Assessment
AKAIS-Halwan Grading System
At the end of each academic semester, a student’s performance in each course shall be given a grade on the basis of numerical values representing the cumulative performance overall assessment tasks in the course. The numerical score for the course is converted to and recorded as a letter grade as defined below. The following are authorized as final course grades/marks with associated with the American & Montessori standards.
Principles of assessment
AKAIS is committed to the provision of assessment tasks and feedback that guide and evaluate student learning and provide credible information on their achievement. The following principles apply to all assessment tasks formative and In-school summative assessments.
3.1: Assessment is designed to guide and enhance student learning.
Assessments tasks are designed so that student learning is directed to the learning outcome. Formal and Informal feedback informs students about their current level of achievement and supports future learning
3.2: Student learning is assessed against learning outcomes and expected standards of performance.
Judgments about student learning are made by reference to both learning outcomes and performance standards as set out from the American International curriculum framework. Assessment tasks reflect what students are expected to learn and is measured against the expected age-related curriculum standards.
3.3: Assessment provides reliable information on student achievement.
Provides trustworthy information which is transferable and easily understood and covers both qualitative and quantitative assessment. Administrative processes assure the security, equity and integrity of assessment and results.
3.4: Assessment is fair and provides all students an impartial opportunity to demonstrate their learning.
All students are entitled to fair assessments to demonstrate their learning. Information about assessment requirements, assessment criteria and expectations of performance are clear.
3.5: Assessment develops students’ abilities to evaluate their own and peer’s work.
It is through assessment process students develop peer and self-assessment skills and take responsibility of their own learning. It provides opportunities to reflect on feedback and plan to execute subsequent action and improve their future learning and performance.
3.6: Feedback to all stakeholders.
Feedback to all the stakeholders is an integral part of effectiveness of AKAIS Assessment policy. Feedback is either oral or in written format. Oral feedback is the most regular and interactive form of feedback and is a highly effective way of helping learners know what they need to do to move forward with their work. It can be targeted to individuals or groups but has the advantage that others can listen to what is said and learn from it indirectly.
3.6.1: To students
Feedback works in three directions:
– Teacher to learners – the teacher gives guidance to learners about their current achievement and the next steps they need to take.
– Learners to teacher – the teacher receives feedback from learners about their learning.
– Learner to learner – peer assessment.
3.6.2: To Parents
Parents feedback can be oral in Parents/Teacher meetings in the form of a dialogue while written in the form of term assessment report and is directed specifically to their child.
3.6.3: To Senior Leaders & Board of governors
Feedback to senior leaders & Board of governors need to be summarized and an overall measure of school performance.
3.6.4: To external bodies (SPEA/MOE)
Data to external bodies will be provided in the form requested by them. It can be comparative analysis over years, between genders or individual.
- Assessment approaches
At AKAIS we see assessment as an integral part of teaching and learning, and it is inextricably linked to our curriculum. We use three broad overarching forms of assessment: day-to-day in-school formative assessment, in-school summative assessment and nationally standardized summative assessment.
4.1 In-school formative assessment (Assessment for learning)
Effective in-school formative assessment enables:
1). Teachers to identify how pupils are performing on a continuing basis and to use this information to provide appropriate support or extension, evaluate teaching and plan future lessons
2). Pupils to measure their knowledge and understanding against learning objectives, and identify areas in which they need to improve
3). Parents to gain a broad picture of where their child’s strengths and weaknesses lie, and what they need to do to improve.
Range of approaches to gather information include
1). Diagnostic exams at the start of the academic year.
2). Assessment tools, which may be written items, structured interview questions, or items teachers make up themselves
3). Student self and peer assessments
4). A detailed analysis of a student’s work
4). Day-to-day activities, such as learning conversations
5). A simple mental note taken by the teacher during observation
Formative assessment is given weight in final term summative examination that varies in phases to accomplish the specific American objectives and prepare students for their post school journey in an effective way.
Four basic pillars of formative assessment include checking their progress in knowledge, skills, understanding and application of learnt concepts. Summative assessments are used to identify learning gaps and surface misconceptions to be rectified in future learning.
4.2 In-school summative assessment (Assessment of learning)
Effective in-school summative assessment enables:
1). School leaders to monitor the performance of pupil cohorts, identify where interventions may be required, and work with teachers to ensure pupils are supported to achieve sufficient progress and attainment
2). Teachers to evaluate learning at the end of a unit or period of time and the impact of their own teaching.
3). Pupils to understand how well they have learned and understood a topic or course of work taught over a period of time. It should be used to provide feedback on how they can improve
4). Parents to stay informed about the achievement, progress and wider outcomes of their child across a period
These assessments are used to evaluate students learning, skill acquisition and academic achievement at the conclusion of the term. At AKAIS we have three terms and summative assessments are at the end of term1, term2 and term 3. These assessments have high stakes and high point value
MARKING
Either include a completely standardized marking policy, or a statement that permits departments, sections and areas to have some autonomy within stated guidelines that would be included at this point.
Grading System for KG
|
Emerging =1 69% and less |
|
Expected =2 70% to 89% |
|
Exceeding =3 90% to 100% |
Assessment approach meets the needs of children, parents, staff and curriculum. Main forms of assessments are
1). Day-to-day formative assessment – to inform teaching on an ongoing basis
2). Compilation of a Learning Log that enables a record of a child’s achievements during the year in meeting CCS competences.
3). Occasional summative assessments conducted in controlled conditions.
Grading System for Grade 1 to Grade 4
|
A+ |
95 – 100 |
A |
90 – 94 |
|
B+ |
85 – 89 |
B |
80 – 84 |
|
C+ |
75 – 79 |
C |
70 – 74 |
|
D+ |
60 – 69 |
D |
50 – 59 |
|
E |
50 -54 |
F |
Below 50 |
In all subject areas, assessments are conducted on a continuous basis as the teaching and learning progresses. Progress and attainment are tracked using the following curriculum standards.
– Attainment Level: Exceeding, Meeting, and Working towards
– Passing mark is 50 % for all subjects.
– Grades 1-4: End of Term Attainment Grade is a combination of 100% from Continuous Assessments, 20% is allocated to the MAP Assessment results for grades 3 and 4.
Grading System for Grade 5 & Grade 12
|
A+ |
95 – 100 |
A |
90 – 94 |
|
B+ |
85 – 89 |
B |
80 – 84 |
|
C+ |
75 – 79 |
C |
70 – 74 |
|
D+ |
60 – 69 |
D |
50 – 59 |
|
E |
50 -54 |
F |
Below 50 |
In all subject areas, assessments are conducted on a continuous basis as the teaching and learning progresses. Progress and attainment are tracked using the following curriculum standards.
– Passing mark is 50 % for all subjects.
– Grades 5-9: End of Term Attainment Grade is a combination of 70% from Continuous Assessments (including 20% which is allocated to the MAP Assessment results), and 30% for Final Assessment.
– Grades 10-12: End of Term Attainment Grade is a combination of 70% from Continuous Assessments, and 30% for Final Assessment.
Term Percentages Term percentages are calculated based on the percentages from all subjects to have a cumulative percentage. Each class grade is important as it weighs for the final total average. Grades from each class is calculated based on weighted scale based on tests, quizzes, homework, classwork and participation.
Incomplete Grades a) Students must sit for the final exam for the course that he/she registered otherwise he/she will get a failing grade in that course. b) A student who is eligible to take the final examination in a course but is not present in the examination may be assigned a grade of Incomplete (I) pending review of the circumstances.
Definition of Gifted and Talented
AKAIS differentiates its students to give them the best equitable learning possible. Apart from helping SEN students or students who may just need a little help, the school creates a special program for gifted and talented students. The term giftedness refers to ‘a student who is in possession of untrained and spontaneously-expressed exceptional natural ability in one or more domain of human ability.’ These domains will include intellectual, creative, social, physical abilities. In the case of a gifted student, whilst exceptional potential will be present, they may actually under achieve.
– The term talented refers to ‘a student who has been able to transform their ‘giftedness’ into exceptional performance’. Talented students will always demonstrate exceptional levels of competence in the specific domains of human ability. – UAE Schools Inspection Framework (2015-2016)
– Students who are gifted and talented are considered to have a special educational need on account of their need to be challenged and differentiated for in order to reach undoubted potential.
Gifted: the top 5 -10% of students per school as measured by actual or
potential achievement in English, Maths, Science, History, Geography,
Modern Foreign Languages, RE, ICT or Design and Technology
Parents as Partners:
The school prides itself on the partnership it has with parents. The school will actively seek the involvement of parents in the education of their children. It is recognized that it is particularly important for students who have learning support needs, including those who are gifted and talented, to have the support and encouragement of parents so that they can achieve success. The school considers parents as partners in the student’s learning and encourages parents to view themselves as such. Parents will always be kept informed about their child’s learning and regular communication will take place.
Student Voice
– The school will work to ensure that, where possible, students are fully aware of their individual needs and have involvement in the targets that are set for them.
– As far as is possible and practicable, students will be involved in the decisions which are taken regarding their education.
– Peer identification of gifted and talented students is another important way of identification. Where appropriate, peers will be asked for their feedback.