The primary purpose of assessment and evaluation is to improve student learning. Information gathered through a variety of types of assessment assists students, parents and teachers in identifying areas of strength and weakness in the achievement of the curriculum expectations for each course of study. This allows individual students to develop strategies for improvement.
We may use many different types of assessment to help and guide our students. Evaluation is an integral part of the learning process. As such, it must be sensitive to the needs, attitudes, and abilities of individual students as well as the class as a whole. We are aware that evaluation involves some part of a student’s self-esteem, and that affective factors are an important ingredient in evaluation. This awareness includes students with learning difficulties. The school assists these students by studying their needs and providing appropriate assistance such as giving extra time, reading tests, typing in a larger font and so on.
Product-Oriented Evaluation: Tests, Quizzes, Exams
“hands-on” form of evaluation allowing students the opportunity to demonstrate their understanding or mastery of important concepts through the manipulation of objects and concepts.
A portfolio is a collection of a student’s work which shows the talents and skills of the student while demonstrating his/her progress over a period of time. Portfolios are kept inside the classroom.
A rubric is a scoring guide that seeks to evaluate a student’s performance based on the sum of a full range of criteria rather than a single numerical score. Students have explicit guidelines regarding teacher expectations, as well as the opportunity to use rubrics as a tool to develop their abilities.
Grade determination is accomplished by the collection of varied pieces of assessment over a period of time.
- Grades 1 to 5: The final grade will include sixty percent (60%) term work and forty percent (40%) tests.
- Grades 6 to 12: The final grade will include sixty percent (60%) term work and forty percent (40%) final evaluation.
- Consideration for a missed quiz will only be given for a valid reason.
- A grade of zero will be given for missing a quiz/assignment for a non-valid reason.
- Talking, eyes wandering or communicating of any kind during a test can be perceived as cheating.
- Notes and papers other than those required for the test can be considered cheating.
Mid-Term Tests and Final Term Exams:
1. Grades 1 to 5 are assessed continuously; a test schedule will be issued with the homework schedule.
2. Instructions for mid-term tests and final term exams are addressed to grades 6 to 12.
Instructions for Mid-Term Tests:
- Mid-term tests take place fifth / sixth week of each term.
- Teachers do not conduct any revision sessions before mid-term tests. Revision of syllabus is the students’ responsibility.
- Duration of test is 50 minutes for all subjects.
- Regular teaching will continue during test weeks.
Final Term Exams Instructions:
- The exam is based on the entire syllabus covered during the term.
- Revision sessions will be conducted before the final term exams.
- Students receive a study guide for final term exams.
- Students and parents are not allowed to discuss the marks with the teachers.
Report cards are distributed after mid-term tests and final term exams.
Promotion and Retention:
- Students must earn an accumulated grade sixty percent (60%) in each subject in order to advance to the next grade level.
- Failure to achieve sixty percent (60%) in three of core subjects will result in retention.
- Failure to achieve sixty percent (60%) in two core subjects, students have to take a make-up test.
Failure to pass the make-up test will result in retention.