Assessment
Planning for Purposeful Assessment

We believe the primary purpose of assessment is to improve students learning and to enhance teaching programmes. Assessment for the purpose of improving student learning should be an on going process that arises out of the interaction between teaching and purposeful learning. It will involve the focussed and timely gathering, analysis, interpretation and use of information that will provide evidence of student progress.

To ensure purposeful assessment is part of the learning process we shall keep in mind these aspects of effective assessment.

Assessment should benefit students: It should clarify for them what they know and can do and what they still need to learn.

Assessment should involve the students: Opportunities to discuss, clarify and reflect on their goals, strategies and progress with teachers, peers and parents should be provided. This develops student capacity for self and peer assessment that in turn should lead to self-direction.

Assessment should support the teaching and learning goals: Students should understand the desired outcomes and the criteria for success. Teacher Feedback/ forward is crucial for student improvement.

Assessment should be planned and communicated: Students should know in advance how and why they are to be assessed. Flexibility in planning is important so changes in response to new information, opportunities and insights can be gauged. Outcomes, teaching strategies and assessment criteria should be carefully matched.

Assessment should be purposeful and valid: A varied range of informal and formal

assessment approaches should be considered. These approaches should suit the nature of the learning being assessed, the varied characteristics and experiences of the students, and the purpose for which the information is to be used. When interpreting information/making judgement teachers should ensure the evidence has derived from more than one source.

 School Wide Assessment:

 We need to know what impact our curriculum programmes are having on students learning. We can gauge this by collating and analysing school-wide assessment data. We will use this information as the basis for adjustments to policy or programmes or changes into teaching practice. This information is also relevant for our Board of Trustees and MOE reporting. School-wide assessment will also be used to compare the relative achievement of different groups of students or to make comparisons with cluster schools or against the national standards.