Primary Assessment

Assessment 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 and reporting system includes:

  • 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 tracker sheets 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.

Learning Ladders is a unique online and in-class teaching assessment system that brings together students and teachers to improve children’s learning.

One of our key focus areas in Primary is to include our students in the assessment process and so we have introduced the Learning Ladders tracker sheets for students in Years 1 to 6. These trackers detail all of the British national curriculum objectives that we assess against throughout the year. Teachers work closely with students to be able to assess themselves against the objectives set and we look for as many cross curricular opportunities for these to be met. We use the terminology shown below to assess the depth at which students have been able to demonstrate their understanding of a concept.

DR ICE is our shared learning ethos here at Qatar International School. Staff and students use DR ICE to promote outstanding teaching and learning in every aspect of school life. DR ICE is used in all lessons and is the thread to developing profound, inquisitive, and engaged learners. This is embedded across the school and in everything that we do, from learning taking place in the classroom to developing lifelong skills.

Click here to see an example of our tracker sheets.

End of Year Expectations

Please click on the links below to see the end of year expectations for each year group:

Year 1 End of Year Expectations
Year 2 End of Year Expectations

Year 3 End of Year Expectations
Year 4 End of Year Expectations

Year 5 End of Year Expectations
Year 6 End of Year Expectations