| We hold the belief that every interaction with learners is an opportunity to add value to their lives. For that reason, Ashford Academy endeavours to achieve excellence and progress for all learners. Assessments conducted throughout the year are used to measure the teachers’ impact on the learner. The results of the assessments are used to inform future learning. Assessments are also be used to empower learners and to develop them into independent and reflective learners. All Ashford Academy learners must access and take part in the various assessments and evaluate the assessments. All assessments are timely, informative, standardised to grade-level expectations and with relevant content. Our assessment standards recognise that some learners may not be academically gifted while others require additional learning support and accommodations during the teaching and learning process. We strive to provide help to such learners with support accessing the curriculum and meeting their targets. At Ashford Academy, we reward learners for exceeding expectations as well as making progress as a recognition of the value added to each learner`s development across all areas of the curriculum. In this way, we see teaching, learning and assessment of learning as interdependent and means of continually endeavouring for educational improvement and meaningful learner development. |
Assessment for Learning At Ashford Academy
Ashford promotes the use of Assessment for Learning (AFL): this involves the continuous use of classroom assessments to improve learning. AFL strategies are used to complement teaching and learning. These take the form of classroom assignments, homework, fortnightly tests, and the end of term assessments. While AFL is usually associated with internal school assessments, AFL at Ashford Academy are also used when analysing external assessments for achievement gains.
AFL at Ashford involves:
● Regular self-assessment
● Positive relationships with learners
● Learners assessed against their own abilities
● Immediate and personalised feedback
For effective AFL, learners need to know:
● What they are learning?
● How they are learning?
● Why they are learning? AFL uses success criteria that learners should also be involved in setting.
Parent-Teacher Conferences
Ashford Academy academic and boarding staff share each learner`s progress through regular and scheduled progress meetings and report cards at the end of each academic cycle.
Assessment Cycles
The school-wide assessment calendar presents reports at the end of each cycle, as illustrated below. Parents of learners receive report comments from the head of boarding at the end of each term alongside the academic comments.
| Term 1 | Term 2 | Term 3 |
| Cycle 1 | Cycle 3 | Cycle 5 |
| Mid Term Break | Mid Term Break | Mid Term Break |
| Cycle 2 | Cycle 4 | Cycle 6 |