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Assessment

Assessment is of great importance. It is essential that both the teacher and the pupil are informed of the progress that is being made. Feedback to pupils encourages them to improve upon every aspect of their mathematics, and helps them to know how to make those improvements.

Assessment is made in a number of ways:

Marking

A pupil's work is regularly assessed and marked by the teacher, with specific written comments by the teacher viewed as a fundamental part of the process of development. Students are encouraged to refer to these targets when undertaking subsequent work. All pupils keep completed work in their personal files.

Pupils are encouraged through this system to regularly assess their own work and to consider the assessments given to them by the teacher. The teacher ensures that this self-assessment includes questions such as the following: 

• Is progress being made? 
• What aspects of their mathematics need particular attention? 
• Do they fully understand the topic just completed? 
• Do they need to do further work on specific areas? 
• Are there any common mistakes that can easily be remedied?

Internal Tests and Examinations.

Medium term planning within the Programme includes the development of a series of written tests to help assess pupils as they progress through the National Curriculum. This will lead to a number of shorter tests following up specific sections of work, and a more general exam towards the end of the year. This will also give important practice for the students who have to face major external examinations at the end of 2nde.

French 0-20 scale. 

All pupils in the school are assessed several times annually on this scale (3 times for Lycée and 5 for Collège). The ENP mathematics assessment is an impression mark for the (half) term session based upon the pupil's performance relative to the National Curriculum for 6ème, 5ème and 4ème (Key Stage 3) and GCSE grades for students in 3ème and 2nde . For 1ère it is based upon AS Level grades. It is consistent on a year-to-year basis, with variations reflecting both the mathematical development of the pupil and the work produced. Thus a pupil scoring 15/20 in 6ème would be expected to attain this level (approximately) throughout the year (and years) if satisfactory progress is maintained. There may be small variations since not all students progress at the same rate and the quality of work which forms the basis of the assessment is not always constant for each pupil.

An expectation of progress from year to year is inherent in the assessment grid. For example a pupil in 6ème at level 5 in the National Curriculum would score 17 or 18 out of 20. To maintain this they would need to progress to level 6 in 5ème.