When it comes to structuring assessments for Key Stage 3 (KS3), educators face a myriad of choices. However, two prevalent models stand out: criteria-driven and test-driven assessments. In this guide, we'll explore these two approaches and provide practical insights for implementing them effectively.

Criteria-driven assessments are particularly suitable for subjects with a practical focus, such as Art or Design and Technology. In these assessments, educators prioritise specific criteria or skill areas within each unit of work. For example, in an art class, a teacher might choose to assess students' proficiency in form, shape, and colour usage.

Key Steps:

• Identify Skill Areas: Select a few key skill areas to focus on in each assessment.

• Design Assessments: Create assessments that target these chosen skill areas.

• Provide Feedback: Communicate to students the specific skill areas being assessed and provide feedback accordingly.

• Ensure Consistency: Use generalised marking level descriptions to maintain consistency in assessment across the curriculum.

Test-driven assessments are commonly used in subjects like Key Stage 3 Science and Maths, where standardised question banks are readily available. These assessments feature a range of questions designed to evaluate students' understanding of key concepts and problem-solving abilities.

Key Steps:

• Leverage Question Banks: Utilise existing question banks to create assessments aligned with curriculum objectives.

• Ensure Balance: Strive for a balance of low-, middle-, and high-level challenge questions to cater to diverse student needs.

• Standardise Evaluation: Use formal assessments to standardise evaluation across a large group of students, promoting consistency within the school or trust.

Regardless of the chosen assessment model, it's essential to strike a balance between assessing specific skill areas and providing standardised evaluation across broader content domains. Educators should prioritise:

• Flexibility: Tailor assessments to suit the unique needs and objectives of each subject.

• Equity: Ensure assessments cater to diverse student abilities, providing opportunities for all learners to demonstrate their understanding.

• Consistency: Maintain consistency in assessment practices to facilitate meaningful comparisons of student progress.

In conclusion, structuring Key Stage 3 assessments requires careful consideration of the unique characteristics and objectives of each subject. By leveraging the criteria-driven and test-driven assessment models outlined in this guide, educators can create assessments that effectively evaluate student progress while promoting meaningful learning experiences. As education continues to evolve, schools must stay flexible and responsive to the diverse needs of their students. To further support this process, leaders can schedule a zero cost advisory call with one of our experienced data experts, who have collaborated with hundreds of schools to develop custom Key Stage 3 trackers and refine assessment practices.

Ultimately, the goal is to empower educators with the tools and strategies needed to design assessments that support student achievement and foster a culture of continuous improvement within the classroom and beyond.