ASSESSMENT POLICY

ASSESSMENT AND REPORTING POLICY

INTRODUCTION

SBB is committed to providing high quality educational programs that enable students to develop the necessary knowledge, skills, understandings and values to lead productive and fulfilling lives. Assessment and reporting are integral to the achievement of high-quality learning outcomes for our students, are essential components of the teaching and learning process at Australian International School, Dhaka.

Purpose of Assessment and Reporting at SBB

Purpose of Assessment

At SBB, assessment is an integral part of the planning, teaching and learning program that enables us to discover what students have learned. Effective assessments promote learning; provides information about learning and evaluates the effectiveness of the program of work.


It is very important that all members of the school community are clear about the reasons for assessment.

At SBB assessments allow students to:

  • get feedback on how their knowledge and development of behavior/attitude has improved.

  • share their learning and understanding with others

  • know whether their target has been achieved or not

  • improve during the learning process

  • demonstrate a range of knowledge


At SBB assessments allow teachers to:

Know and measure how far the student could absorb the knowledge and the development of behavior/ attitude.

To know whether their targets have been achieved.

To measure students’ learning progress and inform students and parents

To reflect on the needs of the students

To help teachers plan

To provide feedback

To help them improve their teaching and learning programs

To help them evaluate and improve the learning process

To check how much the students have learned


The main aim of assessment and reporting at SBB is to provide feedback on the learning process and the development of the five essential elements to inform further learning.

Students and teachers are actively engaged in assessing the students’ progress as part of the development of their wider critical thinking and self assessment skills.

At SBB we believe assessment is integral to all teaching and learning. It is central to the goal of thoughtfully and effectively guiding students through the five essential elements of learning:

  • the acquisition of knowledge

  • the understanding of concepts

  • the mastering of skills

  • the development of attitudes

  • the decisions to take action

ASSESSMENT GUIDELINES

The assessment of the students development and learning is an essential component of the curriculum, and helps to inform continued development, learning and teaching.

Students are observed in a variety of situations and a wide range of assessment strategies are implemented.

At SBB, the classroom employs a range of formative and summative assessments which demonstrate student achievements.

Teacher judgment based on well-defined outcomes, teacher education and experiences in classrooms is a rich form of student assessment that should not be considered secondary to formal testing.

Summative assessment: aims to give teachers and students a clear insight into students’ understanding. Summative assessment is the culmination of the teaching and learning process, and gives the students opportunities to demonstrate what has been learned.

It can assess several elements simultaneously: it informs and leads to improvement in student learning and the teaching process; it measures understanding of the central idea, and prompts students towards action.

Formative assessment: provides information that is used in order to plan the next stage in learning. It is interwoven with learning, and helps teachers and students to find out what the students already know and can do. Formative assessment and teaching are directly linked and function purposefully together.

Formative assessment aims to promote learning by giving regular and frequent feedback throughout the learning process. This process helps learners to improve knowledge and understanding, to foster self motivation and enthusiasm for learning, to engage in thoughtful reflection, to develop the capacity for self-assessment, and to recognize the criteria for success. There is evidence that increased use of formative assessment particularly helps those students who are low achievers to make significant improvements in their understanding.

Assessment in the classroom includes:

  • using representative samples of students’ work or performance to provide information about student learning

  • collecting evidence of students’ understanding and thinking

  • documenting learning processes of groups and individuals

  • engaging students in reflecting on their learning

  • students assessing work produced by themselves and by others

  • developing clear rubrics

  • identifying exemplary student work

  • keeping records of test/task results

Assessment for learning which occurs when teachers use inferences about student progress to inform their teaching. Professional judgements are made in order to:

  • inform students, parents, caregivers, teachers, schools and governments about student progress;

  • make decisions about students’ needs, the learning and teaching process and resource requirements;

  • set learning goals with students, parents, caregivers and teachers;

  • guide the planning of school and class curriculum programs.


Assessment as learning which occurs when students reflect on and monitor their progress to inform their future learning goals.

Assessment of learning which occurs when teachers use evidence of student learning to make judgements on student achievement against goals and standards. The information gained from this type of assessment is often used in reporting.

Techniques and Instruments of Assessment


Assessment methods utilized at SBB include a balanced range of strategies for formative and summative assessment. Assessment strategies are always:

  • Fair and open

  • Varied

  • Internally coordinated

  • Sensitive to individual student’s learning styles

  • Sensitive to class, cultural, gender, linguistic, racial and religious differences.


Students at SBB are involved in both peer and self-assessment and reflection.

Teachers at SBB observe and make professional judgments about what students can or can’t do based on curriculum outcomes or criteria by utilizing a variety of formative and summative assessment methods which may include:



  • Anecdotal records

  • Student reflections

  • Group assessments

  • Conferencing

  • Practical tests

  • Short answer questions

  • Performance tasks

  • Examinations

  • Checklists

  • Surveys

  • Rubrics

  • Interviews

  • True/false tests

  • Unit reviews

  • Questionnaires

  • Peer assessments

  • Standardized tests (National Examination/IOWA/ISA)

  • Cloze procedures

  • Continuums

  • Multiple-choice questions

  • Running records

  • Observations

  • Anecdotal records

  • Portfolios

  • Essays

  • Presentations

  • Self-assessments

  • Peer-assessment

  • Explanations

  • role plays

  • Exhibitions




Reviewing the Assessment Process


At SBB, the principal has the responsibility for overseeing that the Assessment Policy is implemented effectively and that assessment results are used regularly to evaluate the effectiveness of the school’s curriculum and instructional practices and for developing strategies for improving student learning. This is achieved through staff appraisal, one-to-one consultation, curriculum meetings and when providing feedback to students and parents.


Under the guidance of the coordinating principal and grade principals, members of the teaching staff are responsible for ensuring that regular assessment of the objectives and assessment criteria specific to each subject is made. Through consultation with other staff members, including the principal, teachers ensure consistency in terms of their own classes and in line with other members of the curriculum team. This is done through regular grade curriculum planning meetings. For each Unit of Inquiry, teachers assess the outcome of the inquiry by ensuring that they have gathered enough valuable evidence of students’:

  • understanding of the central idea;

  • understanding of the key concepts to be emphasized within each inquiry; and,

ability to demonstrate the learning and application of transdisciplinary skills and that connections have been made between the central idea and the transdisciplinary theme.