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title: Sample Practices for Assessment
description: Sample Practices for Assessment | Help & Support — GO 4 Schools
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# Sample Practices for Assessment
**Introduction**
This document aims to provide insight into how a school might set up and use GO 4 Schools. It doesn’t cover the mechanics of setting things up – those are covered in the various user guides – but it does cover some of the more strategic aspects of set-up and how the various features can be used together to get the best out of the system. It is not intended to be prescriptive. We recognise that all schools are different, and the patterns of use discussed below may not be right for your school. To our knowledge, no school works **exactly** in the way described.
**Use of headline grades**
GO 4 Schools offers a range of different **headline grades** for measuring progress and calculating statistics. These are the grades that appear on the left-hand side of the markbook and in the tables of statistics for year groups and subjects. One of the key decisions a school needs to make is which grades to use.
To give schools maximum flexibility, GO 4 Schools provides four target grade sets and four progress grade sets. Additionally, different year groups can use different settings for these grade sets to measure progress. For example, in Year 11 the external target might be a target called ‘End of KS4’ and derived from FFT. In Year 8 the external target may be named ‘End of Year Target’ and be a target mapped back from the FFT Key Stage 4 Target.
Different schools will set targets in different ways. FFT has historically been used to set targets from KS2 data. Nowadays many schools are creating targets differently with ASCL recommending the use of transition matrices where possible. Whatever the method, the target based on KS2 actuals is usually uploaded into the external target set. For students without Key Stage 2 data, such as students who have been in the independent sector, or who have come in from overseas, targets based for example, on CAT 4 tests or targets adjusted upwards by teachers are often uploaded into ‘Teacher target’ set. This results in a complete set of grades in the ‘Combined target’ column which can then be used as the main target for tracking students and for showing to parents/students.
Whilst targets are almost always aspirational in nature, other target sets can be used to further stretch students where necessary or to comply with school policy.
The table below suggests what the different sets might be used for. (Note that the names used for the different types of grade are the default names, before you have relabelled grades within GO 4 Schools.) Please also note, that as mentioned above, all these target sets can be named differently for different year groups and tracked against different progress grades meaning that it is possible that you would not replicate this pattern or need to use as many target sets.
| **Grade** | **Common synonyms** | **Possible Usage** | **Visibility** |
| --- | --- | --- | --- |
| External target | Minimum expected grade | Holds targets drawn from external sources, such as transition matrices or FFT. e.g. a target aimed at meeting or exceeding the national average for a student of similar prior attainment at KS2. In some circumstances, these targets may be lower than the target you will aim for – see below – but can be useful information for staff. There will typically be gaps in this column for a range of reasons. For example, students from overseas will not have FFT data or KS2 levels. | School only |
| Teacher target | End of year target, combined target, school target | Holds the target towards which the student will be aspiring. This is likely to be higher than the external target, e.g. it may be a target leading a student towards +1 progress in a particular P8 bucket. If used in this way, this column would normally contain a grade for every student in every subject. | School, students and parents |
| Target | End of year target, combined target, school target | Contains the teacher target if present, otherwise contains the external target. Displayed to parents and students as a single, unambiguous target. **If you have a complete set of grades in the teacher target column, this type of grade is redundant and can be hidden (shown to no one) as it will contain the same information as the teacher target column.** | No one |
| Additional target | End of Key Stage target | Often used to show the End of Key Stage target for students in KS1-KS3. Using it this way provides a useful long-term view to staff about where a student is heading, which provides some context to the shorter-term (end of year) targets. | School only |
| Projected | Forecast, Predicted | Collected from staff as an ‘intuition grade’ for where they think a student will be at the end of the year or key stage. | School, students and parents |
| Current | WAG, Working grade | Collected from staff using marks in markbooks to give an evidence-based grade on where a student is currently. \[In starter version this grade is uploaded directly into GO 4 Schools\]. | See the section below on displaying the current grade |
| Honest | Mock grade | An additional progress grade used for comparison of current working, predictions and results achieved in mock exams for GCSE’s and A levels. Usually this grade is not enabled for KS3. | School, students and parents. |
| Actual | Final grade | Used to record ‘formal’ grades such as GCSE, AS, A2, BTEC grades and SATS test results. | School, students and parents |
This set of headline grades offers a view of:
- The lowest level of achievement expected.
- The desired level of achievement.
- The long-term view for staff.
- Your staff’s assessment of what is realistic.
- Where students are currently.
- Current performance in exams.
- What students actually achieved.
These give a wide range of meaningful, complementary views of attainment that should help you understand where you want to be, and where you are right now. If you prefer a more concise view of data, grade settings and the ability to rename the same target and progress grades for different year groups will help you to achieve this.
With these settings in place, the subject statistics would look like the first screenshot below, and the year group statistics below that.
|  |
| --- |
|  |
**Other notes:**
- Very few schools use the separate aspirational grade because targets are usually aspirational enough to start with.
- When using the honest grade schools will usually hide it from students and parents but may use it in as a published exam progress report.
- Baseline grades are discussed separately below.
**Displaying the current grade to students and parents**
This is dependent on a schools preferred progress tracking grade; some schools display the current grade to parents and students, others don’t. Common arguments we hear for and against displaying the grade are as follows:
**For**: It is helpful for a student to know that although their target might be a B and their projected grade might be a B, they are working at level C at present. This can stop the student being complacent. The projected grade provides reassurance than a B is still possible.
**Against**: By their nature, current grades vary during the course. Sometimes they go up, sometimes down. Showing them to students and parents can cause confusion. What matters is the projected grade.
There is no right or wrong answer. Most schools show current grades to students and parents, but some do not.
**Which two grades should we use for tracking?**
Throughout GO 4 Schools there are charts and tables of statistics summarising residuals, i.e. how far students are from their targets.
To calculate these, we need to know which target to measure against, and which measure of progress to check *against* this target. These are your ‘preferred target grade’ and your ‘preferred progress grade’ and these can be set differently for different year groups.
We will display information based on these two grades by default, but you can always view information based on other combinations if you want to. The comparison of these two grades is used to colour code grades displayed to students (residuals), so a student who is on target in English will see their English target in green, a student who is behind will see it in amber or red.
Schools generally fall into two camps on these choices:
1. Those that compare the students’ **projected** grades against their end of year targets.
2. Those that compare the students’ **current** grades against their end of year targets.
Most of schools use the current grades but some use the projected grades or vary this between key stages with KS3 using current grades and KS4/5 using projected grades.
An example of how you might set up is shown below:
|  |
| --- |
The labels and visibility of each of the grades can be changed via the Grade Settings page (accessed via the “Curriculum \> Grade and Residual settings” link in GO 4 Schools).
**Target setting - annual versus end of key stage**
For KS1-KS3 students, most schools set end-of-year targets for students rather than end-of-key-stage targets. For example, a student’s target in maths will be slightly higher in year 8 than in year 7, and slightly higher in year 9 than in year 8. The benefits of setting end-of-year targets for the lower years are that:
- Progress is being checked each year, targets can be adjusted to allow for different progression rates and evidences accountability in each academic year.
- When students and parents see their current position against their targets, they don’t see a large, and worrying, gap between where they are now and where they need to be in two and a half years’ time. In this case schools will often only show residual labels to parents and students rather than grades i.e. below target, on target.
For KS4 and post-16, targets are usually set as end-of-course targets, so the students will have the same target for the first and second years of their 2-year GCSE/A ‘Level course.
For KS1-KS3, GO 4 Schools does not calculate what these incremental targets are for you year by year because of the variations involved. For example, some schools complete all KS3 courses in year 9, but others complete all in year 8, and some complete some courses in year 8 and others in year 9. Also, there is variation within subjects even if the length of the course is the same, e.g. the pattern of progress in French over 3 years will typically differ from maths over three years.
**Use of markbooks**
Markbooks are used in GO 4 Schools to collect data that can be used as evidence for the students’ current grades. Each subject has its own markbook which applies to **all groups and students** taking the subject, so the data collected for them is consistent.
Each markbook can consist of one or more marksheets. Each marksheet allows different types of information to be collected and different calculations to be performed with them, such as simple averages, weighted averages, the average of the best N assessments, or the most recent N assessments. Each marksheet also has a weighting that controls how it contributes to the current grade. A marksheet with a weighting of zero can be used for recording information that does not contribute to the current grade.
The mechanics of how to set up markbooks can be found in the *Curriculum Leader’s* G*uide*. This section is intended to help you understand how your school might use them so you can consider your options and provide guidance to staff.
We generally see markbooks set up in one of the three patterns described below. Schools sometimes start with the Simple or Hybrid pattern and then move to the Full pattern later; others start with the Full pattern. You may want to provide guidance on the pattern you would prefer to use in your school initially, but what we have found is that schools that have ‘data rich’ markbooks generally make the most progress.
**‘Simple’ pattern**
In this pattern, markbooks are set up with a single marksheet that is used to collect just summative grades/levels a few times a year, e.g. an ‘Autumn 1’ grade, an ‘Autumn 2’ grade, a ‘Spring 1’ grade etc, with the most recent of these being selected as the current grade.
It is close to the model that staff might be used to with other systems but does not collect the evidence behind the student’s current position. For example, it may tell you that the student has a 6 in French, but not how that grade was arrived at by combining, for instance, their reading, writing, speaking and listening grades.
This pattern is generally used where schools want to have tight, centralised control over markbooks where the subject leaders ‘get what they are given’. It is a quick and simple way of getting started with GO 4 Schools but does not take full advantage of what can be done with markbooks, nor does it get subject leaders involved, which can leave them less engaged with GO 4 Schools. The data drop model can also mean that data can be quickly out of date.
The screenshot below shows the key features of a markbook being set up this way. From top to bottom: There is a single marksheet – in this case called “Progress Checks”- which has a weighting of 100%.
The assessments in the marksheet are combined by taking the ‘rightmost’ grade.
The marksheet is set up to collect ‘grades rather than marks.
Six assessments have been set up with names such as “Autumn 1” and due dates.
|  |
| --- |
|  |
The screenshot above shows the marksheet in action. The current grade is determined solely by the ‘rightmost’ grade entered in the marksheet.
**‘Full’ pattern**
In this pattern, markbooks are set up with multiple marksheets to collect detailed assessment information – often in line with the schemes of learning for the course - which is combined via averaging, etc, to arrive at a current grade.
In our experience, some subject leaders will be very comfortable setting up markbooks and will be autonomous, whereas others may require support from the school’s data team who can work with them to set up markbooks in line with the schemes of learning in their subjects.
We have come across situations where a student’s assessment data indicates that their current grade is a 4, but the teacher wants a 5 to appear. Assuming the grade boundaries are correct, this raises the question about how to handle this situation. Some SLT members will argue that ‘if the assessment data says a 4 then we should show a 4, otherwise we are lulling students into a false sense of security’, others will argue that it is important to allow teachers to be able to adjust the grades manually. If you decide that you want to allow teachers to adjust grades manually, you may want to consider the hybrid pattern – see below – but bear in mind that current grades captured in progress reports can always be manually adjusted once the reports have been ‘prepared’, so you may want to consider how many grades the teacher would want to ‘tweak’ manually before making a decision on this.
**‘Hybrid’ pattern**
In this pattern, markbooks are set up with multiple marksheets, but only one of these contributes to the current grade. Specifically, one marksheet is set up in the markbook following the ‘Simple’ pattern (see above) and is given a weighting of 100% and the others are given weightings of 0%, i.e. they are used to collect information, but that information is not used in calculating the working grade.
In this pattern, summative grades are collected periodically in the marksheet weighted with 100%, and the evidence behind them is collected as the course progresses in the others. We typically see this pattern in the following situations:
- Schools using it as a stepping stone from the Simple pattern to the Full pattern, to get staff used to recording assessment data online where it serves as evidence for all to see and use. (It is easier for a progress leader to understand why a student has a current grade of 3 in French if they can see that the student’s spoken French is very weak even if their written French is strong. As some would say ‘The marks are not the teachers’ marks, they are the students’ marks – by sharing them with the whole staff, everyone is in a better position to help students.’)
- Some subject leaders will assert that assessment data collected in their subject can not be averaged to arrive at a current grade. As for the point above, it is still useful to collect and see the assessment data, even if it is not used to produce a calculated current grade.
The screenshot below shows how this might look in the markbook editor.
| The markbook contains three marksheets: a ‘Progress checks’ marksheet that is used to collect summative data, with a weighting of 100%, and four other marksheets with weightings of zero. Information entered into the zero-weighted marksheets does not contribute to the current grade but has been collected as the evidence behind it. |
| --- |
**Flight paths**
GO 4 Schools can display flight paths for students based on their progress across the curriculum. The data for a student’s flight path is drawn from their current grades and the grades captured for them in sets of reports in GO 4 Schools across a number of academic years. The School Manager’s guide describes how to link a subject in one academic year to another subject in another year to give a continuous series of grades through a ‘strand’ of education.
As well as cross-curricular flight paths, it is also possible to see more detail for a particular subject. The right-hand screenshot shows the student’s baseline for English (in blue) and their target for each academic year (in green).
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| --- |
|  |
**School-defined grading schemes**
Internal grading scheme: School-defined grading scheme that is like a qualification but managed by schools. This can be used in markbooks, marksheets and assessment grading schemes.
Assessment grading scheme template: School-defined grading scheme template that is used only to help staff populate marksheet and assessment grading schemes without adding all the grades by hand.
**Internal grading scheme**
If you wish to set up a GCSE-like grading scheme for Key Stage 3, you might do something like this…
|  |
| --- |
Here the grading scheme has been capped at grade 5 as it is unlikely a student in Years 7-9 will achieve a grade 9 (unless a flat flightpath). By associating numeric points with the grades, you are enabling GO 4 Schools to calculate statistics based on this grading scheme and also populate transition matrices and flight paths.
**Assessment grading scheme**
Schools can define Assessment grading scheme templates which can be used for marksheet and assessment grading schemes. This makes it easier for schools to use the same grading scheme repeatedly.
The grading scheme can be used for specific assessment annotation of a students application of skills and knowledge, these are not assigned points but can be tracked in the markbook.
**Appendix – KS3 examples**
**Numeric grades**
Whole grades – using only whole grades the teacher assessments can be used to calculate a grade based
| To support tracking from Year 7 to the end of KS4 many schools opt to track using numeric GCSE grades for KS3, this allows KS4 targets generated from external sources using KS2 data can be uploaded to GO 4 Schools. Specific examples include: - Tracking on fine grade i.e., 6+, 6, 6- (the 6- grade is the grade boundary) - Tracking on whole grades 1-9, this will show less progress over the academic year. - Tracking on high/low grades i.e., 5H, 5L, splitting the grade into two to see if the student is a strong 5 or weak 5 and at risk of dropping into the next grade. - Target setting on whole grades and tracking on fine grades – this allows schools to see when students cross a grade boundary when using residual schemes. | |
| --- | --- |
| Advantages | Disadvantages |
| - Can track student progress from Y7 to Y11 in a consistent approach. - Teachers will be familiar with GCSE gradings. - Parents are familiar with GCSE grades making communication and interpretation of grades simpler. - Teachers can use sample GCSE papers and question to test student understanding. | - KS3 is viewed as a part of GCSE so a ‘teaching to the exam’ approach is predominant. - GCSE grades to not easily translate into a KS3 curriculum. - Can set unrealistic expectations for parents if GCSE tracking grades are not accurate. |
|  | This example shows targets set using whole grades and the markbook is tracking on fine grades based on the grade from topic assessments across the year. Note that some mastery assessments are also being recorded for other types of skills within the subject. 9-1 tracking is the most common approach to KS3 tracking we see in schools. |
**Mastery approach**
| Mastery assessment schemes are focused on the student’s knowledge and skills within a subject and if the assessments show that a student shows clear evidence of learning a topic and is seen to have ‘mastered’ their understanding. A Mastery scheme usually includes grades such as Emerging, Developing, Secure, Mastered that relate to a student learning of the topic. Sometimes schools split each of these into fine grades to get a finer measure of progress, but if a student has an ‘Emerging’ knowledge of a topic then you would expect the teacher to provide an opportunity to revisit this and reinforce the learning and any gaps in knowledge. Approaches to using a Mastery scheme can include: - A pure mastery approach that grades the student’s assessments based on a threshold of understanding and all students are set a target of ‘Secure’. This allows the teacher to act on any students who need more support in their learning. - Setting a target for students based on their prior learning i.e., KS2 data, so higher attaining students should achieve mastery across topics, middle students are expected to be secure and low attainers emerging/developing. - Tracking a cumulative approach to the curriculum so each assessment is added to the last to show a percentage of mastery across topics based on assessments. - Setting a threshold for each grade so test results can be tracked i.e., 20% emerging, 40% developing, 60% secure, 80% mastered. | |
| --- | --- |
| Advantages | Disadvantages |
| - The teacher assessment is purely based on the evidence of the student’s learning for each assessment task. - Grades or marks can be used effectively to track across a range of skills or knowledge tasks. - KS3 assessments and curriculum can be designed as a foundation of learning and skills across subjects discreet from GCSE specification content. | - KS3 assessment grades will need to be interpreted and transferred to GCSE type grades in KS4. - Teacher’s must understand what secure learning looks like and allow curriculum time to revisit topics for the approach to work effectively. CPD and exemplar student work may be required. - Parents may want a conversion for GCSE grades. |
|  | The example of the Mastery scheme uses the target based on prior attainment for the student and a mix of grade and mark entry. Schools using this approach build a markbook that tracks across all years of KS3 so the teacher has a full view of all the curriculum content and where gaps in learning exist to build on skills as they develop. |
**Banding approach**
| This approach puts students into bands usually based on their KS2 prior attainment. Once assigned to a band this is used as the target and a student is tracked to see that they consistently perform at that rate or improve. The bands school’s use come in a wide variety of forms including: - Colours – Bronze, silver, gold etc. - Alpha/numeric – A1, A2, B1, B2 etc - GCSE grades – 1-3, 4-6, 7-8, 9 | |
| --- | --- |
| Advantages | Disadvantages |
| - Simple approach for teachers to adapt for tracking. - If as student’s learning outcome is not as expected, it can be tracked, and intervention put into place as they will show as working in a lower band. - Bands often work alongside flightpaths with expectations of GCSE outcomes for each band i.e., Silver = grades 4-6. | - Students can remain ‘stuck’ in the same band if the scheme does not allow them to move across grade boundaries. - The scheme can be difficult to evidence the progress students are making. - Can be an un-motivating approach for lower ability and SEND students. - Parents can struggle to interpret what the band represent for the student’s learning. |
|   | This shows an example using numeric grade bandings but the names of the bands can be whatever the school wishes. This scheme has numeric points assigned as the mid point i.e. 6-8 = 7pts. Some schools using this approach assign no points to the scheme as they do not want teachers to correlate against GCSE’s. The second example shows bands for Foundation, Secure and Advanced students based on prior attainment values. |
**Ranking/Quintiles**
| Following the use of Centre assessed grades more schools are moving to an approach of ranking student’s test results and recording the ‘rank’ position or then putting the student into ‘Quintiles’. The process involves additional administration to rank all students end of topic test results for each subject, these can then be put into equal divisions of 5 groups (quintiles) so the top 20% are Quintile 1, top 40% Quintile 2 etc. The quintiles are used by schools as this is like data found in the IDSR used by OFSTED. | |
| --- | --- |
| Advantages | Disadvantages |
| - Grouping students by rank can build competition. - When ranked the students order is usually consistent across the quintile bands. Students moving into a lower band can be identified and receive additional support. - The process can be continued into GCSE tracking. Teachers will be familiar with GCSE gradings. - Teachers can use sample GCSE papers the results used in the process – this often can be compared to the percentage proportion of student at each grade nationally. | - Can be a very administration intensive approach to rank test outcomes and then re-upload rank for every student in all subjects. - Teachers cannot immediately see the grade generated from the test result to give immediate intervention to students. - Difficult to translate quintiles for parents and can be frustrating if their children are always ranked the lowest. - SEND student become disengaged as always low ranking and feel like they never make progress. |
|  | The quintile target is set at the start of the year based on KS2 or internal baseline data taken from the previous academic year. The example shows a marksheet with the assessment results added as a percentage alongside the average percentage for the group and the year group in this subject. Only a small number of schools use this approach. |
**Percentages**
| Tracking on the percentage result of mid-topic or end of topic tests is a simple approach for schools. The teacher records the assessment as a mark, and this is converted into a percentage. Most schools that use this approach for KS3 also calculate the group and subject average for each main assessment so this can be tracked more widely and used as a benchmark for student’s progress compared to their peers. | |
| --- | --- |
| Advantages | Disadvantages |
| - Simple assessment approach for Teachers who only need to record the mark of the test. - Easy transition of this approach at KS3 into KS4 by adding in grade boundaries. - Parents understand percentages and they can be used to set expectations for GCSE outcomes. E.g., a student averaging 50% across assessments is realistically on target for a grade 5 in the subject. - Teachers can use sample GCSE papers and question to test student understanding. - Comparing group and subject average can be done easily in the subject explorer. - Recording QLA for test results can feedback into teaching and learning to review gaps. | - Teachers can become reliant on GCSE papers and questions rather than a focus on KS3 knowledge and understanding. - Some subjects are more difficult for students to take regular tests, so the frequency may need to differ. i.e., Performing arts rotations. - The approach does not allow for recording of other practical skills. |
|  | In this example the percentage target is set in increments of 5%, some schools use 10% increments to give a wider tolerance of marks for the students. All assessments are captured by mark entry and then converted to a percentage. The percentage grading scheme is available in sample markbooks to copy across to your school site. |
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