Month: May 2017

Visual assessment tracking

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One of the resources that I have developed during the marking project that I have undertaken this year is an assessment tracker. Often, assessment trackers simply list the grades, marks or scores from a variety of summative assessments taken through the year and perhaps the WWW/EBI/Targets from those assessments.

I have found this unnecessarily repetitive. If the steps forward are written on the assessment and you have a dialogue with your students regarding ways to improve on the work or assessment they have just undertaken, why write them down again? When visiting St Joseph’s school in Slough, I found the following resource being used effectively in a Psychology lesson however, I have adapted the resource for my year 8 Spanish group. Students shade in green the band they would like to achieve in that term and then write in the assessments, skills and score (grade, mark etc) and then shade in black the band they have achieved. This is motivational for the students and it is easy to see progress made. When the students have consistently achieved that band in that term, they then increase their target for the following term. Referring to the band assessment criteria, you can then enter a dialogue into what the student would have to focus on in the following term to reach that target (see the first two terms of an example filled out below)

Fig.1. an example of the assessment tracker filled out by a year 8 student. You can download a copy on the link below.

N.B. Between term 1-2 and term 2-3 students are asked in what areas of their Spanish they will need to improve in order to reach their target next term. You can download it by clicking the following link : Assessment tracker v3 ENG

The three terms on the tracker follow the topics of the scheme of work (for this particularly year group) and have enough boxes for the summative assessments as well as feedback from pieces of work throughout the year. As a department, we have decided how many pieces we will mark in consistency with our marking policy in order to reduce unnecessary workload (which you can see in my blog post on this topic called ‘Mark less, mark better’ here). You could be more prescriptive and write in the titles of the pieces of work that you will mark but I have let students do this to allow some form of flexibility.