How we assess
We will use variety of formative and summative assessments to gauge the extent of student learning and acquisition of essential skills. All preschool, Nursery 1 and 2 will be assessed but no exams; examinations start from lower primary
Students take quizzes in various subject areas to assess learning over shorter periods. This quick form of assessment allows teacher to gauge how to proceed with the curriculum to best meet the needs of all of students.
Independent Class work
This serves as an ongoing indicator of what students understand on a daily basis and helps teachers determine how to proceed and pace the curriculum.
Science Fair Workshop
The Science Fair Workshop will be used to involve teachers at formative assessment points while students are in the process of working on their projects. Teachers assess written portions of the project, the formation of Excel graphs for data collection, and scientific inquiry
Teachers will create a portfolio of baseline assessments and sample work for each child. At the end of the every term, teachers share this information with parents at parent/teacher conferences as well as a copy of the progress report for parents to know precisely how their child’s teacher will assess students for the remainder of the school year and for future years.
The results of a combination of the assessments listed above, together with other tests, quizzes, projects, and observations by teachers are reflected in students’ report cards. Skills listed on school report cards show a progression of growth for students. Teachers work together as a team to develop a set of grade-specific basic skills for each academic area of the curriculum. Instead of just reporting an overall grade, teachers assess several different skills that make up the composite grade. It is important to ensure that skills chosen show consistency and sequential growth across the grade levels. Students receive a progress report each term and a report card at the end of 3rd term. The report card contains detailed comments by teachers of areas of progress and recommendations for future growth.
Teachers use chapter tests to assess the understanding of students in Science, Maths, Social studies, Islamic studies, Reading, and Language Arts. The results are then used to drive instruction and to differentiate the learning of students.
These are administered at the end of each Reading unit, and allow students to demonstrate their knowledge through multiple-choice, short answer, and essay responses.
This project-based learning experience is used as an assessment tool for Science, Islamic Studies, and Social Studies. Students work individually or in teams to complete various forms of projects to demonstrate their understanding of content covered in subject areas. These include but are not limited to presentations, labs or experiments, essays, class debates, poetry reading, skits, recitations, dioramas, etc.
End of term exams are taken from Primary 1 to 6 in all main curricular areas including Math, Reading, Writing, Science, Social Studies, Quran, Arabic, and Islamic Studies. In addition to students being given the opportunity to demonstrate their knowledge, it also helps prepare students for the rigors of secondary school and higher education.