Assessment and Feedback Policy

Author:	Peter Marett
Reviewed:	February 2024
To be reviewed:	February 2026

Principles

We believe that it is our responsibility to ensure that students make the best progress possible, and assessment is central to this process. This ethos of Assessment for Learning and Growth Mindset should be evident across the College and demonstrated in the four key areas of tracking, academic mentoring, the management of NEAs/Coursework tasks and feedback. Our Tracking, Academic Mentoring and Teaching and Learning policies need to be supported by effective assessment. Assessment should involve all learners, be central to the learning process, be based on information that is both relevant and manageable. It should help to identify student needs, motivate students, celebrate their achievement; assessment should also provide information to measure performance and identify targets to inform both tracking and academic mentoring.

Aims

To improve student attainment and encourage students to realise the importance of high expectations by giving them quality feedback and useful targets
To help students become more independent in their learning by giving them the support and feedback they need
To ensure that students receive feedback and guidance
To ensure that every effort is made to support students in their completion of high-quality NEA/Coursework tasks

Objectives

To ensure that subject teachers give timely feedback to students and constructive advice on how to progress
To use marking and progress with schoolwork, homework and non-examined assessments to inform tracking grades and provide information for the academic mentoring process
To achieve a consistent and fair approach to assessment and marking across the College

Appendix 1 - Management of Non-Examined Assessments (NEAs/Coursework)

Rationale

NEAs/Coursework are an essential component of some GCSE and A level subjects. The exact details and requirements vary from board to board and subject to subject, but essentially the work must be the student’s own work, verified by the school, marked and moderated by a specific date. The need for a systematic approach to NEAs/Coursework is essential if students are to maximise their success in this component of their examination and if all candidates are to be treated fairly. JCG will provide support, advice and a structured process for the management of NEAs/Coursework.

Procedures

Students should be encouraged to take responsibility for:

Developing an understanding of which areas of a course are assessed through NEAs/Coursework and the percentage value of the tasks
Familiarising themselves with the requirements of NEAs/Coursework including how it will be marked
Planning to meet interim and final deadlines
Avoiding any malpractice with NEAs/Coursework , including following guidelines regarding the use of AI and declaring sources
Discussing progress relating to planning and completion of tasks (as permitted) with subject teachers, tutors and parents as necessary

Subject Teachers have responsibility for:

Liaising with the Head of Department to ensure that appropriate tasks are set
Being fully aware of the expectations of examination boards with regards to tasks set, marking criteria and procedures
Providing written guidelines for students to follow on how to plan and complete the tasks which include final deadlines and interim deadlines
Ensuring that students are aware of the marking criteria for tasks
Providing students with exemplar work and practice tasks where appropriate
Clarifying examination board rules regarding NEAs/Coursework (particularly relating to plagiarism, the use of AI and declaring sources) and penalties that could be applied
Monitoring and supporting students in their progress, having regular discussions (as permitted) to ensure students are on track with planning and completion of tasks
Liaising with subject leaders, heads of school, parents and tutors when there are concerns about the completion of NEAs/Coursework
Meeting with a student who has failed to meet a deadline or provide work of sufficient quality in order to develop an action plan to ensure that task is completed within a set amount of time; e.g. seven days
Communicating marks with students as required by the examination board making it clear that marks given by teachers are subject to change in moderation and that grade thresholds do vary each year (see guidance in Examinations Policy)

Heads of Faculty have responsibility for:

Ensuring that there is a faculty procedure set up to monitor submission of NEAs/Coursework, i.e. both student and subject teacher sign when NEAs/Coursework is handed in (and follow the procedure outlined in the Examinations Policy)
Supporting the Heads of Department to ensure that NEAs/Coursework are marked, moderated, stored and dispatched following exam board guidelines
Supporting Heads of Department where there are concerns related to the completion of NEAs/Coursework, including meeting with parents and students

Heads of Department have responsibility for:

Meeting with teacher and student when there are problems with either the quality of a task or the meeting of deadlines and imposing a departmental sanction if considered necessary
Moderating NEAs/Coursework as required by examination boards Providing their subject teachers and Assistant Headteacher with responsibility for curriculum with a schedule for completion of NEAs/Coursework, including interim deadlines (where appropriate) and moderation
Updating Schemes of Work to include appropriate content to allow for the planning and completion of NEAs/Coursework
Supporting teachers with the setting of appropriate tasks Supporting teachers in monitoring and enforcing deadlines
Ensuring that tasks and procedures meet examination board requirements Monitoring the NEAs/Coursework to ensure that the quality is of a high standard
Informing tutors and Heads of School when there is a problem with the completion of NEAs/Coursework
Collating departmental NEAs/Coursework for posting Ensuring that all NEAs/Coursework is safely and securely stored

Tutors have responsibility for:

Monitoring the progress of students in their tutor group with their NEAs/Coursework and supporting subject teachers when deadlines or quality standards are not met
Informing Heads of School when there are concerns regarding the completion of NEAs/Coursework

Heads of School have responsibility for:

Supporting tutors and subject teachers in ensuring that students meet deadlines and quality standards for NEAs/Coursework
Setting up a meeting with parents and student if there is a problem with the completion of NEA/Coursework tasks that departmental action has not resolved
Communicating with Assistant Headteachers (Student Guidance & Exams) when there is a concern regarding the completion of NEAs/Coursework
Informing parents, as appropriate, of the timetable for these tasks

Assistant Headteacher with responsibility for exams has responsibility for:

Publicising and enforcing a whole school deadline for NEAs/Coursework
Monitoring and supporting HoF management of NEAs/Coursework completion across the school.

Assistant Headteacher (Student Guidance) has responsibility for:

Supporting Heads of School in ensuring that students meet deadlines and quality standards for NEAs/Coursework
Meeting with students and parents if NEAs/Coursework problems have not been resolved through department or Head of School action
Imposing study sessions at lunch time and after school when required Reporting to the Senior Leadership Team on the progress with NEAs/Coursework and the quality of the NEAs/Coursework

Principal has responsibility for:

Making decisions regarding the entry of NEAs/Coursework should College deadlines not be met or the tasks be inferior to the standard expected by the College
Withdrawing students from non-examination lessons for a limited period should it be necessary to allow the student time to complete essential NEAs/Coursework
Withdrawing students from an examination should they not have reached the required standards.

Appendix 2- Giving feedback and marking student work

Rationale

JCG believes in the principles of Assessment for Learning thus seeing assessment as a means of embedding and extending the key learning points of lessons. The way feedback is given is an essential part of planning, assessment, teaching and learning. Responding to students’ work through constructive comment acknowledges achievement, promotes positive attitudes and leads to an improvement in standards. Marking should provide information for assessment, inform planning, help students to assess their own achievement and set targets and recognise their effort and achievement. Homework is an important part of this and is a valuable and important preparation for future studies.

Procedures

Tasks being assessed (class work or homework) must have clear objectives and criteria which are known and understood by students and staff
Marking should provide the student with clear feedback
Feedback could be in the form of oral comments, written comments, peer marking or self-marking
Each department should clearly state how work should be assessed and recorded within department guidelines
Feedback should maintain student self-esteem and encourage them to make further progress
Marking should provide staff with a clearer picture of student attainment and progress

Students should be encouraged to take responsibility for:

Developing an understanding of how their work is marked
Using focused improvement time (FIT) productively
Reading or listening to comments to see what they have done well and how they can improve
Knowing their own level and developing their own targets based on teachers’ feedback
Self-marking and peer-marking as and when appropriate

Subject Teachers have responsibility for:

Setting tasks (including homework according to the school homework timetable and using Satchel) which are age and ability appropriate
Providing feedback on student work regularly and returning work to students soon after it is completed (normally within one week for regular homework)
Ensuring that feedback is focused and informative and relates to the learning objectives and criteria which should be explained in advance to setting the task
Marking and recording work in line with department guidelines
Using grades and comments as appropriate to the task and the needs of the students Ensuring any comments, whether verbal or written, are constructive and supportive
Describing areas of weakness as future targets rather than as criticism
Using rewards from the Supporting Student Behaviour Policy as appropriate to celebrate achievement
Allowing sufficient time for students to read, reflect and respond to feedback (Dedicated improvement and reflection time (DIRT/FIT time)
Allowing sufficient time in lessons to give oral feedback and discuss progress
Recording marks as appropriate and using them to inform tracking
Following up on non-submission of homework as per the Supporting Student Behaviour Policy and updating Satchel accordingly

Heads of department have responsibility for:

Ensuring that subject teachers set work and give appropriate feedback on strengths and weaknesses on a regular basis
Monitoring the quality of the tasks that are set and assessed
Supporting subject teachers in the marking of student work according to criteria which is appropriate to the course
Dedicating department time to discussing the setting of student work and giving feedback
Ensuring that marking is moderated within the department as appropriate
Publishing clear department guidelines on how work should be marked and recorded within the department, including details about requirements relating to spelling, punctuation and grammar
Sampling student work as appropriate in order to share good practice of feedback strategies

Heads of Faculty have responsibility for:

Organising opportunities to share good practice including online marking
Checking departmental policies on marking and feedback Ensuring that subject teachers are enabled to use different marking methods appropriate to their students’ needs

Tutors have responsibility for:

Looking at samples of work brought to academic mentoring sessions and using the comments in marking to inform conversations with students

Heads of School have responsibility for:

Sampling student work and marking to increase their knowledge of the progress of individuals in the year group
Monitoring amount, assessment and quality of student work and advising Heads of Department and Assistant Headteacher (Student Guidance) as required

Assistant Headteacher (Digital Learning and Curriculum Design) has responsibility for:

Managing, monitoring and evaluating the use of feedback and marking throughout the College
Leading and reviewing the implementation of this aspect of the policy with Heads of Faculty, Heads of Department and subject teachers
Ensuring training is available for staff in order to follow the feedback and marking guidelines
Being informed of National and Island developments in the way we give feedback

Principal has responsibility for:

Overseeing the application of the policy by Assistant Headteacher (Student Guidance), the Assistant Headteacher (Organisation) and Assistant Headteacher (Digital Learning and Curriculum Design) and carrying out sample checks from time to time

Appendix 3 - Tracking Progress

Rationale

We believe that it is our responsibility to ensure that students make the best progress possible. In order to support them in doing so, we must provide information about their potential and their progress. We are therefore committed to tracking student progress throughout their time at JCG and supplying information obtained to the appropriate stakeholders in order that appropriate action and support is given to students to further their learning.

Aims

To use our knowledge of each student, each class and the whole school to track progress and set academic targets
To be able to identify and track the ‘Learner Profile’ or learner behaviour indicators as appropriate (see appendix)
To use feedback from this process to respond to the needs of individual students and classes to improve academic mentoring, teaching, learning and achievement
To use tracking data as a basis for academic mentoring
To use tracking data in school for benchmarking and self-evaluation To use tracking data as a basis for providing regular information on attainment and progress of students to parents

Objectives

To set meaningful and challenging targets based on prior achievement and base line data
To regularly track, monitor and support progress towards targets
To organise data so that it is accessible and useful to improve learning, teaching and support available to students
To develop constantly the quality of data in order to ensure its continued and increasing usefulness

Procedures

Assessments

Assessment tasks must have clear objectives and criteria which are known and understood by students and staff
In year groups where grades are awarded (currently Year 9-13), target grades are set in the autumn term. In Year 13 predicted grades are used rather than target grades.
When awarding achievement grades, we use GCSE grades until Year 11 and A level grades from the start of Year 12.
In Y7-12, we track progress three times annually and we report in the form of two periodic reports and one full report. This is supported by one Parent Evening.
In Y13, achievement and progress are tracked internally twice per year and reported in the form of one periodic report and one full report. This is supported by one Parent Evening.

Students should be encouraged to take responsibility for:

Being aware of their current performance, their targets and understanding what they need to do to meet them
Working to achieve their target grades or improve their learner profile/learner behaviour indicators and, if required, producing an action plan to help them achieve
Understanding their strengths and weaknesses as learners
Developing an understanding of how their work is assessed

Subject Teachers have responsibility for:

Using baseline testing, teacher judgement and statistically generated targets to supply an appropriate target grade for each student (currently in Y8 upwards)
Using formative assessments to assess progress towards these targets, aiming for accuracy with the likely to achieve grade
Using summative assessments to assess progress at end of academic year
Discussing progress with students and providing targets where appropriate
Observing and recording students’ approach to learning and supporting their improvement
Discussing exceptional achievement and underperformance with their Department and assisting in the formulation of an action plan to support students
Ensuring progress with NEAs/Coursework is checked and students are appropriately supported

Heads of Department have responsibility for:

Ensuring assessments are rigorous and of a consistent standard across classes, and employ various styles of assessment to meet the needs of a range of students
Dedicating department time to discussing students’ progress towards their target, particularly exceptional achievement and underperformance
Developing strategies and action plans with subject teachers to support students
Analysing periodic reports prepared by Heads of School
Reporting action in records of department meetings and providing action plans to tutors / Heads of School as appropriate
Supporting subject teachers in appropriate assessment and setting of targets for their students
Publishing clear criteria for the awarding of grades in each year group
Monitoring progress with NEAs/Coursework and advising Heads of School if there is a cause for concern

Heads of Faculty have responsibility for:

Overseeing tracking within the faculty
Monitoring the completion of periodic grades and reports
Supporting Heads of Department in ensuring consistency in the application of grades across the faculty
Overseeing the NEA/Coursework process in the faculty
Discussing action points for students and teachers with Heads of Department following periodics/reports

Tutors have responsibility for:

Reviewing tracking grades and learner profile scores and learning behaviour indicators with students and using them as a basis for discussion and setting of smart targets in academic mentoring
Liaising with appropriate staff and parents, as appropriate, to support the student’s progress

Heads of School have responsibility for:

Analysing data from tracking reports and identifying individual students at risk of underachievement
Sharing their analysis with Heads of Faculty, Heads of Department and SLT as appropriate
Providing, managing and monitoring a plan of action for individual students, liaising with students, tutors, subject leaders, parents, HoDs, SENCO and SLT, as appropriate, to ensure that the student receives the appropriate support Identifying patterns or trends of individual or group progress and informing
Assistant Headteacher (Student Guidance) to formulate a plan of action
Reporting concerns and action plans to Assistant Headteacher (Student Guidance)

Data analyst has responsibility for:

Providing Whole College GCSE and A Level Reports in August each year following the release of the GCSE and A Level results
Providing individual Subject Exam Reports for HoDs in September each year following the release of the GCSE and A Level results
Updating results following re-marks
Analysing CAT/School Data Report/ALPS data and providing a report in order for the school to benchmark against other schools with similar cohorts in the UK and evaluate and improve provision
Liaising with Heads of School to provide a tracking report after each periodic or report for a year group
Researching the best ways to record and present tracking data and report this to Assistant Headteachers and Heads of School
Providing training to staff as required

Assistant Headteacher (Student Guidance) has responsibility for:

Liaising with Heads of School and advising the SLT and Principal of any student at risk of underachieving and providing information on the appropriate action to be taken, monitoring interventions where appropriate
Supporting the Principal in the setting of subject targets and whole school targets

Assistant Headteacher (Organisation) has responsibility for:

Creating an annual tracking and assessment calendar
Liaising with the Data Analyst to provide appropriate reports to SLT, Heads of School and Heads of Faculty
Monitoring and managing the use and organisation of assessment data and tracking
Ensuring training is available to staff in target setting and use of Learner Profiles or learning behaviour indicators
Providing information to students and parents in order for them to understand the reports they receive
Keeping up to date with National and Island developments in tracking
Discussing the implementation of the tracking system with Heads of Department and Heads of School on a regular basis
Overseeing the work of the Business Manager and the Exams Officers in the production, distribution and storage of tracking data to include:

Configuring the College’s data management system to support the tracking system
Ensuring that College data management system entry templates allow staff to enter a teacher set target grade at the beginning of the academic year and enter an achievement grade, likely to achieve grade and comment (in full reports)
Ensuring College data management system entry templates are locked and unlocked at the appropriate times in order to allow staff to enter data and in order to preserve the integrity of data previously entered

Ensuring training is available for staff in order to effectively use the College’s data management system

Principal has responsibility for:

Analysing whole cohort reports with the SLT
Setting whole school targets in consultation with the SLT and Governing body
Agreeing subject targets set by the Heads of Department in consultations with SLT

Appendix 4 - Academic mentoring

Rationale

We believe that each student should receive individual help, support and guidance in order to fulfil the College’s aim to create an environment which enables everyone to perform at their best. Academic mentoring is an integral part of the tutorial system and academic mentoring sessions are an opportunity for a conversation between a mentor and student related to learning. Academic mentoring enhances the ethos of tracking student progress to ensure that each student knows where they are with their learning, where they have made progress, what they need to do to improve and what targets they need to set to further their progress.

Aims

To improve student attainment and encourage students to realise the importance of high expectations and empower them to achieve successful learning outcomes
To ensure that students feel valued and know that there is somebody available whose role it is to know them well, motivate, press and praise them as necessary in order to assist them with their learning
To help students become more motivated and self-confident, take responsibility for their learning and make informed decisions about their subject or career options
To ensure that each student receives individual help, support and guidance
To assist individual students in using the information provided by baseline testing and tracking
To maintain good communication between students, tutors, subject teachers, Heads of Department, Heads of School and the Assistant Head (Student Guidance)

Objectives

To ensure that tutors have individual meetings, as directed by Heads of School, with their students to discuss learning and set targets
To ensure that subject teachers discuss progress and set targets with individual students regularly at strategic moments during the academic year
To record the main points of meetings in order to maintain good communication between all stakeholders

Procedures

Students should be encouraged to take responsibility for:

Preparing for mentoring on the forms provided
Attending mentoring session with their form tutor as directed by tutor via Head of School
Assessing their strengths and weakness in learning
Discussing any issues, including pastoral, which may be a barrier to their learning Setting targets with guidance from tutors and subject teachers
Providing feedback on progress
Recording outcomes of mentoring sessions and discussing these with their parents and subject teachers to identify strategies to help them meet their targets

Form tutors have responsibility for:

Preparing students for mentoring through tutorial programme
Meeting students for individual sessions as directed by Head of School
Discussing any well-being issues that may be a barrier to student learning
Helping students to interpret tracking data and assess themselves
Guiding students in setting targets
Keeping records of targets and progress as directed by Head of School
Ensuring students keep records of targets and progress Informing subject teachers if targets set relate to their subject
Informing Head of School of any student underperforming in several subjects or if a student has any significant barriers to their learning so Assistant Headteacher (Student Guidance) can be informed
Informing SENCO of any student who may need additional support with their learning
Encouraging, supporting and praising the student to help them meet targets, checking progress and celebrating success
Discussing targets set and progress with parents throughout the year as necessary and at Parent Evenings
Attending training sessions for academic mentoring as required

Subject Teachers have responsibility for:

Making assessment criteria clear and meaningful to students
Assessing students to provide data to set targets and track student progress
Organising subject related academic mentoring sessions at key moments in line with department guidelines
Discussing targets set in academic mentoring with student and suggesting strategies to achieve targets
Liaising with form tutors to discuss student learning behaviours and progress with subject related targets
Discussing learning behaviours, targets and progress with parents throughout the year as necessary and at Parent Evenings
Informing form tutor of any student causing concern in subject teaching group

Heads of School have responsibility for:

Ensuring that the tutorial programmes support the Academic Mentoring Programme and are delivered appropriately
Assisting in the training of tutors in academic mentoring Supporting tutors in their mentoring role
Providing Feedback on any issues relating to the Academic Mentoring Programme to the Assistant Head teacher (Student Guidance)
Liaising with tutors and Assistant Headteacher (Student Guidance)

Assistant Head (Student Guidance) has responsibility for:

Managing, monitoring, reviewing and evaluating the Academic Mentoring Programme in the College and making changes when necessary
Liaising with the Assistant Headteacher (Organisation) to ensure quality information on student progress is available, through the tracking system, to students, parents and staff
Ensuring appropriate training is available for academic mentors and students
Liaising with the Heads of School to modify the tutorial programme so that it supports the Academic Mentoring programme
Ensure dates are set for academic mentoring in consultation with Heads of School and in relation to the annual assessment calendar
Liaising with the Assistant Headteacher (Organisation), Business Manager and Data Analyst to ensure that tracking data is provided promptly to stakeholders
Providing information to students and parents in order for them to understand the ethos of academic mentoring
Being informed of good practice in academic mentoring locally and nationally

Principal has responsibility for:

Overseeing academic mentoring and receiving feedback on progress from the Assistant Headteacher (Student Guidance)

Appendix 5 - Definition of terms

Baseline Assessments are the assessments we carry out and those carried out island-wide (eg. CATs/PTM)) to inform our target setting
Baseline target grades are those set statistically using baseline assessments and prior performance (e.g. Jersey expected and aspirational/ALPS)
Teacher set target grades should be aspirational and motivational. Target grades should be the grade the student is likely to achieve if they fulfil their potential. At KS3, where used, these should be the grade to be reached by the end of the year and 1-9 + fine grading. At KS4 & KS5 these should be the whole grade to be reached by the end of the course. At KS5, predicted grades are given in place of target grades
Current Grades represent a student’s current performance in a given subject. These should be based on where a student is realistically working at the time taking into account a combination of assessments, classwork/homework or exams. Current grades are 1-9 with fine grading (where used in KS3) and then whole grades at GCSE and A level.
Likely to achieve grades are the grades that a teacher believes that the student is most likely to achieve in the final exam (GCSE/A Level) or at the end of the year (KS3) at that reporting moment if that student’s attitude to learning remains consistent.
Learner Profiles indicate students’ maturity and independence as a learner. Each student is given a ‘Learner Profile’ score in each subject at each tracking moment. The score corresponds to a statement most closely describing her profile in each subject.
Learning Behaviour Indicators - Where used, students will be tracked on the following criteria each term: attitude to learning, preparedness for learning, behaviour for learning.
Approach to learning – This is a term used to embrace all aspects of the learning behaviour indicators (above). It will be used in KS4 upwards and assumes that students and parents have become accustomed to expectations in KS3.
Target Students are those who need particular support to achieve the grades they need to progress in the school or to further education.
Predicted Grades are the grades a student is likely to achieve at the end of the year or at the end of a School. These are required by UCAS. It is necessary that they are as accurate as possible so that students may make informed choices about applications for further education. They should be used in all reporting in Key Stage 5.

Appendix 6 - Learner Profile

Learner Profile Descriptors

1	Exceptional learner who is enthusiastic, committed and absorbed in their learning.  An independent, rigorous and resourceful thinker.  A resilient and reflective student who thinks strategically about their learning.  Collaborative and empathetic when working with others, contributing to the learning of the class.
2	A well-motivated, well-prepared learner who works hard, perseveres and takes responsibility for their own progress.  Shows an interest in the subject, is reflective, asks questions to further their learning and involves themselves in lessons; helpful and empathetic towards others and is a positive presence in the class.
3	Consistent approach to learning.  Generally completes tasks and meets deadlines.  Mostly attentive in class and participates when prompted.  Usually prepared for learning.
4	Inconsistent commitment to learning.  May lack focus and struggle to manage distractions in class.  May disrupt the learning of others at times. Homework is often late and does not reflect good effort.  Needs to reflect on their approach to learning.
5	Rarely motivated to learn and rarely completes tasks or meets deadlines.  Distracts others and is inattentive.  Commitment to learning is a serious cause for concern.  Improvement in approach to learning needed.

The teacher selects the level which best fits the student in their classes.
When a teacher enters a level 4 or 5, they will be requested to select the behaviour(s) which need(s) to be improved.

H	Homework
F	Focus
C	Commitment
O	Organisation
H/F	Homework / focus
H/C	Homework / commitment
H/O	Homework / organisation
F/C	Focus / commitment
F/O	Focus / organisation
C/O	Commitment / organisation