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The City School International Dubai The City School International Dubai (TCSID) is committed to providing high-quality education following the UK National Curriculum, from Early Years Foundation Stage (EYFS) to Post Sixteen. Assessments are an integral part of our teaching and learning process, helping to track student progress, inform instruction, and support student development.
1. Objectives
To provide a clear framework for assessing student performance across all phases. To ensure assessments are used to support learning and inform teaching. To maintain consistency and fairness in assessments through established procedures and moderation. To prepare students for external benchmark assessments and ensure alignment with international standards.
2. Types of Assessments a. Early Years Foundation Stage (EYFS)
Baseline Assessment: Conducted at the start of the academic year to determine each child's initial level of development. Ongoing Formative Assessments: o Observational Assessments: Continuous observations of children’s play and interactions to inform planning and support individual learning needs. o Learning Journals: Documenting children’s progress through annotated photos, work samples, and observations. o Interactive Activities: Using play-based assessments to evaluate understanding and skills in real-time. End-of-Year Assessment: Summative assessment using the EYFS Profile, which assesses children across the seven areas of learning to determine if they are meeting the expected levels.
b. Key Stage 1 (Years 1-2)
Formative Assessments: o Daily Observations: Teachers assess students during lessons through questioning and class discussions. o Quizzes: Short, informal tests to check for understanding of recently taught material. o Anecdotal Records: Teachers keep notes on student progress and areas for improvement. Summative Assessments: o End-of-Term Tests: Formal tests in core subjects like English, Maths, and Science to assess cumulative knowledge. o Portfolio Assessments: Collection of students' work over time, demonstrating progress and achievement.
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External Benchmark Assessments: o GL Progress Tests: Standardized tests in English, Maths, and Science that provide a benchmark against international standards.
c. Key Stage 2 (Years 3-6)
Formative Assessments: o Classwork and Homework: Regular assignments that reinforce learning objectives and provide feedback. o Peer and Self-Assessment: Encouraging students to assess their own and each other’s work to develop critical thinking. o Project-Based Assessments: Assessing students’ understanding through creative projects and presentations. Summative Assessments: o End-of-Term Exams: Comprehensive exams covering material taught during the term. o Standardized Tests: Internal exams designed to prepare students for future external assessments. External Benchmark Assessments: o GL Progress Tests: Continuation of GL assessments in core subjects. o CAT4 (Cognitive Abilities Test): Measures students’ cognitive development and provides insights into their learning potential.
d. Key Stage 3 (Years 7-9)
Formative Assessments: o Class Tests: Regular tests that assess understanding of specific topics or units. o Homework Assignments: Ongoing assignments that reinforce learning and assess understanding. o Practical Assessments: In subjects like Science, students are assessed on their practical skills and ability to apply theoretical knowledge. Summative Assessments: o End-of-Term Exams: Exams covering a range of subjects, designed to assess cumulative knowledge and prepare students for IGCSEs. o Subject-Specific Assessments: Such as extended essays in English or Geography, and practical exams in Science. External Benchmark Assessments: o CAT4: Continued use to track cognitive development. o Internal Exams: Aligned with IGCSE standards to prepare students for future examinations.
e. Key Stage 4 (Years 10-11)
Formative Assessments: o Coursework: Ongoing assessments that contribute to final grades in certain subjects, such as Art and Design or Science practicals. o Mock Exams: Full-length practice exams that simulate the IGCSE experience and provide diagnostic feedback.
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Group Projects: Collaborative assignments that assess both content knowledge and teamwork skills. Summative Assessments: o End-of-Year Exams: Exams at the end of Year 10 and mock exams in Year 11, which serve as key preparation for final IGCSE exams. o Final IGCSE Exams: External exams that determine students' grades for the International General Certificate of Secondary Education (IGCSE). External Benchmark Assessments: o IGCSE Exams: Administered by Cambridge Assessment International Education (CAIE) or Edexcel, these exams are the culmination of Key Stage 4. o
f. Post Sixteen (Years 12-13)
Formative Assessments: o Coursework: Ongoing assessments that contribute to A-Level grades, particularly in subjects with a significant practical or research component. o Mock Exams: Simulated A-Level exams to prepare students for the final assessments. o Research Projects: Independent study projects that assess students’ ability to conduct in-depth research and present findings. Summative Assessments: o AS Exams: Taken at the end of Year 12, these exams contribute to the overall A-Level grade. o A-Level Exams: Final exams at the end of Year 13, which are critical for university admission. External Benchmark Assessments: o A-Level Exams: Administered by CAIE or Edexcel, these exams are internationally recognized for university entrance. o IELTS/TOEFL: Language proficiency tests required by many universities for non-native English speakers.
3. Assessment Procedures
Planning: Teachers are required to plan assessments in line with the curriculum objectives and ensure they are relevant, balanced, and varied. Communication: Clear communication with students and parents about the purpose, criteria, and timing of assessments. Recording and Reporting: Accurate recording of assessment data in school management systems, and regular reporting to parents and stakeholders.
4. Moderation
Internal Moderation: Regular moderation meetings among teachers to ensure consistency in marking and grading. External Moderation: Involvement of external examiners or moderators for key assessments, especially in IGCSE and A-Level courses.
5. Guidelines for Teachers
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Inclusivity: Ensure assessments are accessible to all students, including those with special educational needs. Feedback: Provide timely and constructive feedback to help students improve and set targets for future learning. Ethical Practices: Adhere to ethical standards in assessment, including confidentiality and fairness. Professional Development: Teachers should engage in continuous professional development to stay updated on best practices in assessment.
6. Review and Evaluation
Policy Review: The assessment policy will be reviewed annually to ensure it meets the needs of the students and aligns with the latest educational standards. Evaluation: Regular evaluation of assessment practices to ensure they are effective in supporting student learning.
Assessment Modifications, Interventions and Access Arrangements Students identified as needing additional support through the development of an Individualized Education Plan (IEP) may receive assessment modifications in each program. Throughout the school, students who are performing below expectation or otherwise identified as needing additional support are referred to learning support following the guidelines and processes detailed in the TCSI Inclusion Policy and Procedures. For external assessments, particularly with IGCSE and A Levels exam, a variety of access arrangements are available to accommodate specific learning needs. Most arrangements require justification in the form of a learning assessment or an educational psychological assessment. Common arrangements available include additional time, a scribe, a prompter, or use of a computer. For a comprehensive list of available IGCSE and A Levels access arrangements and modifications contact the assessment coordinator who can refer to the exam officer guide for the most up to date requirements. Principles of Assessment At TCSI, we have several different types of internal and external assessment within the school context. These are used to inform our internal work, inform KHDA of our progress and attainment remotely and feed directly into our regularly updated SEF and development plans. Assessments are used to inform planning, make changes to lessons and medium-term plans allowing progression within subjects and to report formally to governing bodies.
Collecting and using data
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Data is collected regularly and teachers record evidence on AIMS and Seesaw. It is the duty of each HOD to ensure that their department data is up to date. Data is regularly analyzed by HODs and SLT. Leaders ensure that there is adequate coverage of curriculum throughout the school and data entry is robust, through regular learning walks, book scrutiny and lesson observations. Data will be presented to the HODs and SLT at the end of every term, after assessment weeks (or when requested for specific reasons). The data will take into account the necessary niche groups and will also look into separating learners into specific areas (i.e: Gender, Emarati, Native English speakers, EAL etc.) Data will be interrogated and used within students' Progress Meetings, with teachers identifying those children who appear to be making less than expected progress within their learning. Provision maps will be made for those groups of learners and these will be inspected within the time frames illustrated on the plans. At the end of each term, a focus group of learners will be created for class teachers to ensure better progress in the time frame that is given. Data meetings will take place with HOD’s and SLT after each assessment point. Data will be analysed and areas of concern highlighted so that planning can be adjusted to improve student outcomes.
Reporting to parents Parent engagement meetings happen throughout the year and can be found on the school calendar Inclusion The principles of this assessment policy apply to all students, including those with special educational needs or disabilities. Assessment is used diagnostically to contribute to the early and accurate identification of students' special educational needs and any requirements for support and intervention, this will include looking at student’s CAT 4 scores. For students working below the national expected level of attainment, our assessment arrangements will consider progress relative to pupil starting points, and take this into account, alongside the nature of ‘students’ learning difficulties. Students who achieve significantly below year expectations, will be highlighted, and discussed with the Head of Inclusion and a provision plan will be created to ensure that progress can be made. Modified assessments are provided to Students of Determination who are following a modified curriculum and performing below the level of their respective class. Training Training on administering the assessments is provided by SLT, HODs, Coordinators and teachers. Invigilation training is given by the Head of assessment. Roles and responsibilities Head of Sections:
The Head of sections are responsible for Overseeing the Assessment procedures To use the data to inform the SEF and to present the data to the Governors
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Head of Departments Ensuring that the policy is adhered to
Monitoring standards in core and foundation subjects Analyzing pupil progress and attainment, including individual pupils and specific groups prioritizing key actions to address underachievement To use the analysis to inform the PD requirements of their year group/phases to ensure that teachers adhere to timetables and assessment procedures Reporting to the HOS on all key aspects of students’ progress and attainment, including current standards and trends over previous years
Monitoring This policy will be reviewed yearly by the SLT. At every review, the policy will be shared with staff and parents All teaching staff are expected to read and follow this policy. HOS and HODs are responsible for ensuring that the policy is followed. The HOS and HODs, will monitor the effectiveness of assessment practices across the school, through moderation, lesson observations, book scrutiny, pupil progress meetings, data presentations, SEF updates and PD sessions. ASSESSMENTS IN PRIMARY AND SECONDARY Types of Assessment Subjects are divided into 2 categories: Category A – represents the basic subjects for all grades and includes: PRIMARY SECTION: Core Subjects: Arabic, Islamic Education, MSC, Computing, English, Mathematics, Science. NonCore: History, Geography, French SECONDARY SECTION: Arabic, Islamic Education, MSC, ICT, Computer Science, English, Math, Science (Biology, Chemistry, Physics), and other optional subjects at KS4 and Post 16 (Accounting, Business Studies, Economics, Environmental management, Geography, History, Psychology, Sociology, Travel and Tourism.) Category B: enhances the learning process according to standards that are appropriate to skill, age, and level of the student. It includes: Primary: Art, Music, Physical Education Secondary: Art (Year 7 & 8), Physical Education Category B subjects are not included in the students’ final grade.
Grade Exceeding Expectations + Exceeding Expectations Meeting Expectations +
Grade Key Code EE+ EE ME+
Percentage 90-100 80-89 70-79
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Meeting Expectations Working Towards Expectation + Working Towards Expectation Working Towards Expectation -
ME WTE+ WTE WTE-
60-69 50-59 40-49 <40
KHDA Grading Grade Range Grade Range Grade Range Grade Range Grade Range A*
90 - 100
B+
75 - 79
C+
65 - 69
D+
55 - 59
E
45 - 49
A+
85 - 89
B-
70 - 74
C-
60 - 64
D-
50 - 54
U
< 45
A-
80 - 84
Note: For Arabic / Islamic the passing percentage is 50%
Academic Performance Calculation Assessment/Term Term Percentage Each Term Total: Term 1 25% Formative Assessments (50%) Term 2 25%
Summative Assessments (50%)
Term 3
50%
Links with other policies This assessment policy is linked to: Curriculum policies for all Key Stages
Marking and feedback policy
Moderation Policy Teaching and learning Policy
Reviewed on September 2024
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