Assessment

At Ark Alexandra, assessment is an integral part of teaching and learning. It helps us understand what students know, what they can do independently and where further teaching or practice is needed. Our assessment approach is designed not only to measure learning but also to strengthen it (Black and Wiliam, 1998).  

Central to our strategy is the Testing Effect, the well-established principle that regularly retrieving knowledge through low-stakes testing improves long-term retention and understanding (Roediger & Karpicke, 2006). Retrieval practice has been identified as one of the most effective evidence-based learning strategies for improving long-term retention and supporting durable learning (Dunlosky et al., 2013).  Regular, low-stakes quizzes provide students with opportunities to practise retrieval and help teachers identify what has been remembered and what needs further teaching or revision. 

Throughout the academic year, students complete a range of carefully planned assessments, including Core Knowledge Quizzes, Learning Progress Checks, Mid-Year Assessments, End-of-Year Assessments and Mock Examinations. These assessments help students consolidate learning, identify areas for improvement and build the knowledge and skills needed for future success (Black & Wiliam, 1998; Roediger & Karpicke, 2006). 

References 

Black, P. and Wiliam, D. (1998) Assessment and Classroom Learning. Assessment in Education: Principles, Policy & Practice, 5(1), pp. 7-74. Available at: https://doi.org/10.1080/0969595980050102 

Dunlosky, J., Rawson, K.A., Marsh, E.J., Nathan, M.J. and Willingham, D.T. (2013) ‘Improving students’ learning with effective learning techniques: Promising directions from cognitive and educational psychology’, Psychological Science in the Public Interest, 14(1), pp. 4–58. 

Roediger, H.L. and Karpicke, J.D. (2006) ‘Test-enhanced learning: Taking memory tests improves long-term retention’, Psychological Science, 17(3), pp. 249-255. Available at: https://doi.org/10.1111/j.1467-9280.2006.01693. 

Our framework is designed to: 

• Support long-term learning through regular retrieval practice and meaningful feedback. 
• Provide structured assessment windows and dedicated refinement lessons, enabling students to respond to feedback and improve their understanding. 
• Ensure clear and consistent communication with parents and carers, providing regular updates on student progress throughout the year. 

By combining frequent assessment with high-quality feedback, we aim to develop confident, knowledgeable learners who are well prepared for the next stage of their education and beyond. 

What happens after an assessment? 

Assessment is not the end of the learning process. Teachers use assessment outcomes to identify what students have understood and what they need to revisit. 

Refinement lessons give students dedicated opportunities to respond to feedback, correct errors, address misconceptions and revisit knowledge they have not yet mastered. Teachers use the information gathered to plan the next steps in learning and provide further support where needed. 

This creates a cycle of assessment, feedback, refinement and improvement, helping students take greater responsibility for their learning and make sustained progress. 

Understanding our assessments. 

Core Knowledge Assessment (CKA) 

CKAs take place at the start of every lesson and check students’ recall of the core knowledge they have been set to learn for homework. Regular retrieval helps students retain essential knowledge and build secure foundations for more complex learning. 

Knowledge Check Quiz (KCQ) 

KCQs assess students’ recall and retention of essential curriculum knowledge. They typically take place at the start of a new term and help teachers identify knowledge that students have secured and knowledge that needs further practice. 

Learning Progress Check (LPC) 

LPCs assess students’ core knowledge, understanding and application of learning from the term. The results help teachers identify strengths, misconceptions and priorities for refinement. 

Mid-Year Assessment (MYA) 

MYAs are formal assessments covering learning from September to December. Depending on the subject, assessments may also include knowledge and skills developed in previous academic years. These assessments inform setting and in year 9 their option choices for year 10. 

End-of-Year Mocks (EoYM) 

End-of-Year Assessments review the core knowledge and skills developed across the academic year. Depending on the subject, students may also be assessed on content taught in previous years. These assessments inform curriculum adjustments and setting for the next academic year. 

Mock and mini mock examinations 

Mock examinations give students experience of GCSE-style assessment conditions. They help students become familiar with examination expectations and provide teachers with valuable information about what students need to do to prepare effectively for their final examinations. 

Assessment Calendar 

The calendar below outlines the main assessment points across the academic year 

Following scheduled assessment points, including Learning Progress Checks, Mid-Year Assessments, End-of-Year Assessments and mock examinations, parents and carers receive a Progress Report. 

The report provides an overview of students’ academic progress and engagement with school life. 

What does the progress report include? 

Reports contain two sections: 

1. Pastoral Overview 

The Pastoral Overview provides a summary of your child’s wider participation and engagement in school, including: 

• Attendance 
• Enrichment and club participation 
• House points 
• Behaviour and rewards information, including Golden Tickets and any interventions 

2. Academic Report 

The Academic Report summarises your child’s performance in their assessments. 

Reports show: 

• Your child’s percentage score in each subject 
• The average percentage score achieved by the year group 
• Attitude to Learning (ATL) grades 
• Reading age information (where applicable) 

Comparing your child's score with the year-group average helps provide context for their performance. 

What if my child misses an assessment? 

Where a student has missed an assessment, teachers may use available evidence, including classwork, homework and previous assessments, to estimate a percentage score where appropriate. If there is insufficient evidence to provide a reliable score, an X may be recorded. 

Regular attendance is important because it enables students to access teaching, complete assessments and receive the feedback they need to improve. 

Understanding Attitude to Learning (ATL) grades 

ATL grades reflect students’ approach to learning, including motivation, effort, independence, participation and behaviour. 

Reading is fundamental to learning across the curriculum. Students need secure reading skills to access subject-specific vocabulary, understand complex information and communicate their ideas effectively. 

We use the New Group Reading Test (NGRT) to assess aspects of reading, including comprehension and vocabulary. The results help us understand students’ reading development, identify strengths and determine where additional support may be beneficial. 

Reading age information is intended to help us support students’ development. It is not a grade for performance in an individual subject. 

We encourage students to read regularly, both in school and at home, to develop fluency, vocabulary, comprehension and confidence. 

For further information on our approach to reading, please visit our webpage here 

Regular attendance gives students the best opportunity to access high-quality teaching, practise essential knowledge, complete assessments and respond to feedback. 

Our school attendance target is 95% or above. Every lesson matters, and even short periods of absence can create gaps in knowledge that become harder to address over time. 

We work with students and families to promote strong attendance and ensure that students receive the support they need to succeed.

Assessment is one part of school life. We also celebrate the effort, character and positive contributions that help our community thrive. 

Our school values are Faith, Excellence and Kindness. Through our rewards system, including Golden Tickets, we recognise students who demonstrate these values, show exceptional effort and make positive contributions to school life. 

Golden Tickets are celebrated at line-up and can be redeemed in our end-of-term shop. We want students to understand that success includes not only academic achievement, but also the choices, attitudes and actions that help them and others flourish. 

How can parents and carers support their child’s learning 

Parents and carers play an important role in helping students develop positive learning habits. 

You can support your child by: 

• Encouraging regular attendance and punctuality. 
• Helping them establish a consistent routine for independent revision. 
• Checking that homework is completed and core knowledge is reviewed regularly. 
• Encouraging daily reading and discussion of new vocabulary. 
• Talking about assessment feedback and helping them identify practical next steps. 
• Celebrating effort, perseverance and improvement, as well as outcomes. 
• Encouraging participation in enrichment activities and wider school life. 
• Use the calendar to plan ahead for assessments rather than leaving revision until the last minute. 

For further guidance on homework expectations, revision and independent study, please visit our Homework page.