Assessing Attainment at GCSE and A level
Attainment at GCSE and A Level is assessed using three indicators:
[i] Benchmark Grade [BG]
This grade is defined as a reasonable assessment of likely future performance. It is not a predicted grade and should not be seen or communicated as such. Students may achieve above or below the BG at GCSE and A Level due to a range of factors.
It does however provide teachers, students and parents with a basis for dialogue. The premise is therefore that it is ‘good enough for purpose, but not statistically flawless’.Benchmark Grades for each subject are circulated to pupils after Michaelmas half term and are included in all full reports.
GCSE
The BG is calculated using the following measures:
Yellis baseline data Departmental Value-Added data Departmental assessment taking into account other factors e.g. EAL
They will range from A*/A to C [i.e. no student will be assessed to achieve an A* or fail]
A Level
The BG is calculated using the following measures:
A student’s average GCSE scores and ALis baseline data The previous year’s ALis subject regression line Departmental assessment taking into account other factors e.g. EAL
In the Lower Sixth they will range from A/B to E [i.e. no student will be assessed to achieve an A* or fail] and are re-calculated at the start of the Upper Sixth [where an A*/A BG is permitted] using the latest regression line data.
[Note: BGs are not used to calculate departmental value-added data however- this is done using Yellis and ALis data.
[ii] Current Attainment Level [CAL]
This grade is defined as the level at which a student is currently workingbased on the work being set. It is not a predicted grade and may well rise or fall depending on the nature of the work being set and variations in the student’s current performance. Each department will have its own policy for the setting and assessment of work through the year in order to be able to provide an accurate assessment when required.
Where a student is taught by two teachers at A Level, a single grade in consultation with HODs should be arrived at. Split grades are permitted.
Where there is significant discrepancy between the CAL and the BG a specific reason and advice for improvement needs to be given in the comment section of the report.
[iii] Internal and External Exam Results
GCSE
Internal Exams: Where reports follow internal exams, [in January for 4th and 5th Years and in the summer for 4th Years] a raw % and grade needs to be entered for each student. Departments may wish to calculate the grade using the latest UMS and grade boundary data as provided by exam boards. Raw UMS marks if used should be put in the comment section. A median mark for each exam will also be inserted.
Module Results: Theseshould be entered in the comment section of the Lent report for January modulesif taken in either the 4th or 5th Year. Summer modules taken in the 4th Year may be referred to in the comment section in the January report, but there will be opportunity for earlier feedback at the 5th Year Parents’ Evening.
A Level
Internal assessment: Assessment at Christmas may be entered in the comment section.
Module Results:AS and A2 January module results should be entered in the comment section of the Lent report. There will also be opportunity to discuss AS January module results at the L6 Parents’ Evening at the end of the Lent term. AS summer modules may be referred to in the comment section of the U6 Michaelmas report, but there will be opportunity for earlier feedback at the U6 Parents’ Evening in early Michaelmas.