Assessment is the purposeful and systematic process of gathering, analysing, interpreting and reporting information about a student’s achievement and progress overtime. All forms of assessment are used to support teachers in gathering information and using appropriate data to drive decisions about students’ learning and pedagogy. A coherent, systamatic approach to assessment is an integral part of the teaching and learning process. The Curriculum and Assessment are aligned with California State Standards across all subjects, and NGSS in Science, MOE standards in Islamic Education, Arabic, Social Studies and Moral Education.

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Assessment Goals
  To assess students’ knowledge, application and reasoning.
  To identify students’ strengths and weaknesses.
  To inform currciulum and planning.
  To identify students’ educational needs and how to support them.
  To evaluate students’ attainment and progress.
  To create clear student’s learning profile that is useful for students, parents and teachers.

Types of Assessment

Internal Assessments:
 • Formative Assessment data is an ongoing means of evaluating students’ progress and attainment. Formative assessment is used as tool of “assessment for learning” and “assessment as learning” which will impact the teaching process and strategies. Formative assessment provides motivation for the students and helps inform planning.

 • Summative Assessment data refers to assessment conducted at the end of each semester or end of unit to determine progress against initial attainment. Summative assessment can be in the form of written test or performance task. Validity of the results is ensured by assessment moderation.

 • Baseline Assessment will be done at the beginning of the year within the first three weeks. These assessment data will be used as starting point to measure students’ attainment and progress.

 • Performance Assessment, also known as Authentic Assessment, is a form of testing that requires students to perform a task rather than select an answer from a ready-made list. It is any learning activity or assessment that asks students to perform to demonstrate their knowledge, understanding and proficiency. Performance tasks yield a tangible product and/or performance that serve as evidence of learning.

External Assessments:
  Measure of Academic Progress, NWEA MAP, US curriculum-based assessment is conducted to provide essential information about what each student knows and is ready to learn. It measures student progress and growth. MAP will be administered three times for grade 3 to 9 and twice for grade 1 to 2 and 10 to 12 within an academic year: Fall, Winter and Spring. Fall window is conducted during October. There should be a minimum 9 weeks between the other two consecutive windows.

 • Cognitive Ability Test – CAT4 measures verbal reasoning, non-verbal reasoning, quantitative reasoning, as well as an element of spatial ability. These four measures apply to all curricula. CAT4 data is used to provide comprehensive overview of a student’s reasoning ability, identifying students’ strengths, weaknesses and learning preferences and provides essential data for personalized learning. CAT 4 is completed for grades 1, 3, 4, 6 and 8 by November 1st.

 • SAT-I test, TOEFEL and/or IELTS tests data are used to measure the student’s achievement by end of grade 12. SAT results are compared to the international mean for mathematics 514.

 • Advanced Placement Test is offered for grade 12 students who are qualified and willing to set for the AP-subject tests.

Assessment and Reporting Policy



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