Assessment should be helpful and supportive so that pupils can use it to learn and progress. Good qualitative and constructive marking that focuses on the learner’s achievements and ensures they know what they need to do to improve is key to this. Effective assessment and marking is crucial to informing the teacher’s planning of learning. It also ensures the teacher plans effectively to meet the needs and abilities of all learners, promoting equality of opportunity. Assessment should be aspirational, raise expectations of success and play a significant role in supporting the learning journey of all pupils.
Subject assessment schedules set out which selected pieces of work will be marked and assessed by the teacher. These schedules outline the frequency of marking and assessment, as well as how and what is being assessed (eg. which ‘aspects’ at key stage 3 or which areas of the GCSE specification at key stage 4) dependent on the type of work and the level of study.
KS3 Assessment Framework
Attitudes to Learning (LORIC)
Across EOTAS we use LORIC (Leadership, Organisation, Resilience, Initiative, Communication) grades as a measure of attitude to learning. EOTAS’ expectation is that pupils’ attitude to learning must be at least ‘2’ – Good. Criteria for Attitude to Learning grades are set out in the overview.