SAssessment is an integral part of our curriculum planning and is inseparable from the teaching and learning process. It has a major role to play in increasing levels of achievement within Stanborough School.We believe the key purpose of assessment is to move pupils on in their learning. Continued monitoring of each pupil’s progress gives a clear picture of what each pupil is doing.
GL Assessment is the leading provider of formative assessments to UK schools. The Standard Age Score (SAS) is based on the students’ raw score, which has been adjusted for age and placed on a scale that makes a comparison with the students in the standardisation sample. The average score is 100. The SAS is key to benchmarking and tracking progress, and is the fairest way to compare the performance of different students within a year group or across year groups.
See below an example of how the diagnostic helps teachers to teach to gaps:
|English||Value added||Maths||Value added||Science||Value added|
What does this data tell us?
- This year, we are above national average for all year groups and subjects except year 8 Math (last years’ cohort)
Value-added is a term used when discussing how much additional learning, experience or development a school offers beyond the ‘average’. The measurements typically attempt to quantify how much more (or less) student achievement improved in comparison to what would be expected based on past test scores and personal and demographic factors. Our value added is positive for many subject (see table 1 – green boxes). For the subjects highlighted in yellow, progress is relatively expected or the negative value added is non-significant. The only subjects where students have not made expected progress is year 9 English and year 10 mathematics. This data is particularly impressive given the fact that half of the curriculum was taught remotely due to lockdown. In year 7 and year 9 science the value added indicates that students have made accelerated progress well above their national peers.
- 84% of students made expected progress in English
- 77% of students made expected progress in Maths
- 88% of students made expected progress in Science
- Around ¼ of the cohort are making better than expected progress in all subjects
- Contrary to the low value added, most students in year 10 science actually made expected progress
MAT (Musical Aptitude Test)
MAT is used by schools nationwide as part the 11+ scholarship entrance tests. This is an aptitude test for music, used to identify student’s musical aptitude in general music education. From 2020, we run the MAT as a baseline test in September for every student in KS3 and every student in ks4 that studied music. The results can be found below:
- Overall, in this year, 72% students achieved the national benchmark score and above compared to 29% the year before.
- 25% students achieved the higher-grade boundary (for more able students) compared to 5% the year before.
Every student (except 3 students), achieved a greater percentage score, compared to the previous year. The 3 students who didn’t make accelerated progress achieved the same grade as they did before.
|Year 10 (GCSE Music Students only)||72%||80%||+8%|
|Year 11 (GCSE Music Students only)||71%||80%||+9%|