Philosophy of Assessment
The school’s assessment philosophy considers that
assessment is the process of gathering information from
multiple and diverse sources, in order to develop a deep
understanding of what students know, understand, and can
do with their knowledge as a result of their educational
experiences and using the information to increase students’
learning and development. Our assessment system is based
on recording and reporting the results periodically and
regularly, so as to ensure that a systematic approach is taken
and the children are benefitted in the same way.
Assessment is an integral part of a student’s educational
experience. The Elementary goal of assessment is to
improve student learning. Therefore, teachers need to apply
their knowledge and skills necessary to create, administer,
and interpret assessments. Any one assessment is a limited
source of information and must be used in conjunction with
other types of assessment and collected student data.
In order to increase student achievement and create an
environment that supports lifelong learning, teachers must
form a partnership with students and parents by involving
them in the assessment and evaluation process. When
assessments are used and interpreted properly, the results
provide information that is valuable in designing educational
opportunities that promote student achievement that will
meet the needs of all learners.
The tests and Examination shall be considered as the Final
Grading Procedure for all students.
THE AMERICAN INTERNATIONAL SCHOOL has clear
rules and guidelines for administrating the assessments
especially in absenteeism and emergency cases. However,
the school’s assessment policy and procedures are shared
and reviewed with all stakeholders to ensure an efficient
evaluation system. There is also a clear set of performance
criteria based on which the students’ achievements are
The objective of the assessment policy at AIS is to provide
data/ information on students’ learning, to help the teacher
in understanding where improvement needs to be made in
terms of teaching and learning, to identify areas of weakness
and strengths of the student, to chart the progress of
a student, and to give constructive feedback to parents
regarding the child’s progress.
The assessment system provides information for teachers
and administrators on improving programs and student
achievement. The assessment plan aims to:
- provide information that helps teachers plan instruction
effectively to meet the needs of individual students
- provide information to administrators for evaluating
progress pertaining to improving student achievement
- provide information to administrators for evaluating
strategies for school improvement
- assist parents in understanding their child’s achievement
of academic standards
- establish goals for professional development
Types of Assessment
In AIS, we have three types of internal assessments: the first
one is the diagnostic test that takes place at the beginning of
each term. The results are used to determine the students’
current level and assess previous knowledge.
The second is the formative assessment that plays a key
role in a continual ongoing assessment. In addition to that,
our formative assessment builds on strengths and develops
strategies for overcoming weaknesses and provides regular
meaningful feedback to the learner.
The third is summative assessment that measures the
overall performance of the student at the end of each term
and at the end of the year (Tests Achievement test
Formative and summative assessments are the backbone of
any classroom. They provide teachers with the information
they need in order to measure student progress in the class.
Teachers are expected to use formative and summative
assessments to guide and analyze their teaching in order
to provide the best Learning asks the question: How can
assessment are used to help students learn more?
Formative assessments should be informal and frequent.
Class discussions, homework questions and quizzes are all
examples of formative assessments. Summative assessments
are more formal, such as tests, essays and projects. They
usually happen at the end of a unit of study. Formative
assessment is a learning tool; it allows teachers to identify
weak areas in their instruction and re-teach them before
finishing a unit. Since the main purpose of formative
assessments is to gather data, grades received on such
assessments should be used to differentiate lessons based
on grouping students by how much they already know.
Formative assessments can be used as diagnostic tools
to identify student strengths and weaknesses. Teachers
are expected to use formative assessments throughout
the school year to determine how much the students
understand about key topics. Formative assessments
indicate how students are progressing with their
understanding of a topic.
Another means of ensuring continuous assessment as
well as ensuring that all students are given a fair and
equal opportunity to achieve and learn is through varied
assessments. Teachers and departments are required
to plan lessons that are well rounded enough to appeal
to the various learning styles. In order for assessments
to be applicable to the various learning styles, they must
also be varied. Hands-on interactive assessments are also
frequently used. Students are required to delve into their
creative, imaginative side in order to reach the highest
levels of Bloom’s hierarchy and that is to ‘create.’ By
requiring students to use their creative intuitions, we are
allowing those with various strengths to rise and flourish.
Students who may not necessarily be strong performers in
more formal assessments are able to show their concept
attainment through other means. In essence, the student is
also gaining life skills: public speaking, team work and much
more. These assessments are planned into the lessons on
a daily basis and they are also incorporated into unit plans
on a much larger scale. This methodology of assessment is
a great tool allowing for differentiation because it allows the
teacher to vary tasks according to student strengths and
abilities challenging each student on his or her own level.
Examination /assessment marking policy
Students can earn grades in the following:
- Short Quizzes
- Special Projects
- Oral tests, Portfolios, Class work, Behavior and Attitude.
- At AIS, we aim to constantly track student’s progress
throughout each term and year.
- Ongoing assessment is used to assess student learning
and permit timely constructive intervention.
- Students are assessed weekly to measure and monitor
their knowledge continuously in every concept taught.
- Detailed method of assessment and grading policy can
be found in our curriculum guide.
- Drop quizzes will be administered without prior
announcement. Students will not be allowed to make it
up unless they have a medical report.
- Make-up quizzes will be administered a week after
- Students will lose 20% of their grades on missing an
exam without submitting a medical report.
Assessment Data: Record Keeping and Reporting
The student information system used at AMERICAN
INTERNATIONAL SCHOOL allows teachers to access
student records on the school’s network. Accurate record
keeping allows administrators and teachers to identify
learning difficulties at the earliest possible stage thus
enabling them to provide the learning supports needed to
deal with these difficulties.
Reporting to parents on children’s learning is vital. Parents
have access to their child’s record via the school’s network
allowing them to monitor progress and support the learning
of their child. AMERICAN INTERNATIONAL SCHOOL
is also committed to provide appropriate feedback to
children on their own progress as well as provide them with
the support they need to improve. In addition to Power
School, a written report for each child is sent to parents at
the end of each quarter and semester. The report includes
grades and comments from each teacher on a student’s
academic performance. The use of record keeping supports
effective use of assessment and is extremely important.
Record keeping should be an effective and efficient means
of promoting and monitoring pupil progress. The school
reports promote and provide:
- Good home /school relationships
- Information for parents
- An opportunity for discussion with parents
- Targets for the children
Parents are invited to attend formal meetings with teachers
during Parents/Teacher conferences organized once a
semester. Should the need arise; parents are welcome to
discuss the progress of their child with the teacher or the
Head of Department at other times. Assessment, recording
and reporting procedures are monitored regularly in order
for them to remain meaningful and manageable. Policies
and procedures may change in light of any new initiatives
imposed by KHDA.
Grades help students understand how they are doing in
school. Students are encouraged to talk to their teachers,
their advisor, the school counselor, or the school principal
if they have academic concerns. Letter grades are given to
represent a student’s achievements. The letters A, B, C, D,
and F are used.
- “A” denotes work of the finest quality, produced
- “B” denotes work of honor quality, produced
- “C” is used to identify acceptable achievement that
meets the goals of the School’s curricula.
- “D” designates work which is passing, but indicates a
need for significant improvement in both quality and
consistency. A “D” serves as a warning of possible failure
in the course.
- “F” indicates failure to meet the requirements of the
course, as stated in the school’s curricula.
- Incomplete (“I”) grades for semester work must be
made up within two weeks of the grading period.
Students will also receive numerical effort grades on
The following scale is used:
- 1 = Excellent Effort
- 2 = Good Effort
- 3 = Satisfactory Effort
- 4 = Poor Effort
- 5 = Unsatisfactory Effort