Assessment Policy

19/01/2011

1. PREAMBLE

   At St Benedict’s College, we believe in ‘Assessment for Learning’. We believe that effective assessment provides information to improve teaching and learning. We give our boys regular feedback on their learning so that they understand what it is that they need to do better. This allows us to base our teaching on a detailed knowledge of each boy. We give parents regular reports on their son’s progress so that teachers, children and parents are all working together continually to raise academic standards for all our boys.

   Our academic approach is an outcomes-based system that aims to develop not only knowledge and skills, but also attitudes and values. We align our focus with the Critical Outcomes, Developmental Outcomes and Learning Outcomes adopted by the South African Qualifications Authority.

   Critical Outcomes

   • Identify and solve problems and make decisions using critical and creative thinking.
   • Work effectively with others as members of a team, group, organization and community.
   • Organise and manage themselves and their activities responsibly and effectively
   • Collect, analyse, organize and critically evaluate information.
   • Communicate effectively using visual, symbolic and/or language skills in various modes.
   • Use Science and Technology effectively and critically showing responsibility towards the environment and the health of others.
   • Demonstrate an understanding of the world as a set of related systems by recognizing that problem-solving contexts do not exist in isolation

   Developmental Outcomes

   • Reflect on and explore a variety of strategies to learn more effectively
   • Participate as responsible citizens in the life of local, national and global communities.
   • Be culturally and aesthetically sensitive across a range of social contexts.
   • Explore education and career opportunities
   • Develop entrepreneurial opportunities.

   We practise continuous assessment.

2. TEACHER’S ROLE

   Each of our teachers strives to perform a variety of roles:

   • Learning mediator
   • Interpreter and designer of learning programmes and materials
   • Leader, administrator and manager
   • Scholar, researcher and lifelong learner
   • Community, citizenship and pastoral role
   • Assessor
   • Learning area/subject/discipline/phases specialist

3. LEARNING STYLES

   When planning teaching and assessment, our teachers attempt to accommodate a variety of learning styles. As a school, we make every attempt to cater to:

   • Linguistic Intelligence
   • Logical-Mathematical Intelligence
   • Spatial Intelligence
   • Musical Intelligence
   • Bodily-Kinaesthetic Intelligence
   • Interpersonal Intelligence
   • Intra-personal Intelligence
   • Naturalistic Intelligence

   We also address these intelligences within our extracurricular and sporting programmes.

4. CO-OPERATIVE LEARNING

   We believe that co-operative learning is the best way for our boys to construct knowledge and to build relationships, skills, positive attitudes and values together. Co-operative learning is learner-centred and requires the active participation of our boys in problem-solving.

   We adopt three main co-operative learning strategies:

   • Whole-class co-operative learning
   • Paired and shared learning
   • Group work

   Boys are trained to perform the following roles through co-operative learning:

   • Leader/co-ordinator
   • Scribe
   • Presenter/Reporter
   • Timekeeper

5. ASSESSMENT

   Our focus is both assessment for learning and assessment of learning.

   1. THE PURPOSE OF ASSESSMENT

      We believe that the aim of assessment is to provide a supportive and positive mechanism that helps our boys to improve their learning and our teachers to improve their teaching.

      In keeping with the principles of the National Qualifications Framework, we believe assessment serves to:

      • determine whether the learning required for the achievement of specific outcomes is taking place and whether our boys are encountering any difficulties;
      • report to our parents on the levels of achievement during the learning process and to build a profile of each boy’s achievement across the curriculum;
      • provide information for the evaluation and review of learning programmes used in the classroom;
      • maximize boys’ access to knowledge, skills, attitudes and values defined in the national curriculum policy.

      In addition we believe that assessment:

      • helps our boys understand what they need to do next to improve their work and what they need to do to achieve excellence;
      • provides the Headmaster, College Management and Board of Governors with information that allows them to make judgments about the effectiveness of teaching and learning at the school.

   2. TYPES OF ASSESSMENT

      If our teachers are aware of what our boys know and can do, then teaching becomes more effective. Thus, assessment takes place at the start of learning units, continues through units, and/or takes place at the end of a learning unit. Boys are involved in assessing themselves and are allowed to identify personal targets, thus motivating them to learn as these targets are achieved.

      Our teachers are not therefore concerned with just summative tests but more with continuous and integrated assessment, which provides a platform on which boys can perform to the best of their ability.

      The purpose of Assessment is to measure the extent to which our boys have achieved the Learning Outcomes at a given point in time. For this reason, while we carry out assessments throughout the year, the assessments completed towards the end of the year are of most importance and will be weighted accordingly.
      
      
      
      We make use of the following types of assessment:

      • Baseline assessment to recognize prior learning
      • Formative assessment to assess learning and to plan teaching;
      • Diagnostic assessment to identify difficulties boys may be experiencing;
      • Summative assessment for recording overall competence;

   3. CRITERION-REFERENCE ASSESSMENT

      Our boys are assessed against the criteria. For each activity, our boys are informed of what Learning Outcome/s will be assessed and what Assessment Standard/s will be used. This means that we have an open and transparent system. We make every attempt to ensure that our boys understand:

      • What is being assessed;
      • Why it is being assessed; and
      • How it will be assessed.

6. PRINCIPLES OF ASSESSMENT

   We make every effort to ensure that assessment is:

   • systematically planned within grades and subjects
   • relevant and appropriate
   • fair, manageable and integrated into learning
   • criterion-referenced
   • flexible, meaningful and motivating
   • integrated into the learning process
   • a measure

   of progress and achievement

   In addition, we strive to gather sufficient evidence of learning that is:

   • valid
   • current
   • authentic

    Assessment at St Benedict’s College must:

   • provide information about how our boys learn
   • monitor and maintain rigorous academic standards
   • contribute to the efficiency of the academic programme
   • incorporate higher-order thinking skills
   • motivate both teachers and boys through success in achievement
   • be reflective and involve components of self-, peer- and group-evaluation
   • allow room for boys to perform at a higher level than the norm

7. WHOLE-SCHOOL ASSESSMENT PROGRAMME

   At St Benedict’s College assessment takes place at every grade level on a continual basis. assessment occurs across five cycles; two of which are full-scale examination sessions. Assessment is formally reported to parents at the end of each of these cycles.

   In line with current policy, at the end of Grade 9 and 12, the College participates in the sum-mative assessments (GSCE and FET) conducted by the Independent Examinations Board.

   1. WEIGHTINGS

      For each of the cycles, assessment will include formal tests and exams (75%) and more informal, portfolio-type, SBA/CASS tasks (25%).

      The timing of reports may necessitate that certain assessments are completed at the end of one cycle and carried over for use in the following cycle.

      This weighting parallels the weightings used for promotion purposes at the end of Grade 12 and applies to all grades in the school. English and Afrikaans include an Oral mark in the promotion mark. Practical marks, in subjects where they are a requirement, are also included in the promotion mark.

      For purposes of promotion only the Final End-of-Year Mark is used. This includes the Final Portfolio mark which incorporates marks earned in tests and examinations through the year.

8. PLANNING FOR ASSESSMENT

   1. We grant each Subject Head the authority and freedom to plan teaching and learning within their subject. This is usually done in consultation with the relevant subject teachers. Such planning identifies opportunities for assessment. The Learning Programme and Assessment Programmes of individual subjects/learning areas tie in with the Whole-school Assessment Programme.
   2. We use the Revised National Curriculum Statements to support our teaching. We use the Learning Programme Guidelines, the National Protocol on Assessment and individual Subject Assessment Guidelines to plan teaching, learning, assessment and to help us identify and describe each boy’s level of attainment. Our Subject Heads ensure that all staff teaching their subject are in possession of these documents and that they comply with the requirements.
   3. We plan our lessons with clear learning outcomes. We base these upon the teacher’s detailed knowledge of each boy. We strive to ensure that all tasks set are appropriate to each boy’s ability. Our lesson plans make clear the expected outcomes for each lesson. We make a note of those individual boys who do not achieve at the expected level for the lesson, and we use this information when planning for the next lesson. In addition, wherever possible we set additional enrichment tasks for boys and classes that perform way above the general level. We also keep this information as a record of the progress made by the class.
   4. We carry out assessment tasks in all subjects each cycle and record each boy’s attainment. We express attainment as a percentage. As we ensure that all tasks are set to levels, we believe that the percentages achieved by our boys are representative of the level they have attained.

9. DESCRIBING PERFORMANCE

   We use the following codes and percentages used for recording and reporting  boys’ perform-ance in Grades 8 – 12:

   RATING CODE	DESCRIPTION OF COMPETENCE	PERCENTAGE
   7	Outstanding achievement	80 – 100
   6	Meritorious achievement	70 –79
   5	Substantial achievement	60 – 69
   4	Adequate achievement	50 – 59
   3	Moderate achievement	40 – 49
   2	Elementary achievement	30 – 39
   1	Not achieved	0 – 29

10. EXPECTATIONS AT ST BENEDICT’S COLLEGE

    1. BOYS

       1. Our boys have a clear idea of the knowledge and/or skills that are being assessed and are always aware of the weighting of each assessment in the subjects overall assessment programme.
       2. Our boys receive clear and motivated feedback regarding a mark or level that has been awarded and have full access to each graded assessment task.
       3. Our boys are provided with the opportunity to have their performance assessed qualitatively.
       4. Our boys have access to all criteria and assessment tools that teachers use in the assessment.
       5. Our boys do not expect that every piece of work completed will be formally assessed. They understand that some work is completed for purposes of formative assessment.
       6. Our boys are given advance warning of any assessment for which preparation is necessary and are clear about the date of the assessment.
       7. Our boys are aware that failure to meet set deadlines could result in reduced levels of performance.

    2. TEACHERS

       • Our teachers hold regular planning meetings at subject and grade level and negotiate and agree upon due dates and deadlines in the light of the boys’ workloads in other subjects and in light of their extracurricular commitments.
       • Our teachers provide boys with adequate time for the completion of out-of-class assessments and are not unreasonable when circumstances demand an extension of deadlines.
       • Our teachers make every effort to facilitate cross-curricular assessment tasks to lighten boys’ workloads.
       • Our teachers use pupil performance as a feedback mechanism to initiate refinements to, or changes in, learning programmes and their delivery.
       • Our teachers use a variety of assessment tools.
       • Our teachers guard against over-assessment.

    3. COLLEGE MANAGEMENT

       • We produce examination/test timetables with enough notice boys and teachers to formulate a revision programme.
       • We keep records of attainment and acknowledge academic achievement.
       • We strive for an organisational structure that ensures the efficient and effective enactment of the external assessment activities of the IEB.

    4. PARENTS

       • Our parents support all policies of St Benedict’s College particularly those that relate to learning.
       • Our parents support their son in meeting deadlines set for work.
       • Our parents help motivate their son.
       • Our parents help create an informative environment that is to the benefit of their son.
       • Our parents attend Parents Meetings called to discuss their son’s progress.
       • Our parents ensure that they receive, sign and return a report each cycle.

       All the above expectations exist to ensure that all boys reach their full potential.

11. ASSESSMENT METHODS AND TOOLS

    We have identified the following methods of assessment as central to the work of St Benedict’s College. We believe it is essential that these tools be seen as a package since they have been selected in order to provide a range of approaches and therefore to provide a balanced view of each boy.

    1. Observations

       On a daily basis, teachers will use observation to identify the interests of individual boys, particular strengths that can be built upon and areas where further opportunities and encouragement, support or motivation is need.

    2. Formal Written and Oral Examinations

       For Grades 8 – 11, we conduct two full-scale examination sessions during the course of the year: one at the end of the second and one at the end of the third term. Our Grade 12’s write Pre-Prelims at the end of Term 1 and Preliminary Examinations during the second half of the academic year. We scheduled these on an annual basis.

       Our examinations are written in a controlled environment that adheres to St Benedict’s College’s examination procedures and are aimed to measure boys’ performance in work taught to date.

       In addition to Continual Assessment, we conduct oral examinations on in English and Afrikaans. These are scheduled by the relevant Subject Heads in negotiation with College Management.

       Examination Timetables are posted on the College website.

    3. Class Tests

       Subject teachers regularly conduct class test as formalized, in-class and controlled activities. Boys are given at least one week’s notice. Our subject teachers ensure that there is a reasonable interval between tests and our boys do not write more than two class tests a day.

       Class tests measure boys’ performance on work that has been taught and the duration of the test is never more than a double period. On occasions, staff may make use of a test/quiz which assesses skills and content addressed during the previous lessons. These may sometimes take the form of a “surprise” test.

    4. Investigations

       This is a piece of structured work not necessarily linked to specific subject content but most certainly linked to learning outcomes. Problems are often “open-ended” with boys achieving results through investigative work.

    5. Essays

       This is an extended piece of independent work. It can reflect a pupil-generated title, a teacher-set title, be open or closed in nature and may have guiding questions. As boys progress in age, this activity moves from descriptive and observational to analytical or evaluative and increasingly has a formal structure dependent upon the subject area.

    6. Research Project

       This involves both teacher guided and/or independent work done both in class and/or as homework. It requires appropriate referencing of research and referencing skills should, wherever possible, form part of the assessment.
       
       The product may be in any defined medium: oral presentation, written work, video, computer presentation or appropriate combinations.

    7. Project

       This is similar in nature to a Research Project but more appropriate for the lower age range. A record of references used may not be seen as necessary, but this should be made clear before the start of the activity.

    8. Journal Writing

       This is a continuous-assessment activity, which can be part of class work or homework. Criteria, guiding how boys’ performance will be determined, should be made available prior to the beginning of the activity.

    9. Field Work

       Field work comprises off-site data collection for analysis and interpretation.

    10. Practical/Experimental Work

        Practical and experimental work involves both teacher guided and/or independent work. It is usually conducted in a laboratory or specialist room involving specialist equipment. Clear criteria, stating how performance will be measured, should be available prior to the activity.

    11. Performance/Presentation

        This is usually part of a continuous activity. Clear criteria, stating how performance will be measured, should be available prior to the activity.

    12. Group Work/Class Activities

        Group work and whole-class activities are usually part of a continuous activity or a part of other assessment tools. Wherever possible, the performance of individual boys must be acknowledged as well as the group performance.

    13. Short Exercises, Worksheets and Discussions

        This is work usually done in class and/or as homework and they should formpart of a larger assessment and reinforce taught material and/or develop specific skills.

    14. Portfolios

        This is a collection of different activities done in class or as homework. It may include class tests and examinations. Boys should be informed of portfolio requirements at the start of each academic year and must know when an activity/assessment is a portfolio piece. Clearly defined criteria are required.

    15. Homework

        This is work done at home. Although it may be begun in class, it is completed in a non-controlled environment. Homework should take the nature of set reading, set writing, reviewing work, revising work or consolidating work that has already been taught. Homework may include continued work on projects.

        As a general rule, teachers avoid setting homework over weekends and school holidays. However, in the case of Grade 11 and 12 a reasonable amount of work can be expected during school holidays.

12. PROVIDING FEEDBACK

    • We believe that feedback to boys is very important, as it tells them how well they have done and what they need to do next in order to improve their work. Within subjects, we have an agreed code for marking, as this ensures that we all mark in the same way.
    • We give boys personal, verbal feedback on their work whenever possible. We usually do this when the boys are working during the lesson although we sometimes give feedback on a particular lesson at the beginning of the next one. When lesson time does not allow for verbal feedback, we write comments on the boy’s work during marking.
    • When we give written feedback to a boy, we relate this to the learning objective for the lesson. By so doing we make clear whether the objective has been met and we produce evidence to support the judgement. If we consider that the objective has not been met, we make clear why this was the case. In both cases we identify what the boy needs to do next in order to improve future work.
    • We encourage our boys to discuss their own work and the work of fellow pupils.
    • When returning work that has been assessed, we allow time for the boys to absorb any comments written on their work. We do this to ensure that the time that our teachers spend marking really has an impact on the boy’s work. When returning tests and examinations, we discuss the marking memorandum in detail so that boys may learn from mistakes. When we are pressurized for time, we provide boys with a written report on the test or exam and provide them with a copy of the memorandum.

13. CONSISTENCY

    • All our Subject Heads moderate assessment tasks conducted by teachers teaching their subject. We moderate tasks before they are completed by boys and we moderate a sample of marked tasks once they have been assessed by a colleague.

      Our teachers regularly discuss levels of attainment within a subject, so that they have a common understanding of the expectations in each subject. By doing this we ensure that we make consistent judgements about standards in the school. We also moderate assessments to ensure that they contain adequate “higher-order” type questions.

    • Each Subject Head takes responsibility to ensure that portfolios are compiled for boys in the subjects and grades in which they are required. We ensure that our boys’ portfolios reflect their full range of abilities within the subject. Wherever possible, we include our boys’ best work in their portfolios. Wherever permissible, we allow our boys an opportunity to resubmit work to improve their performance.

14. MONITORING AND REVIEW

    Our Academic Co-ordinators and Subject Heads are responsible for monitoring the implementation of the school      assessment policy. Subject Heads and management may request to inspect samples of the boy’s work, talk to staff about    their teaching and boys about their learning and may request of teachers to observe the policy being implemented in the    classroom.

15. REPORTING PERFORMANCE

    1. Reports

       We issue reports at the end of each cycle. We send the reports home and keep each boy’s reports in an individual Report Folder. Parents sign the latest report when the Report Folder is sent home and then return the entire Report Folder to the school.

    2. Tutor Reports

       We usually complete Interim Tutor Reports when a concern is expressed by a teacher or a parent. Our Tutor Reports usually reflect a boy’s latest performance in assessment tasks. As a general rule, we do not give the Tutor Report to boys or their parents although we do share the content with all appropriate stakeholders. Our Year Heads keep the Tutor Reports on file.

    3. Parent/Teacher Evenings

       We host Parents Evenings twice a year. At such an evening, parents are invited to meet with individual teachers to discuss their son’s performance and progress.

       When concerned about their son’s progress, our parents request individual meetings with a teacher. These meetings are held by appointment and focus on a boy’s performance and progress. Meetings are facilitated by the
       
       Year Head and may be called by the teacher, parent or boy.