
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 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:
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