Assessment at ICC is driven by powerful knowledge and forms an important part of our school curriculum. We assess the learning of students in two ways, which act as two separate layers of assessment.

Layer 1: Formative Assessment – every-day in-class assessment, which is ungraded and focused on small chunks of the curriculum.

The formative assessment is what we want teachers to focus on most. This is because research evidence tells us that this has the greatest impact on learning. It does not involve the grading of work but instead identifies students’ strengths and weaknesses and then adapts their teaching to help students improve. Many of these forms of assessment do not involve written marking and, as such, there may not be large amounts of written marking in students’ books. However, this does not mean teachers are not assessing student’s work and helping them to improve.

Layer 2: Summative Assessment – roughly 3 times per year. Knowledge included will build cumulatively through the year. For most subjects, this takes the form of a test that will be graded.

Summative assessment will take place at three points across the year for each subject in accordance with our whole school assessment calendars which are published on this page termly. As well as giving an overview of when students will be assessed, the calendars can be used to support students in preparing for these assessments by clicking on the subject names to view the content information and support materials for each assessment.

When we summatively assess students, we will assign students a grade or percentage to provide an indication as to how they are performing in that subject at that time. At Key Stage 3, data entry will be reported as a curriculum mastery percentage, where 70% represents successful curriculum mastery in each subject. At Key Stage 4 and 5, a professional prediction of their final outcome for the course is recorded as a GCSE or BTEC grade at each data entry point. A summary of how these are reported is below: