Assessment and feedback play an essential and fundamental part in enabling student learning. At Island School we believe that the ultimate aim of assessment and feedback is to empower students to lead their own learning, to be independent and reflective thinkers.
Island School teachers use formative assessment to gauge where students are in the learning process. Teachers then modify teaching and learning activities.
Whilst an important part of assessment involves a certain amount of “testing”, we understand that “you do not make a plant grow by measuring it”.
Summative assessments take place at the end of units of work. In addition to providing the final grade for a task, the accompanying feedback will be used to inform further teaching and learning.
At Island School:
● students become increasingly reflective about their own performance, widening and developing the ways in which they learn as they move up through the school.
● students develop the necessary reflective skills and attitudes, in a stepped and structured way.
● good assessment practice is derived from ongoing and focused attention on students’ progress and social development.
● teachers and students work together on raising achievement and the development of the student as a whole person.
● the high quality of assessment and feedback has a significant impact on attitudes to learning and on levels of attainment.
● students are encouraged and challenged to develop the qualities of the IB Learner profile.
● Island School students are guided to learn effectively and are provided with opportunities to take risks, to become inquiring, and knowledgeable, creative and caring people.
● students are encouraged to demonstrate their understanding in different ways, and assessment is varied to meet individual learning needs.
● written or oral assessment of students’ work provides a clear evaluation of the level of achievement and feedback that leaves students with manageable action points and time to reflect on what they have learnt and what they need to do to progress.
● students of all ages appreciate and understand the importance of teachers showing them how to move on to the next stage of achievement and value discussion about their progress with their tutor.
● the main channels for communication about students’ progress are:
- 1:1 conversation between students and subject teachers
- 1:1 conversation between students and form tutors
- ongoing, live reporting throughout the year, with student and teacher comments recorded on Evidencer (Y7-12) or ARR (Assessment Reporting and Recording) (Y13)
- Tutoring for Learning (TfL) conversations once a year. These involve House staff, student and parent, and set measurable and attainable goals for students to aspire to.
- parent consultations once a year, in which students and parents meet with subject teachers
● assessment policies and procedures are reviewed regularly by teachers, council members and student learning advisors.