Attachment 18 Assessed Curriculum_1473044725.jpg

How we assess our students

Assessment is integral to all teaching and learning. At the Australian School of Abu Dhabi, we use a wide range of assessment strategies to collect information on each of the elements represented in the written curriculum; the understanding of concepts, acquisition of knowledge, mastering of skills, development of positive attitudes and the ability to take responsible action.

To ensure that teaching is targeted at improving learning outcomes, a variety of assessment processes are undertaken. These included pre-assessment, formative assessment and summative assessment techniques.

Pre-assessment occurs at the beginning of a unit of inquiry. Its purpose is to find out what students know in order to help them construct new meaning.

Formative assessment is interwoven with daily learning and helps students and teachers find out what the students already know (have learned) in order to plan the next stage of inquiry.

Summative assessment occurs at the end of the teaching and learning process and provides students with opportunities to demonstrate their mastery of what they have learned.

Assessments in the classroom include work samples, anecdotal records, documented learning processes of groups and individuals, student reflections on learning, evidence of peer and self-assessment of work, rubrics/criteria sheets, benchmarks and continuums and portfolios.

Our purpose for assessing our students is to:

  • Ensure appropriate correlation between curriculum focus and learning outcomes.
  • Enable teachers to evaluate present curriculum.
  • Plan future curriculum for students.
  • Provide information for parents through written reports, parent/teacher interviews regarding progress.
  • Encourage students to monitor their own progress.