Assessment & Reports
Assessment helps teachers understand what a student knows, how their learning is developing and what support or challenge they need next. A report brings together attainment, progress and learning habits: these describe different aspects of a student's development and should be read together.
The XIC grading and report guidance below relates to Secondary and Sixth Form (Key Stages 3–5). The explanation of formative and summative assessment provides educational context; it does not establish a separate assessment timetable or weighting for every school stage.
Formative assessment: understanding the learning process
Formative assessment takes place during learning. Its purpose is to identify what is understood, spot difficulties and guide the next steps, rather than simply award a final mark. Questions, classroom discussions, practice tasks, observation and feedback are examples of how this can work. Not every learning activity needs a numerical grade: an error can be useful evidence of what needs further practice.
Summative assessment: showing achievement
Summative assessment summarises achievement at a particular point, for example through a formal test, an assessed piece of work or an examination. It shows how well the learning objectives or course assessment criteria have been met. A result is evidence of achievement at that time, not a complete description of the student or a fixed limit on their future potential. Formative and summative assessment complement each other: one guides learning while the other provides a summary of achievement.
Key Stage 3: pathways, potential and CAT assessments
In Years 7–9, XIC uses CAT scores to inform pathways, targets, suitable challenge and support. CAT results are benchmarked against UK national performance and provide indicators relating to KS2, GCSE and A Level outcomes. They can reveal strengths that may not be obvious from classroom marks alone; they are indicators, not guaranteed future results.
Verbal reasoning
Expressing ideas and reasoning through words; particularly relevant to subjects with a strong language component.
Non-verbal reasoning
Solving problems through pictures and diagrams, with relevance across subjects including mathematics and science.
Spatial reasoning
Thinking and drawing conclusions in three dimensions, an important skill in many STEM subjects.
Quantitative reasoning
Using numerical skills to solve problems, including beyond mathematics.
Targets must not be set below the expected progress indicated by CAT data. A challenge grade may also reflect the potential a student could reach with further stretch. The purpose is to provide an appropriate level of ambition and identify where support is needed, not to label a student's ability permanently.
Understanding KS3 progress descriptors
| Descriptor | Meaning |
|---|---|
| Emerging | Some understanding of the learning objectives has been shown. |
| Progressing | Good understanding has been shown, but more practice is needed to secure it. |
| Developed | Excellent understanding of the learning objectives has been shown. |
Attitude to learning and home learning: two separate indicators
Across KS3, KS4 and KS5, reports use the same symbols for attitude to learning and home learning. Attitude describes engagement in learning; home learning describes organisation, effort, quality and completion beyond the classroom, including homework, independent study and revision. These indicators are not the same as the academic grade.
| Symbol | Attitude to learning | Home learning |
|---|---|---|
| * | Excellent at all times. | Always completed on time and to a high standard. |
| + | Consistently good. | Always completed on time and shows much effort. |
| ○ | Some inconsistencies. | Generally shows effort, with occasional lapses in quality or timing. |
| − | Inconsistent. | Frequently unsatisfactory in quality and/or completion; major improvement is required. |
Key Stages 4–5: target, current and predicted grades
| Report field | What it tells families |
|---|---|
| Target Grade | The grade the student should potentially reach, based on prior assessment of their ability. It is a goal, not a result already achieved. |
| Current Grade | The grade evidenced by work to date: classwork, home learning, tests, exam questions and past papers that reflect the course assessment objectives. |
| Predicted Grade | The teacher's best professional estimate of the result at the end of the IGCSE or A Level course, based on current progress. It is not a guaranteed final result. |
The supplied report guidance uses grades 9–1 for IGCSE and A*–U for A Level. Its conversion table also includes letter-graded IGCSE courses (A*–G), specifically First Language Spanish and Food and Nutrition. Families should read the scale used for their child's subject rather than assume every report field uses the same scale.
The Spanish-system ‘Nota’ in Years 7–9
In KS3, the Nota represents the percentage from the last formal assessment expressed on a 0–10 scale. For example, 55% becomes 5.5. It is therefore a different measure from the progress descriptor or attitude symbol.
| Assessment result | Nota | Spanish category |
|---|---|---|
| 100% | 10 | Sobresaliente |
| 90% | 9 | Sobresaliente |
| 80% | 8 | Notable |
| 70% | 7 | Notable |
| 60% | 6 | Bien |
| 50% | 5 | Suficiente |
| 10–40% | 1–4 | Insuficiente |
Converting IGCSE, AS and A Level grades to Nota
For these courses, the Nota is converted from the Current Grade, not the Target Grade or Predicted Grade. It should be a whole number, except for subjects in the Spanish system. The source groups some results into ranges; the tables below preserve those ranges rather than invent a more precise conversion.
| IGCSE grade · Years 10–11 | Nota |
|---|---|
| 8 / 9 | 9 / 10 |
| 7 | 8 |
| 6 | 7 |
| 5 | 6 |
| 4 | 5 |
| 3 / 2 / 1 | 1 / 2 / 3 / 4 |
An IGCSE grade 4 converts to a Spanish Nota 5, not 4. The two grading scales are different.
| Letter-graded IGCSE | Nota |
|---|---|
| A* | 9 / 10 |
| A | 8 |
| B | 7 |
| C | 5 / 6 |
| D / E / F / G / U | 1 / 2 / 3 / 4 |
| A Level grade · Years 12–13 | Nota |
|---|---|
| A* | 9 / 10 |
| A | 8 |
| B | 7 |
| C | 5 / 6 |
| D / E / U | 1 / 2 / 3 / 4 |
Where a letter grade corresponds to more than one Nota (for example C → 5 or 6, or A* → 9 or 10), ask the subject teacher to explain the conversion in the individual report. The supplied information does not specify a rule for choosing within those ranges.
Written reports: individual strengths and next steps
- Comments should identify the student's strengths in the subject, areas for improvement and practical ways to improve.
- Comments should be individual and consistent with the grades awarded. Progress is considered against the student's own target and potential, not a class average or other pupils.
- Where organisation or behaviour affects learning, feedback should describe constructive next steps, such as preparing equipment or listening carefully to instructions.
- Reports should build on ongoing conversations with families. Important achievements or concerns should not come as a complete surprise at report time.
How families can support progress
- Read the academic result alongside progress, attitude and home learning; a strong effort indicator and a lower mark describe different things.
- Discuss strengths first, then choose a manageable improvement step with your child, using the teacher's comments.
- Encourage regular practice, independent work and organisation without completing the work for the student.
- If a grade, symbol, conversion or gap from the target is unclear, ask the subject teacher what evidence it reflects and what would help the student move forward.
