We assess and track progress of the student level in all the scholastic and co-scholastic areas. All students have a baseline assessment at the start of the academic year. Using this information, teachers predict students' attainment for the end of the year and help set individual targets. These targets are shared with parents and students then work towards them in class. Gifted and talented students can also be identified at this point, as can those students who need to join support programs.
Observing them working in their ability groups
Asking them questions or giving them complex problems or tasks to solve
Looking at their completed work
End of unit assessments
Regular online assessments using a formative assessment program
At regular intervals throughout the term, teachers are asked to review each student's attainment. This is where patterns and trends are identified. Teachers will then create individual support plans to ensure each student makes optimal progress.
Teachers communicate to learners their values, priorities and expectations through assessment. It is an essential component of the educational process. It provides evidence of how well the declared learning outcomes have been achieved and how effectively the teaching standards are being maintained. It provides subjective as well as objective measures with qualitative and quantitative approaches. An assessment report highlighting the various aspects of the child’s development is submitted to the parents biannually.
Assessment for the purpose of evaluating the quality of education or understanding students’ standards.
Assessment for the purpose of helping students to understand their strengths and weaknesses in learning and to make continuous improvement. It also enables teachers to review and adjust their teaching objectives, teaching plans and teaching strategies.
Assessment for the purpose of enabling students to be more active in connecting learning and assessment, thereby developing their self-directed learning abilities.
When formulating an appropriate assessment strategy, “formative assessment” and “summative assessment” is differentiated and adopted to serve different purposes. “Assessment for Learning” is formative in nature and “Assessment of Learning” is summative in nature. There are different objectives for the two modes. Formative assessment is used to collect evidence of student learning and provide feedback to enhance learning. Summative assessment is usually conducted at the end of a teaching module, a school term or a school year, to evaluate students’ learning performance or outcomes.