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At Dubai Scholars Private School we believe that assessment provides the basis of informed teaching, helping pupils to overcome difficulties and ensuring that teaching builds upon what has been learned. It is also the means by which students understand what they have achieved and what they need to work on. Assessment plays an important part in helping parents, teachers and the School to recognise children’s progress, understand their needs, and to plan activities and support. Once a child is admitted to the school, there will be ongoing assessments made of your child’s progress.
2. Aims and objectives
Through this Policy we aim to:
- To raise the standards of achievement throughout the school
- To maintain accurate records of the progress and attainment of individual children and cohorts
- To ensure consistency in assessing achievement and identifying achievable and challenging targets for each child
- To enable the active involvement of pupils in their own learning
- To enable teachers and other professionals to use assessment judgements to plan work that accurately reflects the needs of individual pupils
- To provide regular information for parents that enables them to support their child’s learning
- To provide the information that allows school leaders and governors to make judgements about the effectiveness of the school and to evaluate the school’s performance against its own previous attainment over time and against national standards
3. Types of assessment:
At Dubai Scholars Private School, we use a combination of formative and summative assessment as outlined below:
To understand a child’s different abilities, an entry level test is carried out where questions are framed on the basis of the previous year’s knowledge and skills, also keeping in mind the differentiated levels seen in children. These tests help the teachers to understand the child’s level of understanding and benchmarking is done so as to set a target for each child to achieve the same in the academic year. This target is revised if the child has performed better or less than what is expected of them.
3.2 Formative Assessment (Assessment for Learning – AFL)
Formative assessment is a powerful way of raising pupils’ achievement. It is based on the principle that pupils will improve most if they understand the aim of their learning, where they are in relation to this aim and how they can achieve the aim.
Formative assessments are used to:
- Identify children’s strengths and gaps in their skills/knowledge
- Identify next steps for learning
- Inform future planning
- Enable appropriate strategies to be employed
- Facilitate the setting of appropriate targets for the class, group, and individual
- Track the child’s rate of progress
- Facilitate an evaluation of the effectiveness of teaching and learning
- Inform future teaching and learning strategies
- Identify individuals and groups for specific intervention support.
3.3 Summative Assessment – Assessment of Learning
Summative assessment (Assessment of Learning) is important for informing both parents and teachers of a child’s attainment and progress. This will also inform whole school target setting and prediction of a cohort’s future attainment.
- Identify attainment through one-off standardised tests at any given point in time
- Record performance in a specific area on a specific date
- Provide age standardised information
- Provide end of key stage test data against which the school will be judged
- Ensure statutory assessments at the end of EYFS, KS1 and KS2 are met
- Provide information about cohort areas of strength and weakness to build from in the future
The following table outlines the types of Assessment of the school.
The school will provide the framework of what a written summary of the assessment should include, reflecting the development level and needs of the individual child. The summary must highlight:
- Areas in which a child is progressing well;
- Areas in which some additional support might be needed; and
- Focus particularly on any areas where there is a concern that a child may have a developmental delay (which may indicate a special educational need or disability).
- It must describe the activities and strategies the school intends to adopt to address any issues or concerns.
The school undertakes International Benchmark tests and Progress tests in English,Mathematics and Science for improving learning. They are designed to give an International benchmark of the students’ performance visa vis countries in the world and in the region. Students will be able to see tier intrinsic abilities and potential for learning identifying their strengths and weaknesses on skills and concepts.
4. Assessment at End of EYFS – Early Years Foundation Stage Profile (EYFSP)
In the final term of the year in which the child reaches age five, the EYFS Profile must be completed for each child. The Profile provides the parents, the teachers and the School with a well-rounded picture of a child’s knowledge, understanding and abilities, their progress against expected levels, and their readiness for Year 1. The Profile must reflect: ongoing observation; all relevant records held by the setting; discussions with parents,and any other adults whom the teacher or parent feel, can offer a useful contribution.
Each child’s level of development must be assessed against the early learning goals.
The school must indicate whether children are:-
- Meeting ‘Expected’ levels of development.
- Whether they are ‘Exceeding’ expected levels.
- Yet to reach expected levels (‘Emerging’).
The teacher will share the results of the Profile with parents. If a child moves to a new school during the academic year, the school will send the assessment of the child’s level of development against the early learning goals to the relevant school within 15 days of receiving a request.
The Profile will be completed for all children, including those with special educational needs or disabilities. Reasonable adjustments to the assessment process for children with special educational needs and disabilities will be made as appropriate.
5. Assessments Conducted from Year 1 to Year 12
Dubai Scholars Private School has three terms.
Term 1: End August to December, Term 2: January to March, Term 3: April to June.
Years 1, 2, and 3 do not have end of term summative assessments. Instead they are graded based on their formative assessments at the end of each term. Years 4 to 8 will have end of term summative exams.
Years 1 to 8 will have 3 reports in a year. There will also be a cumulative report of the child’s progress at end of the year. Years 9 to 12 will have 2 reports and 3 terms in a year.There will also be a cumulative report of the child’s progress at end of the year. Years 9 to 12 will also continue to have their scheduled Tests.
Cumulative reports will describe a student’s progress through the year in terms of “Characteristics of a Dubai Scholars Learner.”
Attendance plays a crucial role in the performance of a student and it has been made mandatory by the KHDA for each student to have 98% attendance in a term therefore 10% of the total weightage of the Reporting structure will constitute of the student’s attendance.
The break up for the Reporting will be based on the above mentioned categories and the weightage will be: Attendance: 10%, Formative Assessments: 40% and Summative Assessments 50%. The end of term Reports will be a cumulative total of the three assessment criteria. The end of year report will include the 3rd Term report and thedescriptive report of the progress of the child. The reports will reflect grades and marks.
The Table below depicts the grade key marking system for the reporting.
Regular moderation of assessments takes place each term to ensure consistency of progress.
This policy is subject to annual review, as part of the school self-evaluation process. Its success in relation to the school’s attainment targets for assessment will be evaluated as part of the annual assessment audit. The policy will be revised in line with the new action plan targets set.