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Assessment policy should take into account the vast differences in workloads per subject.

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Marks entered in the Gradebook differ from one department to another and have no purpose as far as the students are concerned 😈

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One report for exam classes should be enough mainly the MOCKS result

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certain parents evenings are not necessary

y7 /y8 in term 1

more valuable as

settling in parents evening for y7 with tutors

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We still need some performative feedback but formative assessment and teacher judgement would form a big part of our judgements.

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Students should be trained to understand and act upon feedback

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gradual or summative tasks

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Immediate feedback would be the way forward and task base

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valuing oral feedback in languages

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If it's simple to measure, it does not mean that it's important and that it should be necessarily measured.

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Relevant feedback provided at timely opportunities for students depending on their need, ability level, where they are in a topic etc. It is difficult to give a time frame for this but feedback would be evident throughout the year in books and assessment portfolios as well as student response

Summative data would be collected to inform students' progress and allow for consistency within departments but teachers would then use their own judgment of performance in lessons, class work, homework etc to move grades up or down as required. There would be no need for core tasks but instead regular formative assessment would be provided in books and as part of summative feedback to drive learning forward

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selecting 2 skills to assess per module and swap for the f olllowing module

ex 2 receptive mod 1/ 2 productive module 2

avoid having to mark too many tests per students at the end of each modue

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I think moving away entirely from performative exams is not wise in our skills-based subject.

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Giving more Kudos to verbal feedback

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Giving feedback when its most effective rather than when we are told to do it.

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I would trust the professional judgement of my team to do the right thing

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I dont think that what we necessarily do is wrong, just that imposing time constraints is not helpful

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No forced assessment for Years 11 and 13 in Half Term 2 we need the teaching time.

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Learning is not about a score it is about a journey.