It is important that our students understand what they have achieved and what they need to do to improve. We aim, therefore, to develop a culture that fosters confident, independent learners who have an awareness of both their strengths and weaknesses so that they can fully realise their various potentials. Formative assessment will support this and written comment, annotation and student teacher dialogue will increasingly replace the more traditional raw percentiles and grades.
At JESS Secondary, we use a range of base-line assessments that have been designed by the internationally renowned CEM Centre at Durham University, England. These are highly regarded assessments that show capability and help us to track the progress of each student as they travel through the school. The data presented by these assessments is, however, internal and forms part of our quality control to ensure that we are meeting the needs of each of the students.
Teachers regularly feedback progress and achievement being made by the students via parent/teacher consultation evenings, through progress reports and annual Full Reports.