Assessed Curriculum

The fundamental aim of assessment is to provide feedback on the learning process. We believe that students should receive regular feedback in order to ensure continuous growth and improvement. Assessments and tasks will be designed to ensure that students are being assessed in a variety of ways and this meets the needs of the differing learning styles.

Students will be encouraged to self- and peer-reflect. All students will keep portfolios, which will be used to justify reporting practices.

Assessment beliefs:

  • Identifies strengths, weakness and areas of concern.
  • Identifies different learning styles thus allowing teachers to develop strategies to improve student understanding, increased confidence and independence in the learning process.
  • Provides families with evidence and guidelines of assessment procedures thereby supporting student’s learning needs.
  • Allows for school administration to review and monitor assessment standards and curriculum alignment/review

Student recognition:

  • Awareness of their strengths and weakness
  • Acknowledgement of positive and constructive feedback
  • Different learning styles
  • Different emotional, cultural expectations and needs

Assessment should:

  • Measure what students can understand and complete
  • Motivate students
  • Be differentiated to meet the needs of all students and their learning styles
  • Provide a wide variety of different assessment opportunities
  • Be based on criteria and learning objectives which are made clear to students
  • Be formative and summative in nature
  • Be ongoing and reflective in nature allowing students to evaluate their progress
  • Have a broad range of concepts, attitudes, knowledge and skills appropriate to an international and increasingly complex world.