At LAB, we recognise that the assessment process can help us to learn, by recapping knowledge and interrupting the forgetting process. Tracking data is also necessary to ensure that every child’s learning trajectory is noticed, but assessment is not an end in itself; rather, it is a tool.
The role of assessment at LAB is to evaluate whether pupils have successfully acquired the knowledge and skills that we wish them to, and to facilitate responsive teaching to address misconceptions. The principles which govern assessment at LAB (for each department) can be found below:
- Test the knowledge specified in detail on the curriculum map;
- Ensure the assessment is valid (that it does not unfairly rely on students’ reading comprehension);
- Ensure that each assessment tests knowledge and its extended application (in a manner recognised as valuable by each subject);
- That assessments are used to promote targeted, responsive teaching and intervention, in both the short and longer term.
Further evidence of the impact of our curriculum will be apparent in the outcomes of bi-annual LAT assessments and the comparison of LAB results against other trust academies and educational institutions delivering the IB MYP globally. Minimal difference between the achievement and progress levels of vulnerable groups with other students will also provide powerful evidence of a strong taught curriculum.
In addition to the above, analysis of the number of students participating in co-curricular activities and community projects, combined with the levels of attendance, punctuality and positive behaviour for learning records, as well as students’ interactions in their digital classrooms, will indicate the level of student engagement with learning and the total curriculum. At LAB, we believe that positive attitudes to learning and respect for the academy and the wider community constitute a key indicator of the success of our curriculum.