Performance and Assessment
“When used effectively, assessment helps pupils to embed knowledge and use it fluently, and assists teachers in producing clear next steps for pupils.”
(School Inspection Handbook, paragraph 183)
Through our assessment procedures, teachers:
- Find out what children already know so that they can build on this
- Unpick children’s misconceptions
- Check learning within (as well as at the end of) lessons
- Provide effective feedback to move learning forwards
1. Odyssey Assessment System
All assessment data will be recorded onto Odyssey, our bespoke assessment system.
Assessment using Odyssey is ongoing and should be present in every lesson.
Termly Data Drops allow for in depth data analysis to support teachers to close gaps in learning.
Odyssey enables Quest to capture learner progress in all four areas of our holistic curriculum:
We use age related expected I can statements for all of these areas of learning.
On the system, there is the facility to upload photographic evidence and write a comment to support a judgement. We measure I can statements against our levels of mastery:
Levels of Mastery
Encountered- Introduction to a skill but needs a high level of support
Developing – Needs a high level of support to grasp concepts but understands some concepts independently
Securing- Needs less structure and support, understands the concept but cannot apply to another context
Mastered- Consolidated learning, requires no support, can apply in a range of contexts, can use learning to critically analyse
2. Data Analysis
To ensure every learner at Quest Academy reaches their maximum potential, equipping them with employability skills and the ability to contribute to wider society, through adopting our core values and embracing our holistic curriculum by creating in depth assessment reports.
To ensure consistency throughout the school through the use of:
- Odyssey Assessment System- systematically present through planning, resources and daily classroom practice.
- Termly Moderation Meetings- quality assuring judgements
- Termly Data Team Meetings- providing analysis of data and identifying interventions
To ensure ambitious and realistic targets for progress:
- Upon arrival at Quest, learners will be assessed within a 12 week period against all areas of Curriculum to provide a Baseline Assessment. Many pupils will be significantly behind the expected level for their age when a baseline is completed.
- Baseline values for each curriculum area will be divided by the amount of years the learner has been in education to produce a Previous Progress Rate measure based on prior attainment.
- Expected progress will be maintaining this level of progress.
- Less than expected and More than expected progress will be -/+ 25% of their expected progress measure.
To ensure targets are ambitious, after a full two terms of attendance at Quest (eg. Aut 18- Sum 19), learners will have their targets reviewed and a new Quest Challenge Rate measure will be set based on the average achievement of students at Quest in their Key Stage.
3. GL Assessments
Standardised on 100,000 children, these easy-to-use assessments help to accurately measure how the school and learners are performing in English, maths and science against the national average – pupil by pupil, class by class and year by year.
The Progress Test Series (PT Series) assesses learners’ true comprehension of the core curriculum subjects, helping to identify which learners need extra support and which will rise to more challenging targets. Using the insights from PT Series reports, we can be confident that the targets and interventions set are matched to each child’s attainment, as well as making comparisons with national expectations.
Learners take GL assessments at the start and end of each school year and the results are used in Data Team meetings to set and monitor the impact of individual interventions.
4. Pupil Progress Meetings (Data Teams)
Termly Data Team Meetings: