Assessment, evaluation and follow-up action are the cornerstones of the teaching and learning cycle. They need to be incorporated systematically into teaching strategies in order to access students’ performance, diagnose any problems and chart progress. As with planning, it is useful to think of assessment as three connected levels: short term assessments which are an informal part of every lesson; medium term assessments which are used to review and record the progress learners are making over time in relation to the key outcomes: and long term assessments which are used at the end of the school year in order to track progress and attainment against school and external targets. Assessment results whether formative or summative should give direct information about learner’s achievements in relation to objectives. Assessments make a difference to learning. Furthermore, it can make a difference when learners are actively involved with their learning.
To understand the child’s different abilities, an entry level test is carried out where questions are framed on the basis of the previous year’s knowledge, also keeping in mind the differentiated levels seen in children. These tests help the teachers to understand the child’s level of understanding of the lessons and benchmark is done so as to set a target for each child to achieve the same in the academic year. This benchmark is revised if the child has performed better or less than what is expected of them.
This is an ongoing assessment carried out by teachers both formally and informally during a unit of work. This type of assessments is conducted from Grades 1-8. The results of formative assessments have a direct impact on the teaching materials and strategies employed immediately following the assessment. Each department has set forth the number, type of assessments to be conducted. Results and observations are kept in teacher’s own record books and also in the children’s report cards.
The academic year is divided into 2 terms where Grades 4-8 have the Summative Assessments for both the Terms .These occur at defined periods of the academic year such as pre-determined dates especially at the end of each term and this helps teachers to record the child’s performance and to understand their difficulty level in answering the questions. Summative tests help teachers in tracking the progression of every child. For Grades 1-3, continuous assessments are done for each topic covered so that the child focuses on that specific lesson.
The tests are usually informed and uninformed ones whose results are recorded and report cards are based on them. For Grades 4-8, continuous assessments along with the summative assessments are conducted. Formative assessments are both informed and uninformed while the summative assessments are informed tests. By the end of the year, 40% of the Formative and 60% of the Summative marks are taken as the final progress report of the child for promoting the child to the next Grade.
There is no formal assessment in FS1 & FS2. All planning starts with observing children in order to understand and consider their current interests, development and learning.
Observation is an essential part of every teacher’s role, it is the only way to find about the children’s needs, interests, how they play and explore and their individual learning styles.
Through these observations and supporting evidence, teachers begin to assess developing skills, understanding, knowledge, dispositions and attitudes. Observation is an integral part of the daily routine of every teacher in the setting.
Provisions are made for observing children in a range of ways and in different contexts. For example, indoor and outdoor environments, alone or in a group, child initiated or adult led play.
Spontaneous and Planned Observations
For every child attending the setting, teachers need to note down anything of significance they observe. These are spontaneous observations and can be recorded on “post-it” notes, sticky labels or in notebooks and should be dated. These observations are then transferred to the student Observation Record Book maintained by the teacher.
We ensure that children are observed for an extended period of time in all the seven areas of EYFS, both inside the classrooms and in the Outside Learning Areas to systematically gather detailed information about each child. These observations are recorded in the pupil tracker after every month and then transferred to the student profile at the end of each term. This is a continuous and ongoing process. During the Parent-Teacher Meetings, the teacher shows and discusses with the parents the performance and progression of their child. Parental involvement is an integral part of the ongoing assessment. Parents share key experiences/achievements with the teachers in the form of information written on post it notes and pictures (clicking photograph of the child in action). It is a part of ongoing observation/assessment and serves as an important evidence of the child’s progression.
- Observation – watching the children on task
- Questioning/discussion with the children
- Examining children’s written work.
- Marking children’s work, according to the marking policy.
- Research work, skill oriented work, participation in activities, leadership qualities along with social and cordial relationships with teachers and peer groups.
For Arabic, UAE Social Studies and Islamic Studies below 50 % = F.
For English, Mathematics, Science below 40% = F. For other subjects below 35% = F
Teachers keep records for all assessments, formative, summative and the diagnostic tests, in the assessment mark sheet, and marks are entered electronically for the IT Dept to maintain the data in student records and to evaluate and analyze the results. Students are given their marks in each subject for the last three years so that their progress can be tracked. Their scores are compared with the Class average. The total scores of the Formative Assessment is converted into a percentage and then shown as Grades in the Report Card.
A new initiative undertaken by the school from academic year 2011-2012 is the introduction of a mid-term review for students of grades 1 -8. A comprehensive academic review of each pupil is conducted and shared with parents and pupils towards the middle of each academic term. The review includes a feedback on attitude to learning, behavior, and contribution to class, homework and strategies for improvement.
In addition to the two midterm reviews, parents attend formal Parent -Teacher Meetings at the end of each term where they meet each subject teacher and discuss the child’s progress and achievement. Report card is also sent online to the parents showing the child’s progress in all areas of the curriculum along with the record of the co-curricular activities. Written feedback with diagnostic comments is given regularly to the parents through the notebooks as well as the school diary.
For the under performing students, the parents are communicated through school diary, by telephone calls and also by arranging a meeting with the class teacher, Supervisor and subject teacher so as to analyze and give solutions for the existing low performance results. In case of children with some learning difficulties, these students are first monitored by the subject teacher and class teacher and then a Referral Form is filled up for the child and then referred to the School Counselor for giving the right direction for helping the child in his/her behavior as well as in academic performance.
Follow- up Action
Students with learning disability and evident academic gap are supported by the Counsellor and the Special Educator.
Assessment, recording and reporting are done periodically and regularly so as to ensure that a systematic approach is taken and the children are benefitted with the same. With this we ensure systematic approaches in teaching strategies so as to assess the students’ performance, understand and diagnose any problems related to the teaching –learning and render support to the needed students in the best way.
Assessment, recording and reporting procedures are reviewed annually to ensure that they evolve and incorporate the best practices.
At the end of every term after the Formative and Summative assessments each child from grades 4-8 will be filling up a Self-Evaluation Form that can help him/her analyze where he/she stands and set up a target Grade for himself/herself to perform better.