Economics, Business and Financial Studies Assessment and Feedback Policy 2019-2020
The purpose of feedback is to improve and develop the student. Therefore, it should be specific and constructive advice in language that can be understood by the student. It should challenge them to ‘think hard’ and enable them to take the next steps in their learning as independently as possible. As such our assessment of students’ work should allow individuals to reflect, understand and respond to feedback that is frequent and timely, as outlined below. It is also the expectation that information gathered should be used to adapt our teaching and inform our planning to inspire excellence and allow students to fulfil their potential. Assessment across the department should be consistent so that all the same pieces of work are assessed in the same way by each teacher.
- The work of key pupils (SEN and Pupil Premium) will always be marked first;
- Ensure all assessment, feedback and feed forward is appropriate to each students’ needs/ability.
Key Stage 3
Not applicable in within these subject areas; students in Year 9 studying KS4 courses will be treated as KS4 students.
Key Stage 4
- Assessments are outlined in the department assessment plan*, which links to the projects and coursework studied;
- There is no expectation to mark lesson notes in student workbooks;
- One formative assessment per exam KS4 course will take place at the beginning of Year 9. This will be in the form of a numeracy and literacy skills test. These will be marked using whole class feedback. Individual written comments should be made as appropriate, particularly where a student is identified as being of concern regarding the appropriateness of the course of study chosen. Feed forward must take place in the lesson after they have been marked. Marks are to be entered into the Department tracker spreadsheet;
- In addition, one summative assessment will take place per project unit, with feed forward conducted. This is marked in line with the exam board mark schemes. A WWW and EBI is given using our agreed marking code. Marks are to be entered onto the Department tracker spreadsheet. Questions will comprise multiple choice and up to 6 mark questions (Year 9 and first two terms Year 10), up to 9 mark questions (final term Year 10) and up to 12 mark questions (Year 11);
- Key terms definitions tests may be used as starter activities and self or peer assessed;
- Any other exam questions set at the teacher’s discretion should be peer assessed in the lesson;
- Grades for assessments may be shared with students; holistic current grades will be sent home at various points throughout the year. These are based on the teacher’s professional judgement and students’ progress thus far;
- Students will be given a red, amber or green on a maximum of 10 Doddle skills every term in order to report areas of improvement to parents. These should be done during PLC lessons following a conversation with the student;
- Homework is set once per fortnight, which will review the previous topic or may, using flipped learning, prepare students for the next topic. A variety of assessment methods, including peer assessment through discussion, may be used;
- CNAT: as per exam board regulations, students may be given ongoing, verbal feedback on their coursework, but work may be checked formally once only. This is left to teacher discretion but recommended to take place at the end of each task (ie Task 1, Task 2, Task 3 and Task 4).
Key Stage 5
- Formative assessment, comprising a numeracy test for all students, will take place at the beginning of Year 12, with marks entered on the Department tracker. Students failing to meet the required standard may be directed to the Sixth Form Team for advice on their choice of subject;
- Appropriate exam style questions should be set on completion of each topic. These may be self, peer and teacher assessed to enable students to understand the examining process. Feed forward should take place in the lesson after they have been marked. Marks should be recorded on the department tracker;
- Folders should be checked, and feedback given, once per term, the standard of folders to be recorded on the Department tracker using RAG;
- Homework should be set regularly at the teacher’s discretion and may be peer assessed;
- Private study will be in the form of independent research, wider reading, subscription to blogs, completion of projects etc. This may be directed by the subject teacher, as appropriate, or selected independently from a range of activities by the student;
- CTECH: as per exam board regulations, students may be given ongoing, verbal feedback on their coursework, but work may be checked formally once only. This is left to teacher discretion but recommended to take place at the end of each task (ie Task 1, Task 2, Task 3 and Task 4).
- Key terms definitions tests may be used, as starter activities across all course, and self or peer assessed;