Assessment at Meridian
Assessment
At Meridian High School, assessment has a clear purpose: to understand what students know, identify misconceptions and help teachers decide what needs to be taught next. It is not simply used to measure attainment; it supports progress, improves teaching and helps every student move forward from their individual starting point.
Assessment takes place throughout learning. Before teaching begins, teachers use prior knowledge checks and starting-point information to plan effectively.
During lessons, strategies such as retrieval practice, questioning, Plickers, mini whiteboards and guided practice allow teachers to check understanding and respond immediately. After learning, end-of-topic tests, end-of-term assessments, mock examinations and other formal assessments help teachers evaluate progress and identify where further support or challenge is needed.
Our approach is adapted through our three Teaching and Learning Models:
- Bands 7-9: Assessment deepens thinking, promotes independence and develops mastery.
- Bands 4-6: Assessment prepares students for independence through modelling, feedback and guided practice.
- Bands 3-4: Assessment secures understanding through chunking, scaffolding and frequent checks.
Assessment information is reviewed by teachers and leaders to identify strengths, address gaps, refine the curriculum and provide timely intervention. Our aim is to ensure that every student receives the right balance of challenge and support to achieve their best.
Our Assessment Cycle
At Meridian High School, we use a range of assessment information to understand each student’s starting point, monitor progress and identify where further support or challenge is needed. This includes KS2 SATS scores, NGRT (NGMT and NGST for new year 7 students), Secondary Language Link, Dyslexia Screening, in class formative assessment (such as questioning, Plickers, use of MWBs), end of topic tests, end of term assessments, end of year assessments and mock examinations.
Key Stage 3
Students complete three formal summative assessments each year, taking place during week 9 of each term. Teachers mark these assessments carefully and provide clear, constructive feedback within two weeks. Subejcts will also complete end of topic assessments and half termly checks as the term progresses.
Students are given time to reflect on their performance, respond to feedback and complete follow-up tasks. A report is then sent home to parents and carers in week 12, providing a clear picture of progress across the curriculum.
Key Stage 4
Students complete formal mock examinations in November and February. These assessments are aligned with exam-board expectations and completed under realistic examination conditions. Students do not know the exact papers in advance, helping them develop the confidence and resilience needed for their final examinations.
Teachers use the results to identify misconceptions, reteach important content and provide detailed feedback within two weeks. Mock examination results are shared with families at the following Parents’ Evening.
Assessment in Lessons
Assessment is also an important part of everyday teaching. Teachers regularly check learning through questioning, class discussions, challenging retrieval activities and 5-a-day Plickers quizzes. This allows them to respond immediately, address misconceptions and adjust the level of support or challenge.
Following formal assessments, students complete feedback tasks and set personal targets to move their learning forward. Assessments and responses are clearly tagged in students’ books, making their progress over time easy to see.
During dedicated Zoning In weeks, teachers revisit key misconceptions and help students strengthen their understanding so that important knowledge is secured for long-term success.
At Meridian High School, assessment is not the end of learning; it is the next step forward. By working together, teachers, students and families help ensure that every student has the opportunity to succeed and thrive.
