With the first half-term complete of the new year, I have the challenge of marking a plentiful supply of assessments.
In an effort to make informed decisions about progress, I have formal written assessments for my key stage 4 classes that we then benchmark across the whole department. At key stage 3, I tend to use national curriculum levelled activities for pupils to choose – either pitched at where they are working or providing opportunities for stretch.
On our recent school closure day in January, I wrote all of the formal assessments that will run half-termly through the GCSE sociology course. This will allow the department to use the same marking criteria and also create opportunities for staff to moderate with each other to enable consistency and benchmarking.
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