ASSESSMENT POLICY

This Policy outlines the purpose, nature, and management of assessment at the Nobel Brains Academy. Assessment complements and assists teaching and learning. It plays an integral part in each teacher’s planning and enables the evaluation of current practice as well as pupil achievement. Without a doubt, high-quality formative assessment is an essential part of teaching and learning. It ensures a whole school approach to the provision of an excellent education for all pupils in our School and enables teachers to deliver an education that best suits the needs of the individual pupil.

Roles and Responsibilities:

The overall responsibility for assessment belongs to the Headteacher. However, this responsibility has been delegated to the Deputy Headteacher, who is the Assessment leader. Class teachers are responsible for assessment of the pupils in their care.

Implementation:

Assessment is a daily part of life of the School. Through monitoring of pupils’ work, assessments are used. Marking and feedback is used by teachers to inform their teaching and ensure that children know their next step and what they need to do to improve. More formal methods of assessment provide feedback on pupil progress and ensure a rigorous approach to curriculum delivery.

Forms of Assessment:

At Noble Brains Academy, we work to ensure that learning activities (both core academic and co-curriculum) are tailored to match the needs of each pupil’s development and harness his or her full potential. For the purpose of assessment, schoolhool has institutionalized the following:

DIAGNOSTIC ASSESSMENT

We conduct this assessment at the inception of every academic year to equip the teacher with essential information that required to plan effectively for the individual need of the pupils. We adopt and use this assessment before creating learning instruction, to know for what kind of pupils the instruction will be generated. Through this process, we get to know the pupil’s strengths, weaknesses and level of skills and knowledge possess before taking the learning instruction. Findings from this helps the teachers to create and modify individual-based learning instruction as appropriate. Diagnostic assessment enables our teachers to ascertain pupils’ developmental, intellectual, and emotional milestones, and gather more information on the kind of intervention they may require. The School has adopted the following assessment strategies for pupils at various age groups:

a) The Abecedarian Reading Assessment (Nursery, Reception & Year 1):

At Noble Brains Academy, we understand that effective reading instruction begins with assessment.

Based on the age and expected performance standard, this assessment focuses on understanding pupils’ Knowledge of the alphabetic principle, letter knowledge, phonemic and phonological awareness, vocabulary and decoding fluency.

This assessment is never for an academic grade but enable tool to effectively plan for individual needs of the pupils. Administering the Abecedarian Reading Assessment, we begin by determining what skills and knowledge each child already has, and customize instruction to the individual learning needs of the pupils. By the end of the Grade 1, we ensure every pupil can pass all of these assessments. We adopt Abecedarian to provide diagnostic information about early reading skills. Using this assessment information, our teachers maximize their effectiveness by individualizing their instruction to each student’s learning needs.

We ensure every pupil is well equipped in these areas so as to fully become successful readers in Third Grade. We are not unaware that individual pupils come to class with such diverse literacy backgrounds; and it is not safe to assume that they will all learn to read the same way and that they will all benefit equally from classroom lessons.

b) Elementary Spelling Inventory (Nursery & Reception, Year 1 - 3):

We administer this short spelling inventory to help us learn about the pupils’ orthographic knowledge. The results of spelling inventory help us to plan appropriately for reading, writing, vocabulary, phonics, and spelling instruction.

c) Placement tests in Levels A–C (Preschool, Nursery, Reception and Year 1):

These are administered orally and individually to each pupil by the teacher. Through this, conduct a critical range test in which only items estimated to be within the pupil probable range of math understanding are administered. We identify in which level a pupil should begin her instruction within the Number Worlds curriculum; assess a student’s pre-existing knowledge of math skills associated with a level; and assess a student’s progress over the instructional period or academic year.

d) Placement Tests in Levels D–J (Year 2–6):

In these levels, we administer mainly multiple-choice items. They are independently administered on each pupil, to best evaluate the effectiveness of the Number Worlds program and prepare the pupil for future standardized testing.

e) Number Knowledge Test: (Reception — Year 5):

We administer this to measure the conceptual knowledge of number or number sense that the average pupil possesses at the age levels of 4, 6, 8, and 10 years.

This feature of the test enables us to assess a pupil’s mental math competencies and conceptual understanding of number. It also enables us to assess the sophistication of a pupil’s quantitative problem-solving strategies and to use this information for instructional planning. The knowledge assessed at each age level of this test is essential for successfully learning arithmetic in school and foundational for higher mathematics learning.

The overall goal of this assessment is to ensure that all pupils acquire this knowledge in a well-consolidated fashion at the appropriate age and grade level and have ample opportunity to use it to solve a wide range of quantitative problems. Our Number Knowledge Test is comprised of the following five (5) levels:

Preliminary Level (Nursery level): We administer basic counting items generally on pupil around the age of 3years. This serves as a warm-up exercise to orient pupils to the nature of the test and to give them a successful experience at the start.
Level 0 (Reception level): At this level, we assess a child’s ability to count and to quantify small sets when concrete objects (counters) are available and can be touched and manipulated. This knowledge provides an important building block for success at the next level which requires the child to deal with quantities, and changes in quantity, which cannot be touched or seen and have to be imagined.
Level 1 (Year 1 and Year 2 levels): A pupil’s knowledge of the number sequence and ability to handle simple arithmetic problems are assessed. At this level, a pupil’s needs to rely on something like a mental counting line inside her head. Success at this level gives us some idea of whether or not pupil has constructed this knowledge structure.
Level 2 (Year 3 and Year 4 levels): There are two classes of items at this level as well: those which assess knowledge of the number sequence and those that assess knowledge of arithmetic.
Level 3 (Year 5 level): Assessment at this level requires pupil to deal with triple-digit numbers like addition and subtraction problems that require regrouping).

FORMATIVE ASSESSMENT

At Nobel Brains International School, Formative Assessment is carried out by teachers every day in every lesson. In each class, students will complete regular formative assessments to demonstrate their learning for that day. Teachers will make adjustments in instruction to meet students’ needs based on the results of daily formative assessments. Formative Assessment is basically an assessment for learning. This level of assessment allows teachers to understand pupil performance on a continuing basis. This type of assessment is used to assess knowledge, skills and understanding, as well as to identify gaps and misconceptions. It enables teachers to identify when pupils are struggling, when they have consolidated learning and when they are ready to progress. It also enables teachers to identify if pupils are working at greater depth. Teachers are then able to provide appropriate support or extension as necessary. The information gathered from Assessment for Learning is subsequently used to make informal records such as on annotated planning, make adjustments to future lessons, and identify where/ how effective differentiation is required to enable children to make good progress in their learning.

The teachers are responsible for making sure that the formative assessments assess the learning target; are valid and appropriate demonstrations of what students should know and be able to do; provide data/evidence to drive future instruction; provide opportunities several times a year for students to choose among a variety of ways they can demonstrate learning, including options appropriate to preferred learning styles; and provide meaningful feedback to students including opportunities to reflect, self-evaluate, set goals, and strengthen their performance.

Our daily Formative Assessment include the following:

a) Entry and Exit Slips:

Entry slips provide an opportunity for pupils to activate prior knowledge at the beginning of learning. Exit slips help pupils reflect on what they have learned, review their performance, and express what or how they are thinking about the new information. Entry and exit slips assist teachers to analyse the learning impact of individuals.

b) Strategic Questioning Strategies:

We use “why” and “how” questioning strategies with individuals, small groups, or the entire class. These higher-order questions require more in-depth thinking from the pupils, and help the teacher discern the level and extent of the pupils’ understanding.

c) Think-Pair-Share:

Through this, a teacher asks a question, and pupils write down their answers. Pupils are then placed in pairs to discuss their responses. Teachers are able to move around the classroom and listen to various discussions, gaining insight into an individual’s levels of understanding. After a time, the students discuss their responses with the entire class.

d) Analysis of Student Work:

We observe and learn a great deal of information from pupils’ homework, tests, and quizzes—especially if the students are required to explain their thinking. Through this, teachers take the time to analyse pupil work, and gain knowledge about pupil’s current knowledge, attitudes, and skills about subject matter; strengths, weaknesses, and learning styles; need for further, or special, assistance.

This allows teachers to modify their instruction so that they will be more effective in the future.

e) Attentive Observation:

Through attentive observation, we watch pupils carefully and sensitively as they learn. With an open mind, we can observe the richness of their play and interaction. This enables us to become aware of what children know and can do, to ensure that what we provide and how we interact is closely linked to their abilities and needs. It helps us understand how pupils make meaning in their world, and how they use and develop their language to enable then to communicate with others and to think. We also use the tool to understand what individual children are interested in and how they learn best so that we can support their learning and development effectively; and support overall planning and provision as well as their learning and development. Noble Brains International School has developed a practical Observation Assessment Template.

f) Progress Monitoring:

Our progress monitoring assessment helps teachers evaluate how effective their instruction is, either for individual students or for the entire class.

It provides the teachers relevant information that can help the pupil to learn more and learn faster, and teachers to teach more effectively and make better decisions about the type of instruction that will work best with the pupil.

Through this process, if a pupil meets or exceeds the expectation, the teacher maintains same teaching approach and method. However, if the child’s performance on the measurement does not meet the expectation, then the teacher changes the teaching technique. This may include changes in method being used, the amount of instructional time, the grouping arrangement, or some other aspect of teaching.

The overall goal of this process is for the teacher to assimilate the type and amount of instruction that will enable the pupil to make enough progress. This process is tracked, documented and reported to the parents/carers through a letter describing the program and how the teacher will be working with the pupil, or it may be discussed at IEP meeting. After that, a parent/carer will receive regular feedback from the teacher on how well the pupil is doing, perhaps with a copy of the graph itself and information on instructional changes. Every parent/carer is entitled to this feedback.

g) Authentic Assessment:

Through this assessment, our teachers find authentic ways of assessing young pupils in everyday situations. We ascertain the essence of children’s learning and development by taking advantage of daily routines as opportunities for assessment. This occurs during academic calendar, large or small-group lessons, teacher-directed activities and self-selected activities as well as pupils’ own work like artwork, recordings of their talk, their writing, block constructions or graphs.

h) Assessment Checklist:

We use a checklist to facilitate the assessment of pupils’ performance through a list of expected skills, concepts, behaviouriste, processes, and/or attitudes. We use checklists during academic and co-curriculum activities in observing behaviours or expectations.

i) Teachers-Parents/Carers mid-line Conference:

Parents/carers are invited by teachers to the class in middle of the term to observe and discuss pupil progress in both academic and co-curriculum activities. During this period, parents/carers get the opportunity to make some observations and inputs into the learning process of their wards. The teachers on the other hand make some complementary recommendations in support of the parents relations with pupils at household levels.

j) Demonstration

We assessment pupils as they demonstrate their competence by performing specific skills during calendar time, circle time, sharing time, shared reading and writing or play periods.

SUMMATIVE ASSESSMENT

Through summative assessment, we measure the extent to which the most important outcomes at the end of the instruction have been reached. We measure the effectiveness of learning, reactions on the instruction and the benefits on a long-term base. The long-term benefits are determined through some follow-up with pupils. To ascertain whether and how they use the acquired knowledge and skills.

Summative assessment enables us to evaluate both pupil learning and the impact of teaching at the end of a period of time. Our Summative Assessment is basically an assessment of learning. The techniques we use for this assessment include assignment, homework, quiz, examinations (mid-term and end-term), final presentations.

Marking

While teachers are assessing pupils’ achievements and observing areas of difficulty in order to inform the planning of future lessons, our Marking Policy ensures a consistent approach to marking throughout the school.

Reporting to parents:

At the end of each term, parents/carers will receive a report which details both attainment and progress across all aspects of the curriculum. Staff will report on a child’s level of effort in different subjects as well as sharing with parents where their current attainment places them in relation to national standards for the end of that year. Reports will also include a commentary on core curriculum subjects as well as targets for the coming term or year.

An end of term teacher-parent meeting is scheduled after reports have been sent home to parents in order for every pupil’s progress and attainment to be discussed further. This is an opportunity to discuss children’s progress with class teachers before the beginning of next term as well as more informal discussions which can happen after school.

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