year Leader/ Tutor
Establishing Minimum Target Grades and Aspirational Grades
  • Knows their Minimum Target Grade and has negotiated an Aspirational Grade for each subject. Written in front of book.
  • Work towards their Aspirational Grade in each subject.
  • Aware of their child’s Minimum Target Grade and Aspirational Grade for each subject
  • Explains what Minimum Target Grade is and how it has been established. Negotiates with student to establish an Aspirational Grade. Records and refers regularly to TMG and AG. Informs planning and lesson differentiation. Grades and targets written in book.
  • Ensure as far as possible that all students achieve their MTG and AG.
  • Has records of identified cohorts (Minimum Target Grades, Under-achievement, Gender etc) and Aspirational Grade and works with teachers to ensure specific improvement or intervention strategies are in place for each cohort.
  • Understands and shares data provided to further improve understanding of individual students needs.
Assessing progress, setting targets and establishing strategies to ensure success.
  • Prepare for and undertake an assessment activity in each subject every term.
  • Take part in a dialogue with teachers to establish targets and strategies for improvement.
  • Record targets and strategies for improvement in each subject area on a review sheet.
  • Can quote a SMART target and strategy to meet that target for each subject studied
  • Support their child in preparation for an assessment activity in each subject every term
  • Aware of SMART target and strategies for each subject through review sheet (Ex1). Can support child in meeting the target through access to support material (via library, internet, discussion, planner etc) and practical support
  • Prepare, deliver and accurately grade an assessment activity every term.
  • Through dialogue with students, can establish SMART targets and suggest strategies to ensure progression to higher grades. Hold a copy of the review sheet.
  • Ensure a termly assessment that yields grades consistent with national standards.
  • Establish a diversity of strategies to support students in removing barriers to higher grades.
  • Share successful strategies with other subject and year leaders.
  • Tutors ensure complete set of review sheets every term.
Reporting and discussing progress.
  • Reflect and act on termly anticipated grade updates and focused report highlighting specific causes for concern
  • Attend a parents evening every year and any other additional support sessions that have been arranged.
  • Take an active role in discussions about improvement strategies and relative strengths and areas for improvement.
  • Student Subject Leaders gauge views of students and report back to teachers/subject leaders
  • Discuss and act on termly anticipated grade updates and focused report highlighting specific causes for concern.
  • Attend a parents evening every year and any other additional support sessions that have been arranged.
  • Take an active role in discussions about improvement strategies and relative strengths and areas for improvement.
  • Report termly on anticipated grades and highlight any specific causes for concern.
  • Respond to any parental communications of concern or requests for support/advice.
  • Ensure a structured, comprehensive and specific dialogue with students and parents at parents evening, focusing on strategies for continual improvement.
  • Post-16 teachers write a detailed, focused subject report that informs UCAS and future options process.
  • Year 9-11 tutors write an annual report focusing on student progress, attitudes, and extra-curricular involvement.
  • Ensure high quality dialogue is taking place between students, parents and teachers.
  • Listen to and act on feedback from student subject leaders.
Developing independent learners through language and questions for learning.
  • Developing as independent learners through use of a language and questions for learning. Asks constructive/rich questions of teachers and parents regarding their learning and progression.
  • Offers a supportive, constructive environment at home. Can initiate regular discussions take place about progress in each subject at home. A common vocabulary is used to support progress and ask informed questions.
  • Knows how to access dialogue with teachers and other school improvement staff through telephone, letter, internet, parents evening and interview contexts.
  • Empower students with a language and questions for learning, by regular reference to resource s and activities to develop independent learners.
  • Design and modify curriculum to regularly address how students learn and increase understanding of metacognitive processes. Change emphasis to how information is learnt, not just what is learnt.
Classroom environment.
  • Is committed to own learning and acts on advice and new strategies. Uses cues in the classroom to improve ability to learn and demonstrate learning.
  • Uses planner effectively.
  • Parents read and act on communications focusing on how their child learns. Supports them in the development of new learning strategies.
  • Refers to standardised exemplar materials and can explain why each got the grade it did.
  • Rich AfL displays with terminology (keywords, question words, language/questions for learning, web addresses, effective process breakdowns, marking criteria, Bloom’s taxonomy etc) in large print
  • Follow Standard Operational Procedures (SOPs) in all lessons.
  • Standardised exemplar materials for a range of grades are accessible to all
  • Ensure rich AfL displays designed and referred to very regularly.
  • Ensure SOPs are carried out and share best practice in this regard.

  
Layout Graphic
  Layout Graphic