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Assessment and Reporting

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At Doha British School Wakra we believe that assessment provides the basis of informed teaching, helping pupils to overcome difficulties and ensuring that teaching builds upon what has been learned. It is also the means by which students understand what they have achieved and what they need to work on. Assessment plays an important part in helping parents, teachers and the school to recognise children’s progress, understand their needs, and to plan activities and support.

To make our assessments we:

  • Use Assessment for learning, including tasks, tests and questioning;
  • Use Learning Walls to clearly show how children can move forward their own learning and celebrate success;
  • Set Clear targets in conjunction with the pupil;
  • Use objective forms and success criteria at start of an individual piece of work or topic or genre so that pupil’s know what is expected in a piece of work;
  • Use a clear system for giving feedback through marking so that pupils are clear about their next steps;
  • We encourage peer assessment and self-assessment, so that they can become reflective and self-managing.

Our assessment includes:

  • A selection of assessment tools, formative and summative, to assess the progress children have made in the academic year and their next steps;
  • Our summative assessments include externally administered standardised assessments;
  • A tracking system to show the % of children on track and the progress a child has made over time;
  • A tracking system to show the % of objectives an individual child has successfully met in all subject areas.

Reporting to Parents

Our reporting system is designed to raise the attainment of our pupils and students. It is a proactive strategy that is not designed to simply inform parents about progress throughout the period but is also intended to:

  • Motivate pupils to achieve better results;
  • Enable teachers to associate their teaching and assessment of learning more closely with National Curriculum objectives and standards;
  • Enable the school to monitor and track pupil progress and to intervene if underachievement is identified.

Parents receive three reports a year. In the reports the teacher will refer to the progress a child has made and if they are at the expected level for a child of their age.

Standardised Assessments

All students at DBS Wakra will complete standardised assessments as a benchmark for progress. These may include Phonics screening check, Reading test, Progress tests in English and Mathematics, depending on the year group. In Key Stage 3 and 4 students learning will be tracked with standardised assessments in key subject areas as well as end of unit tests.

GL Standardised Assessments take place at the end of each year in Year 1 to year 9. The tests establish the Standard age score (SAS), stanine and National percentile rank that each child has reached. The standardised tests cover:

  • Phonics;
  • Reading Comprehension and reading age;
  • Grammar, Punctuation and Spelling;
  • Writing;
  • Mathematics;
  • Mental Mathematics

In year 10 and 11 assessments take place that are in line with IGCSE examinations in preparation for final examinations in Year 11.

Assessment for Learning is the process of seeking and interpreting evidence for use by learners and their teachers do decide where the learners are in their learning where they need to go and how best to get there

"Throughout each year group and across the curriculum current students make substantial and sustained progress"
QNSA 2017

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