Assessment In Secondary
Principles of assessment in secondary
APIS recognizes that teaching, learning and assessment are fundamentally interdependent. We are guided by the following principles:
- Have differing learning styles
- Have different cultural experiences, expectations and needs
- Perform differently according to the context of learning
- See self assessment and peer assessment as a natural part of the learning process
- Need to know their achievements and areas for improvement in the learning process
- Should receive feedback that is positive and constructive
- Is designed by teachers to incorporate a variety of methods and to be relevant and motivating to students.
- Is geared toward appraisal of a broad range of concepts, attitudes, knowledge and skills appropriate to an international and increasingly complex world.
- Is criterion-referenced using the guidelines set down by Cambridge and is made clear to students by teachers before coursework begins.
Why do we assess?
APIS assesses its students in order to:
- Build up a clear picture of the student and his or her interests
- Assess the effectiveness of the environment on the student’s learning
- Extend the student’s learning
- Monitor the progress of individual student learning and achievement
- Determine the effectiveness of teaching
- Inform curriculum review [Cambridge / IGCSE]
- Help evaluate suitability of courses
- Inform others as appropriate, including students, teachers, parents.
How do we assess?
We assess by gathering evidence & information from the following sources:
- Ongoing formative teacher assessment
- Summative assessment tasks
- Previous summative records
- Conversations with other adults who have knowledge
- The student as a learner
- By analysing the above using professional knowledge and expertise
How do we grade?
The Secondary School uses subject-specific Cambridge IGCSE criteria to indicate levels of achievement. At the end of each semester, students receive a summative grade, based on the Cambridge / IGCSE IB A*-F grade scale
Students not writing in their first language
For assessments in many subjects, it is important to remember that some students will not be using their first language. Teachers are not marking for grammatical accuracy; what is important is that students present their thinking as clearly as possible.