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Exams & Assessments

Intent, implementation, impact, research underpinning approach (high level overview of assessment dates)

Intent

The intent of the HSAEL assessment framework is to enact the schools mission by:

  • Encouraging growth – ensuring our leaders receive feedback regularly and building resilience.
  • Instilling a sense of responsibility – through supporting our leaders to make improvements independently.
  • Promoting ambition – rigorous assessment that enables leaders to achieve the highest grades and access to leadership opportunities and elite careers and universities.
  • Fostering compassion – placing knowledge in the context of the wider world and creating an understanding of different perspectives.
  • Cultivating excellence – creating consistent habits in gaining knowledge and a pursuit of the mastery of every subject.

Additional aims of the HSAEL assessment framework are to:

  • Support teachers in regularly identifying gaps in scholars’ knowledge to enable effective planning.
  • Measure the impact of our intended curriculum, identifying areas for development.
  • Quantify scholars’ attainment at times when inferences will be valid and useful.
  • Prepare leaders for end of phase external examinations.

Our Exams Officer is Rhoda Akonto. R.Akonto@harrisscienceeastlondon.org.uk

Rhoda's office is on D Floor in Clock Mill. 

Implementation

Building the assessment profile of a student begins with our baseline testing programme. This programme includes the use of SPARX maths to baseline in Mathematics alongside the use of NGRT testing to test in reading, writing and spelling. Students are additionally screened with Exact to identify dyslexia needs where we can support with access arrangements for exams. Tests are repeated to assess development as students make progress through their learning journey at HSAEL.

Our assessment approach is two pronged. Our summative assessment points are augmented through our use of in class assessment. Our in-lesson use of DPR, allows for immediate feedback for pupils that focuses on the specific lesson objectives. Parents can also access this information immediately allowing you to support your child.

Assessment dates 2025/26

7

8

9

10

11

12

13

Term 1

  • Exact screener
  • NGRT
  • SPARX Testing

Term 1

  • NGRT tests
  • SPARX Testing

Term 1

HSAEL assessment

  • NGRT tests
  • SPARX Testing

Term 1

HSAEL assessment

  • NGRT tests
  • SPARX Testing

Term 1

Mock exams 1

Term 1

Exact screening

Baseline/induction tests taken in individual classes

Term 1

A Level Mock Exams 1

GCSE resits

 

Term 2

Harris cycle 1 assessments

NGRT retesting

Term 2

Harris cycle 1 assessments

 

Term 2

NGRT

retesting

Term 2

Access arrangements testing

Term 2

Mock exams 2

Term 2

Mock exams 1

Term 2

A Level Mock exams 2

Term 3

End of year exams 

- NGRT retesting  

- SPARX Retesting 

 

Term 3

End of year exams 

- NGRT retesting  

- SPARX Retesting 

 

Term 3

End of year exams 

-Exact screener 

- NGRT retesting  

- SPARX Retesting 

Term 3

End of year exams 

- SPARX Retesting 

  

Term 3

GCSE

exams

Term 3

Mock exams 2

Term 3

A Level exams

GCSE resits

Mock exams 2

Evidence

Research

Impact on the curriculum

Paul Bambrick-Santoyo (2010), “Driven by data”, Jossey-Bass

Assessments must be:

  • common and interim
  • the starting point and must be transparent
  • aligned
  • Cumulative
  • Swift action must be taken to systematically close the teaching- and learning- gap.

Ruth Butler (1988), “Enhancing and undermining intrinsic motivation: The effects of task-involving and ego-involving evaluation on interest and performance”.  British Journal of Educational Psychology

Use a mechanism (such as a seating plan) to intrinsically motivate student interest and performance.

Daisy Christodolu (2016), “Making good progress? The future of assessment for learning”, Oxford University Press

The curriculum as a model for progression.  

Formative assessment as a tool to improve the quality of instruction in the classroom.

Dylan Wiliam (2018), “Embedded formative assessment”, Solution Tree Press

(Shute, 2008) “Focus on formative feedback.”

Formative assessment has the biggest impact on student outcomes.

Dylan Wiliam & Paul Black (1998) “Inside the Black Box: Raising Standards Through Classroom Assessment”, GL assessment

Self- and peer-assessment by pupils as ways of enhancing assessment.

Hattie, J. (2009) Visible learning: A synthesis of over 800 meta-analyses relating to achievement.

The value of feedback for the learner.

 

Exam guidance and notifications

Ofqual

The Ofqual student and staff guides provide valuable information about this year’s arrangements for qualifications regulated by Ofqual. They also explains what support is in place when taking exams and assessments. Ofqual Student Guide | Ofqual Schools Guide