Monitoring & Assessment
One of the key features of any successful educational institution is that it should closely assess and monitor the progress of each student, understanding their strengths and weaknesses. At David Game College assessment of students is achieved through a combination of the following:
- Evaluations based on marked challenging homework
- The results of regular testing (based largely on past papers)
- Feedback from tutors and personal tutors
- Practical and coursework (where relevant)
- Information gained from baseline tests such as ALIS and YELLIS
- Previous educational attainment and school reports
- Entry tests
- Attendance and punctuality data
- End of term and mock examinations
- Classroom observations and analysis of any special educational needs
- Results of specific university entry aptitude tests, such as UCAT, BMAT or LNAT
The Heads of Sixth Form and GCSE take charge of collating key information from most of the above sources of information. For A level students, the information gathered informs predicted grades for the UCAS application process. For all subjects, attention is placed on the role of literacy and numeracy within subjects as well as analysis of examination technique. In addition, students’ wellbeing is also monitored and closely supported in parallel with their core academic work using our advanced pastoral care systems. Relevant academic and general progress information is placed on the College’s Management System, some of which is accessible to parents.
The assessment and monitoring process is guided by the Leadership Team, which meets regularly to discuss reports and data that will identify those students who are falling behind and failing to make progress and then help generate individual learning plans. Parents are informed and involved in any actions that may need to be taken to get a student back on track. When a student consistently fails to improve, a more detailed intervention may be required.
The Principal interviews every teacher, both for GCSE & A Level, twice per year, checking the progress of every student in their class. He writes detailed comments in his ‘class book’ in November & March, and often takes appropriate action to improve individual outcomes.