Students are assessed at the end of every Scheme of Work practically and academically using the MiSST assessment system. All Schemes of Work come with a standardisation document which lists which skills most, some, and all students are expected to learn. Abilities such as social skills, collaborative learning etc. do not form part of the final assessment as we believe that if they are properly taught and engrained, it should come out in the quality of the work itself.

Practical assessments:

At the end of every Scheme of Work students are assessed using a standardised Assessment Grid where they are awarded marks out of 30 for their performance or composition in much the same way as at GCSE or ABRSM. 

LAT Assessments:

Students also sit a LAT exam (Listening, Analysis & Theory) at the end of every Scheme of Work which is marked and students are given a percentage. Where Data is collected by MiSST, schools must use the standardised MiSST exam.


Solo Performance, Composition and LAT Data is collected once a year for all students across MiSST schools. This is analysed to inform pedagogy and interventions, identify student groups that are underachieving or in need of more stretch and challenge, spot emerging patterns and of course track progress. You can read highlights from our most recent report here.

Assessment grids for each Scheme of Work are designed to:

  • Work backwards from and mirror GCSE assessment (Edexcel / AQA / OCR but Edexcel mostly)
  • Give exact marks for students that can be meaningfully translated into whatever assessment system individual schools use
  • Provide meaningful data that can be analysed
  • Mirror the learning thread of the Scheme of Work and feedback to the student exactly where they are and where they could be without putting a lid on learning
  • Be used as a learning tool throughout the Scheme of Work
  • Facilitate ongoing assessment that feeds into pedagogy and back again
  • Support students in meaningful self & peer assessment
  • Set maximum levels that are (for performance), in relation to level of demand of a piece
  • Support accurate discussion and feedback around specific areas
  • Record progress & feedback (particularly verbal)
  • Avoid prose where the words excellent, good, developing are substituted and feedback becomes meaningless