Teachers at St Cenydd use a wide range of formative and summative assessment techniques in order to evaluate your child’s progress and understanding. Departments use in-class formative and summative assessments as appropriate for their curriculum. This develops a holistic picture of a pupil, their strengths, areas for improvement and the next steps needed to make further progress. Pupil progress is identified and supported through the use of a range of assessment data. A range of standardised tests are also used to benchmark performance and to provide diagnostic feedback.
All pupils are set an aspirational target threshold or grade for the year which takes into account their prior attainment and potential. These targets are intended to challenge pupils to achieve their personal best. Progress towards the target is reported to parents /carers in Progress and Full reports.
Assessment in KS3
There are five ‘Target Thresholds’ within which pupils can progress. These represent the stages of progression through the Curriculum for St Cenydd. The five Target Thresholds are - Building - Developing - Securing - Mastering - Excelling. Progress towards Target Thresholds is determined by how successfully pupils achieve the expected and aspirational standards of the curriculum they have been taught.
Assessment in Key Stage 4 and Post-16
Departments use a broad range of assessment strategies to form judgements about pupil progress. These include low stakes testing, end of topic tests and past paper questions. The range of assessment will also mirror the types of assessment associated with the qualification.
Calendared mock exams are undertaken to familiarise pupils with the examinations they are required to complete. Teachers may also use past papers with an approved mark scheme to gauge progress towards target grades. Non Examined Assessments (NEA) are completed within qualifications as required by subject specifications.