Assessment - Attitude To Learning
Attitude To Learning (ATL) is the way we assess and monitor students’ approach to their studies. The descriptors are used by each teacher to assess students’ attitudes in their classes, and these attitudes are reported home three times a year. We place a great deal of emphasis on attitudes towards learning.
Your child has the power to shape their attitude towards learning. The actions associated with showing "Exceptional" and "Good" are within every student's reach, irrespective of their learning preference, grades, or favourite subjects.
Regardless of the challenges students face or their academic standing, your child can actively choose to display enthusiasm and strong motivation in their studies.
By consistently making these positive choices, students set themselves on a path to achieve exceptional progress in their educational journey.
|
ATL |
4 - Exceptional Attitude |
3 - Good Attitude |
2 - Inconsistent Attitude |
1 - Unacceptable Attitude |
|
A highly motivated and self-disciplined student who always completes work to his/her best ability and is exceeding their target grade. |
A committed student who is determined to achieve and who completes work to a standard that reflects his/her ability and is meeting their target grade. |
A student who is sometimes unprepared, who generally acts with politeness and consideration, but can behave inappropriately causing the disruption of learning and is below their target grade. |
A student whose attitude to learning is not yet at the expected level for a student at Gable Hall School and is well below their target grade. |
Key features
-
Students are ranked according to their Attitude Towards Learning. Academic performance does not contribute to student scores. These scores are turned into an overall average.
-
Students engage with the matrices so they understand what we mean by exceptional Attitude Towards Learning.
-
Students are not in competition with each other, they are ranked against fixed thresholds. However, some students may enjoy the competitive element.
-
Data is collected three times a year and reported to parents in December, April and July.
-
Rewards / support strategies are launched immediately after the data is collected.
-
Rewards / support strategies are consistent so staff understand their roles and students know what to expect if they improve / slip down the rankings.
