Assessment at TQEA

At The Queen Elizabeth Academy, assessment is designed to support learning and help every pupil make strong progress through the curriculum.

Research consistently shows that the most effective schools use assessment not simply to measure learning, but to improve it. Educational researchers such as Paul Black and Dylan Wiliam have demonstrated that effective formative assessment – where teachers continually check understanding and respond to it – can significantly improve pupil progress. Similarly, work by organisations such as the Education Endowment Foundation (EEF) highlights the importance of feedback and assessment in helping pupils close gaps in their knowledge.

At TQEA, assessment therefore focuses on one key principle: pupils make progress when they learn the curriculum well. Our assessment system is designed to help teachers understand how well pupils are learning and to provide the support they need to improve further.

 

Formative Assessment (Assessment for Learning)

The most important assessment happens every day in lessons.

Teachers regularly check pupils’ understanding through questioning, discussion, retrieval quizzes, and short tasks. Lessons often begin with a “Do Now” retrieval activity, which revisits previously learned knowledge and helps strengthen long-term memory.

Teachers also use strategies such as cold calling, mini whiteboards, and structured questioning to ensure all pupils participate and to quickly identify misconceptions.

In addition to these in-lesson strategies, teachers provide written feedback at key points throughout the year. This feedback is particularly important following assessments, where teachers identify gaps in knowledge and provide clear guidance on how pupils can improve their work. Pupils are then given opportunities to respond to this feedback so that misconceptions are addressed and learning becomes more secure.

This cycle of assessment, feedback, and improvement ensures that pupils continually build their knowledge and skills.

 

Summative Assessment

Alongside day-to-day assessment in lessons, pupils complete more formal summative assessments during the year.

These assessments help teachers understand how well pupils have learned the curriculum over a longer period of time. They also help identify areas where further teaching or support may be needed.

At TQEA, summative assessments are designed to:

  • Assess knowledge and skills from across the curriculum
  • Include content from previous topics to support long-term retention
  • Be completed under consistent and standardised conditions
  • Provide reliable information about pupils’ learning

Following each assessment period, teachers meet together to moderate and standardise pupils’ work, discussing standards, identifying misconceptions, and adapting teaching where needed.

Parents receive three reports each academic year, which provide an update on progress and attainment.

 

Assessment at Key Stage 3 (Years 7–9)

At Key Stage 3, assessment focuses on how well pupils are learning the knowledge and skills set out in each subject’s curriculum.

Currently, pupils are placed into attainment bands linked to GCSE outcomes:

  • Band 1 – Entry
  • Band 2 – Grades 1–3
  • Band 3 – Grades 4–6
  • Band 4 – Grades 7–9

Over the coming year, we will gradually move towards a four-stage model of assessment:

  • Emerging
  • Developing
  • Secure
  • Advanced

This approach continues the familiar language many parents will recognise from Key Stage 2, while adapting it for a secondary curriculum where subjects become more specialised.

When teachers determine these judgements, they use a process known as comparative judgement. This approach, supported by research from assessment expert Daisy Christodoulou and others, involves teachers comparing pieces of pupil work to determine which demonstrates stronger understanding of the curriculum. Rather than relying on rigid mark schemes, comparative judgement helps ensure assessments are fair, reliable, and focused on the quality of pupils’ thinking and understanding.

The emphasis is therefore not simply on the score itself, but on how well pupils are performing relative to the expectations of the curriculum and their peers.

 

Reading Assessments

Strong reading ability underpins success across all subjects.

To monitor progress in this important area, pupils in Years 7–10 complete reading assessments each year. These assessments help us identify pupils who may benefit from additional support and ensure that appropriate reading interventions are put in place.

 

Key Stage 4 (Years 10–11)

At Key Stage 4, pupils begin preparing for their GCSE examinations.

Pupils complete mock examinations in Year 10 and Year 11, which replicate the format and conditions of real GCSE exams. These help pupils practise exam techniques, identify areas for improvement, and ensure they are well prepared for their final examinations.

Pupil targets are informed by national data estimates such as FFT benchmarks, helping ensure expectations remain ambitious while still providing appropriate support.