Feedback , DIRT and Growth Mindset

 

Research suggests that feedback on student work has the single biggest impact on student progress, especially when students are given time to respond to that feedback. Feedback can be given through a range of approaches such as; written marking, verbal feedback, peer and self-assessment. The best feedback accurately identifies what needs to be done next in order to improve.

The most effective feedback does not always require that work is graded as research shows students focus more on the grade than how to improve. Hence you will find that feedback in books informs improvement but may not include a grade or mark.

Since September 2014 we have been developing DIRT: Dedicated Improvement and Reflection Time. Time in class is devoted to giving students time to reflect on their learning, improve it following feedback and decide next steps in their learning. You will see evidence of this in books as students respond to feedback to improve their work.

We are developing a ‘growth mindset’ within the school which will ensure all students understand and see the value of embedding knowledge through redrafting and improving work. The main concept is a change to the language: moving from ‘I can’t do this!’ to ‘I can’t do this yet!’ Developing a positive growth mindset will help students tackle new challenges at school.

 

Changes to the GCSE grading system

The existing ‘A* to G’ system is being phased out, to be replaced by the new ‘9 to 1’ system.

Y11 will be awarded GCSE grades in August 2017 mainly using A* - G, but with English and Maths using ‘9 to 1’.

Y10 will be awarded GCSE grades in August 2018 mainly using ‘9 to 1’, but with Design and Technology, ICT & Business Studies using A* to G.

Y9, Y8 & Y7 will be awarded all GCSE grades in August 2019 / 20 / 21 using the ‘9 to 1’ system.

 

 

 

 

 

 

 

 

 

 

 

 

Reports and assessment

 

Reports and assessment in Y10 and Y11

Reports will show a GCSE grade, however please note this grade is not the total grade for the course or a prediction or a guarantee of a final grade. The grade means that for the work you have done so far, you have hit the expected milestone to be broadly on course to reach that grade at the end of Y11. 

Reports and assessment in Y7 – Y9

In September 2015 our own assessment system replaced National Curriculum Levels.

Rather than assigning a grade or level, teachers assign one of four standards.

Enhanced, Higher, Core, Foundation.

Three reports per year will show the standard currently being met and whether this equates to expected progress for each particular student in each subject. Progress is illustrated with a simple colour coded system, green meaning the student is meeting minimum expectations, red if they are below and blue if they are above.

Each assessment has criteria written, linked to the four standards of enhanced, higher, core and foundation.

It is against these criteria that student progress will be measured. Our aim is to support progress by more accurately informing students what they need to do to improve.

How can parents help students in all year groups?

Parents can support learning by encouraging students to focus on improving their work by acting on the feedback they receive on class work and homework and by striving to meet the criteria for the standard they are working towards.

Parents can also provide support by reinforcing the expectations for ‘behaviour for learning’ and ‘study skills’, as shown overleaf.

 

Report Descriptors for Behaviour for Learning 

Outstanding Behaviour for Learning - The student has a thirst for knowledge, a love of learning and strives for excellence. Behaviour, manners, punctuality and endeavour are impeccable

Good Behaviour for Learning- Attitude shows pride in his/her work and a determination to succeed even when the work is challenging. Works cooperatively with other students and staff, responding quickly to instructions. Is always ‘ready to learn’ as he/she is properly equipped, punctual and focused

Behaviour for Learning which Require Improvement- Attitude sometimes limits the quality of work produced, e.g. gives up too easily or loses focus. Cooperates poorly and/or fails to promptly follow instructions; occasionally disrupts lessons. Is not always ‘ready to learn’ as he/she is sometimes poorly equipped, late or lacking focus

Inadequate Behaviour for Learning- Attitude has a negative impact on his/her own learning and/or on the learning of others. Causes persistent low level disruption or shows a lack of respect for other students or staff. Is regularly not ‘ready to learn’ as he/she is too often poorly equipped, late or unfocused

Report Descriptors for Study Skills

Outstanding Study Skills - Effort with homework is impeccable. Takes responsibility for learning; planning revision to builds upon continuous reviewing/reflection on work. Extremely positive response to feedback shows he/she is greatly motivated to learn

Good Study Skills- Effort with homework is good and is handed in on time. Prepares for assessed work/exams by revising thoroughly using a range of suitable techniques. Takes responsibility for his/her own learning by reviewing/reflecting on work through the year. Responds to feedback positively

Study Skills which Require Improvement- Effort with homework is lacking and/or is occasionally handed in late. Revision and preparation for assessed pieces is inconsistent or ineffective. Little attempt is made to review/reflect on their learning throughout the year. Response to feedback is not always positive

Inadequate Study Skills- Homework, revision, reviewing of work and response to feedback are poor

Assessment Summaries and Reports Dates

Every subject publishes an assessment summary for each year group so that students and parents can see which assessments are used in the 3 reports which parents receive just prior to the end of each term.

 

Report Distribution Dates 2016-17