Schools in England are now assessed using the Progress 8 measure, generated using data on the attainment of students.
The final ‘Attainment 8’ scores of students, based on their achievement in EBacc and other GCSE subjects will be compared against their estimated Attainment 8. This will give an individual Progress 8 score for each student, expressed as a positive or negative number with a positive representing a better than expected performance.
The Progress 8 scores of students will then be taken to provide an average Progress 8 score for the school that will act as a measure of performance, replacing the current 'expected progress' measure.
|GCSE English Language||A||7||Yes (doubled)||14|
|GCSE Maths||B||6||Yes (doubled)||12|
|GCSE Core Science||C||5||Yes||5|
|GCSE English Literature||B||6||Yes||6|
|Attainment 8 score||58|
|Progress 8 score||4|
A student's Progress 8 score is the difference between their actual Attainment 8 score and their estimated Attainment 8 score divided by 10. The estimated Attainment 8 score is the average Attainment 8score of all students nationally with the same prior attainment at key stage 2 (KS2).
If this student's KS2 score was 5, their estimated Attainment 8 score would be 54. Their Progress 8 score is 0.4 (58-54/10).
How will Progress 8 impact upon your school? What measures will you have to take to prepare for it? What role can assessment play in preparing for Progress 8?
These are all questions that schools are dealing with right now, and they are all questions that we want to help you answer
Our Cognitive Abilities Test (CAT4) is a measure of a student’s potential, helping you to identify each individual’s unique strengths and skills, as well as providing an indicator for GCSE attainment. This can help you tailor your support, advise on subject choices and have a clear benchmark against which to measure progress throughout their time at secondary school.
"The Cognitive Abilities Test showed the pupil was very creative and very active, and she left us with A grades in PE, art, drama and music, we could have pushed her down the academic route, but it was clear that it wouldn’t have been right for her. We’ve got to remember that we’re here for the children." James Lissaman, Assistant Head at De Lisle College
To gauge an academic and non-academic picture of students, the academy now uses CDS to establish a starting point and monitor progress