The primary purpose of assessment and evaluation at H.I.S. is to support, improve and give students feedback to reflect on their learning process. Students have different abilities, interests, experiences, and learning styles. Therefore, assessment and evaluation must be varied and valid and allow students to demonstrate the full range of their learning.
H.I.S. attempts to implement best assessment practices across the school, particularly across Early Years and Elementary at this stage. There is a booklet that informs teachers, students, and parents about the Assessment procedures and guidelines that are used at H.I.S. including; Assessing Unit of Inquiries, different subject areas, skills, PYP attitudes, and learner profile.
- General Assessment Guidelines:
a. Assessing using the level of performance:a.There is a criteria performance which is used for reporting the student’s level in different disciplinary areas.
b. In addition to the level of performance, each disciplinary area and the Learner Profile attributes are communicated descriptively.
- A written description of the student’s level should be stated in order to clarify his/her level within the Units of Inquiry.
- Within each Unit of Inquiry, students will be assessed using at least five different forms of assessment and not less than ten across all the Units of Inquiry.
- Students should also be engaged in self-assessment in each Unit and in different subject areas.
- Teachers will develop their own assessment forms to assess the attitudes and learner profile attributes. Students must use some of these forms for self-assessment.
- Students are promoted in normal cases as long as they are showing progress. However, if the student is not progressing for a long period of time, the student is retained.
- Summative Assessment
- Formative Assessment
- Student-led Conferences
Reporting includes, but not limited to:
- Progress Cards
- Teacher- Parent Conferences
- Home-Learning Menu and Week-at-a-glance
- Monthly Portfolio
- End-of-Year Portfolio