Charis International School

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Assessment Policy


Assessment is an integral part of teaching and learning that should identify students’ strengths, weaknesses and gaps in understanding and, as a consequence, inform teachers’ planning and enable students to make good progress.

Therefore, ongoing formative assessment should be evident in students’ assessed work and the use of assessment information should be evident in planning. Diagnostic assessments should take place at the end of a unit of work whilst major summative assessments will occur at least once each academic year.

Main Purposes of Assessment

Formative – ongoing assessment of students’ progress

• to recognise a student’s positive achievements
• to communicate required improvements and how to improve
• to communicate levels of attainment
• to inform future planning of work

Diagnostic – diagnosing learning difficulties
• to identify a student’s strengths, weaknesses and areas for improvement
• to inform planning

Summative – recording the overall achievement of each student in a systematic way to provide a summative level or grade of achievement.

The assessment policy is designed to support and extend student learning and to enable students to develop confidence. The School believes that the planning of the curriculum, assessment of students’ progress and the recording and reporting of students’ attainment and achievement are all inter-dependent.

Good planning is a vital element in effective teaching. It is important that the teacher knows what students have learned and which concepts have been understood. Regular assessment not only enables teachers to make sound judgements about students’ attainment but also informs future planning.

Record keeping and reporting acknowledge attainment and achievement, indicate targets for the future and ensure progression and continuity in learning.

Our principal aims are:

• To provide each student with continuity and progression in learning and the opportunity for maximum achievement through clear guidelines and encouragement
• To enable every student to be aware of his/her capabilities and areas for improvement
• To involve and motivate students through clear and consistent assessment information
• To maintain manageable and helpful records and so aid the continuity of learning from class to class
• To provide clear and accurate information for parents, BOM and external agencies (e.g. IBO, CIS) about curriculum achievement
• To provide a basis for planning future teaching and learning
• To support teachers in evaluating the effectiveness of their teaching

Teachers use assessment approaches that allow for different learning styles. They ensure that students are given the opportunity and encouragement to demonstrate their competence and attainment through appropriate means including homework.

Staff will have a clear awareness of their assessment objectives, and will make use of a variety of assessment activities which will provide evidence of attainment. Opportunities for assessment will be included in lesson plans. These activities will take account of differing abilities within each teaching group and the varying requirements of each subject.

The aims of any piece of work are linked to the programmes of study as set down in departmental schemes of work.

Staff will use feedback from assessment activities, including self and peer-group assessment, to plan future activities with the aim of improving individual standards of work.

Students are given a clear explanation of what the lesson is trying to achieve and how they are being assessed. Criteria will be made clear to students.

Staff keep manageable records of each student’s progress, in accordance with departmental policy to enable accurate assessments to be made and reports to be written. Where appropriate, in accordance with the relevant assessment criteria, pieces of work will be identified to provide evidence of achievement.

Work should also be kept to provide evidence of consistency of marking and standards in the form of a portfolio.

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