Reporting and Assessment Policy

LOYDENCE ACADEMY ASSESSMENT AND REPORTING POLICY

Vision:

At Loydence, we empower our students to develop respect for all others, become successful lifelong learners, confident individuals and responsible global citizens.

Mission:

Our mission is to provide all our students with a modern, innovative and balanced education for the life-long benefit of each student, through respecting the rights of others and valuing themselves as learners.

Definition of Assessment:

Assessment is the process of obtaining, analysing and interpreting evidence for use by both the students and the teachers to enable learning to be reviewed, planned and improved. It is fully integrated within the delivery of the curriculum and is an essential component of effective classroom practice.

Good Practice in Assessment:

Promotes and supports learning
Informs teaching
Is both formative and summative
Uses diverse strategies
Recognizes all student progress and achievement
Develops the child to self-assess
Fosters a shared involvement and responsibility between School and the home.

Forms of Assessment:

Assessments are ongoing in many forms and may not always be recorded- such as questioning and informal discussions. At Loydence, the term “assessment” is used to mean all activities which provide information on learning and progress which is then used to inform future teaching and learning focus points. This includes students assessing their own work against given criteria and actively taking steps to improve it.

Types of Assessment:

Assessment for learning or as its also known, ‘Formative Assessment’ takes palce on a daily basis. It enables teachers to monitor the childrens progress in all subject areas and ensures the student receives the feedback needed to improve further. This information also forms an important part of planning for future learning. Examples include:

Assessment of learning or as its also known ‘Summative Assessment’ is used to measure the performance and identifies student attainment. It is carried out at the end of each term. Examples include:

Students in Years 2 to 6 will sit GL Progress tests for English and Math which will measure their knowledge, understanding and application in the two core subjects. This assessment is for further planning of student learning and analysis of results. It is not an assessment that can be studied for, however plays an important part of the students planning for further improvement.

At times the Ministry of Education, may select Loydence Academy to participate in international assessments. This assessment provides information on how children are performing in comparison to children nationally:

Roles and Responsibilities:

The Assessment Policy and its implementation within and across departments is monitored and evaluated by:

It is the responsibility of the School Principal and Assistant Principal

To ensure that the assessment policy is being followed within the school
To ensure that information on assessment is shared with stakeholders, including parents in a timely fashion
To monitor the administration of assessments
To check that the integrity of the internal and external assessment is maintained
To overview and monitor assessment outcomes of the school.

It is the responsibility of the Head of Arabic and Key Stage Coordinators to apply and embed the principles of the Academy Assessment Policy within departmental practice. In all departmental policies, good practice will be clearly identified through:

Consistent departmental planning
Assessment tasks integrated through planning
Shared learning outcomes
standardised marking
Constructive feedback
Assessment data used to inform teaching and learning
Assessment data regularly and consistently recorded
Assessment data used regularly for reporting
Regular self-assessments by pupils and teachers
Effective organization of setting/producing and marking internal examinations
Monitoring and evaluation of all departmental assessment practice and outcomes.

It is the responsibility of the teachers to:

Implement assessment policy and evaluate its implementation
Mark in accordance with the department policy in a positive, accurate, meaningful and diagnostic way
Compile and maintain individual pupil records
Report to students, parents, teachers, or SLT on individual and group progress
Liaise with the SLT on individual pupil support as required.

Assessment Intervals

At Loydence, students from Year 1 to 6 will have 3 major checkpoints (one at the end of each term), where two pieces of detailed assessment (formative/summative) should be undertaken every 6 weeks, except for those subjects with less curriculum time and where two pieces of assessment may not be possible in 6 weeks such as music or art. A resit session will be available for absent students and failing students as per the promotion and retention criteria.

Grading system:

A*- A: Has achieved a very high standard in this subject. Skills related to the course are at a high level. Work is consistently accurate. All elements of the course have been clearly understood.

B: Has achieved a very good standard with most of the work in this subject. Work is generally accurate. Understanding of the work covered has been good. Skills related to the course are quite well developed.

C: Has achieved a fair standard with most of the work in this subject. Level of accuracy is generally fair. Most of the work covered during the course has been grasped.

D- E: Some of the areas of the course have been grasped. Able to complete only some of the work to a fair standard. Work contains some inaccuracies. Only some of the course content has been understood.

F- U: Few areas of the course have been understood. Has had difficulty with a lot of work. Work which was completed had many inaccuracies. Understanding of the course has been limited.

Criteria used for Effort:

Exceptional:

* Pupil is working above and beyond the grade-level expectations

* Pupil demonstrates high performance and has a clear understanding of the learning outcomes.

Very Good:

* Pupil’s work meets the grade-level expectations consistently.

* There is evidence that most learning outcomes have been met by the pupil.

* Pupil demonstrates high academic performance.

Satisfactory:

* Pupil’s work is inconsistent, however, meets the minimum grade-level expectations.

* There is evidence of progress toward some learning outcomes.

* Pupil needs support in some areas.

Unsatisfactory:

* Pupil’s work does not meet grade-level expectations.

* Pupil shows little progress towards the learning outcomes.

* Pupil requires additional support in most areas.

Weightage and Calculations:

Student’s achievement will be calculated based on the below table:

Promotion and Retention Policy (Year 4-6) is based on the Ministry of Education’s regulations.

The categories below are based on the end of year calculation:

Absences during End of Term Tests:

Any student who is absent during the end of term tests, will need to provide a medical certificate in order for another exam to be conducted.

Any student who does not provide a medical certificate will be given zero (0) on their exam.

Any student who is absent for any other reason (for example travel) will not have another test repeated unless special consideration is granted from the Principal.

Resit sessions (Year 4-6):

A resit session is only valid for the end of year total mark for core subjects (English, Maths, Arabic and Islamic Studies). Any student who falls in the category 3 or 4 at the end of the year will resit their tests. The parent and student will be notified of the results before the first day of school, the following academic year.

Please make necessary arrangements to ensure you are in the country for the resit (if necessary) as this only occurs one time.

If the student does not sit for the resit, she/he will need to repeat the year.

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