Art Department – Assessment

Measuring Pupil Progress.

Within the department we recognise the theory that in

order to move on, you need to know where you are.

Understanding and monitoring our students progression

aids the successful planning and preparation of

differentiated projects and lessons, resulting in more

effective learning.

Key Stage 3 Assessment and Tracking

We have a successful tracking system for key stage 3

which records students progress against their targets. It is updated throughout each project, building up an over view of the child’s progress. It begins with their given target generated from their CAT scores and their  teacher assessed target, which was generated through our baseline assessment project, early in year 7.

The school reporting system details pupil’s progress at the

end of the Christmas, Easter and summer term. Pupil’s

progress, classwork, behaviour and homework is

assessed, recorded and monitored by HOD at which point

interventions can be made when necessary.

Each child in key stage 3 has their own an  target and tracker sheet in the front of their books. Here, they can easily see their own progress against their target and know which objectives  they need to work on

Sketchbooks and other work are marked regularly in line

with the Art grade descriptors. Pupils receive stickers with

the assessment objective identified clearly; individual

targets are set and progress against the target recorded for the work.

On entry to year 7 all pupils are assessed through an extended project which  establishes a baseline level for that pupil and a target GCSE grade.

Informal assessment is continual and informs class tasks

at all times.

Our assessment and tracking is designed to give the

students ownership of their progress. Pupils understand

our high expectations, they recognise that the attainment

target sheet they get in year 7 is the same as the one in

year 8  and that it is possible to achieve high levels

at all times during key stage 3. They are encouraged to

see the progression route through key stage 3.

Key Stage 4 Assessment and Tracking

During key stage 4 we use a tracking system, which

records student’s progress at the end of key stage 3 as well as

their  predicted grade.

This tracker charts each student’s progress and allows us

to see if the child is making the required progress and if

they are working to their potential. It records their grades

(A-G or 1-9 depending on the specification they are currently working on)

awarded for each project, alongside the

departments own end of KS3 GCSE prediction, which

then provides a baseline target grade to monitor pupil

progress.

There is a department intervention tracker and any child

who is thought to be underachieving, below their predicted

target or whom the class teacher has a concern over, is

entered onto the tracker. Concerns and actions are

recorded, wether its contacting parents, monitoring work

or giving of additional support amongst the many

strategies we imploy. We also record any extra ‘more able’ sessions that the student has attended and if they have participated in any of the many Artistic opportunities available to them.

Each student in key stage 4 has a sketchbook, which is

marked at regular intervals. Their teacher makes notes

about their progress and then sets individual tasks which

allow the student to improve their work.

During year 11 pupils have a formal tutorial in which their

coursework is evaluated; moderated and individual targets

are set. The aim is to work with the pupils to set goals,

identify areas of strengths and weakness and set

deadlines to complete coursework. The notes from this crit

are sent home, asking for parents support in the

improvement and completion of the tasks.

During key stage 4, coursework projects are assessed

according to the objectives set by the exam board. This

happens as each project is completed. Again the grades

are recorded for the benefit of the individual and the

teacher. The same mark sheets are used for assessing

the projects internally and externally, encouraging the

students to get used to the exam boards system and

assessment requirements.

Copies of these mark sheets are kept by the teacher and

also given to the student. These sheets show the students

which areas of work they need to work on.