supports each pupil in the achievement of their full potential. It is the
process of collecting, analysing and interpreting data for use by both pupils
and teachers to enable review, planning and improvement of learning.
How do we assess at QIS?
There are two key elements to assessment; these are summative and formative assessment.
Summative assessment is assessment of learning and determines the quality of work that has been submitted by the pupil. It ensures teachers can identify the outcomes that the pupil is achieving and determine overall performance levels.
Formative assessment is assessment for learning and is about the pupils’ understanding of the work they have covered. This is achieved by giving pupils feedback about their work, where they have gone wrong, and what they have to do to improve. This feedback can be given orally, in writing or collectively.
At QIS, we use both formative and summative methods to assess our students, looking at academic and non-academic criteria that will be reported upon half termly to parents.
Our assessment methods include:
- Ongoing assessment by the class teacher throughout each lesson, through questioning, observation, and dialogue to inform next steps in teaching.
- Children know what they are being asked to learn and more importantly, why.
- Children are partners in the learning process, using shared targets to know where they are at in the learning journey, where they need to go next and what they need to do to get there.
- Success Criteria are discussed and agreed with or formulated by the children during each lesson, work is then assessed against the success criteria.
- Pupil conferencing – pupil and teacher conversations that clearly identify next steps – this can be written or verbal feedback.
We believe every child has the potential to progress, we adopt a growth mind-set approach and use assessment as a tool to support children, parents, and teachers in understanding their next steps in their learning journey. Assessment is used to support learning by:
· Identifying gaps/misconceptions
· Identifying starting points for a topic
· Developing a common language to communicate between parents, children, and teachers.
· Providing next steps during lessons
Teacher Judgements on our internal recording system will relate to the National Curriculum age related expectations and will state whether a child is:
· Working Significantly Below age related expectations (WSb – 4)
· Working Towards age related expectations (WTo – 3)
· Working At age related expectations (Wat – 2)
· Working Above age related expectations (Wab – 1).
Parent Partnerships & Reporting
At Qatar International School, we are proud to work in partnership with all our parents. We encourage them to be actively involved in their children’s learning. We enable this to happen by:
• Holding a Termly Parent Progress Meeting (PPM) with each parent and their child. The PPM is for teachers to discuss with parents their child’s progress and targets for the following term. Parents are given opportunities to look through their child’s work, discuss their progress and ways to support their child at home. At the end of each academic term, parents receive a written report about their child’s progress in all subject areas.
• Teachers being available for meetings by appointment at a mutually convenient time.
• Holding whole school parent workshops and briefings to disseminate information regarding educational topics, changes in school practice and curriculum updates.
End of Year Expectations
Please click on the links below to see the end of year expectations for each year group: