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ASSESMENT POLICY

    PHILOSOPHY AND PRINCIPLES OF ASSESSMENT

  • St.Elizabeth Public School embraces / recognizes assessment to test the achievement of students, to assess the effectiveness of the teaching — learning process and to maintain standards. Moreover, they are utilized for providing a criterion for certification and placement, besides providing remedial measures.

PURPOSE / AIMS OF ASSESSMENT

  • The aim of assessment is to enhance student learning.
  • Assessments shall be criterion-related performance assessments.
  • Assessment focuses on all areas of learning in ST.ELIZABETH PUBLIC SCHOOL — Academics, co-curricular, and extra-curricular.
  • Assessments shall be linked to the teacher and school system performance and instructional improvement.
  • Assessments shall be communicated to all the stakeholders of the school (students, parents, teachers, management).
  • Assessments produce feedback for students, teachers, parents, and management.
  • The published results of DP assessment (subject grades) must have a sufficiently high level of reliability, appropriate for a high-stakes university entrance qualification.
  • DP assessment must pay appropriate attention to higher-order cognitive skills (synthesis, reflection, evaluation, critical thinking) as well as fundamental cognitive skills (knowledge, understanding, and application).
  • Assessment for each subject must include a suitable range of tasks and instruments/components that ensure all objectives for the subject are assessed.
  • The principal means of assessing student achievement and determining subject grades should be the professional judgment of experienced senior examiners, supported by statistical information.
  • Throughout the curriculum and instructional process, assessment should:
    • Account for a variety of learning styles.
    • Be differentiated to account for the diverse backgrounds of learners.
    • Be both formative and summative.
    • Be ongoing and reflective.

ASSESSMENT METHODS

ST.ELIZABETH PUBLIC SCHOOL deploy variousassessment methods to monitor student progress in a non-threatening supportive environment. It involves regular descriptive feedback, a chance for the student to reflect on the performance, take advice and improve upon it. It involves students’ being an essential part of assessment from designing criteria to assessing self or peers. If used effectively it can improve student performance tremendously while raising the self-esteem of the child and reducing the work load of the teacher.

  • Is diagnostic and remedial.
  • Makes the provision for effective feedback.
  • Provides the platform for the active involvement of students in their own learning.
  • Enables teachers to adjust teaching to take account of the results of assessment.
  • Recognizes the profound influence assessment has on the motivation and self-esteem of students, both of which are crucial influences on learning.
  • Recognizes the need for students to be able to assess themselves and understand how to improve.
  • Builds on students’ prior knowledge and experience in designing what is taught.
  • Incorporates varied learning styles into deciding how and what to teach.
  • Encourages students to understand the criteria that will be used to judge their work.
  • Offers an opportunity to students to improve their work after feedback.
  • Helps students to support their peers, and expect to be supported by them.

Our assessment is thus carried out during a course of instruction for providing continuous feedback to both the teachers and the learners for taking decisions regarding appropriate modifications in the transactional procedures and learning activities.

OUR ASSESSMENT STRATEGIES

ENGLISH
  • Communicative competence (Using four skills - LSRW, interpreting genres of Literature, dramatization, and transformation to other genres).
  • Response and appreciation (appreciating various pieces of writing; think, access, and process information in spoken and written form).
  • Oral presentations.
  • Group activities.
  • Systematic analysis (critical thinking, comparing and contrasting texts, compiling, collating, adapting, reproducing, applying knowledge and cultural elements: free response).
SECOND LANGUAGE
  • Group activity — Oral (Role Play, dialogue, skit, relay instructions).
  • Concept Test — (Quiz, Vocabulary, Puzzles, Problem Solving).
  • Imbibe knowledge through creativity — (poster/Chart making, Invitation card, notices, announcements, bulletin designing).
  • Application techniques (make sentences, translate).
  • Listening/reading comprehension (match, fill in, choose, synonyms).
MATHEMATICS
  • Diagnostic assessments.
  • Oral assessments.
  • Exploration tasks.
  • Investigative tasks.
  • Modelling / Hands-on activity tasks.
SCIENCES
  • Activities [Quiz, puzzles, Labwork, Group discussion, Role-Play].
  • Presentations [Oral, multimedia].
  • Assignments [Project, portfolio, lab reports, research work].
  • Exit tasks [Concept maps, topic summary, quick review, minute report].
COMPUTER SCIENCE
  • Problem based learning
  • Use of IT skills
  • Classroom activities.
  • Oral Assessment
  • Social and ethical issue in IT

MONTHLY ASSESSMENT

  • Monthly assessment is carried out at the end of a month of learning. It measures how much a student has learned from the course. It is usually a graded test, i.e., it is marked according to a scale, set of grades or marks.
  • Assessment that is predominantly of summative nature will not by itself be able to yield a valid measure of the growth and development of the child. It, at best, certifies the level of achievement only at a given point of time.

MONTHLY ASSESSMENTS STRATEGIES

  • Unit tests
  • Written examinations
  • Projects / Assignments
  • Internal Assessment

CONCLUSION

St.Elizabeth Public School thrives on its reputation for high standards of academic achievement, encouragement of intellectual growth through innovative teaching and co-curricular programmes of learning. The physical and emotional well-being of students is a fundamental building block in the school’s philosophy, ensuring that students are successful learners, ready to grow into confident individuals who are responsible citizens and effective contributors to their society. Staff members are responsible to protect them from harm and safeguard their welfare.