Assessment is an important element in the teaching and learning process. Assessment helps teachers and learners reflect and set new goals by identifying what the learners know, what they understand and what they can do further. The records kept of assessments provide feedback for both the parents and the learners through report cards. The assessment policy is evaluated regularly by teachers and administrators, and any modifications to the policy are reflected in practice.

  • To provide feedback for the learner, teachers, parents and the administration
  • To record and report learner performance
  • To show the extent to which the learner profile attributes, skills, concepts and attitudes have been internalized
  • To identify what the learners know, understand, are able to do, and feel during the process of learning
  • To differentiate assessment tools based on individual needs
  • To provide opportunities for learners to evaluate their own learning process
  • To support the learning process and practices as a community of learners
  • To help improve the programme continuously

The formative and summative assessment practices in our school:


  • Should provide opportunities for evaluation, reflection, sharing and demonstration, and for exploring their own learning processes,
  • Should facilitate the use of assessment tools that are differentiated by learning style, interests and previous knowledge,
  • Should be connected to real-life experiences.


  • Should provide opportunities to gather evidence about the teaching and learning processes, and to plan, set criteria, reflect and report,
  • Should include varied and balanced strategies and tools to address different learning styles and levels of development,
  • Should be based on the same criteria related to the expected outcome as were established at the beginning of the process.  


  • Should provide evidence about the learning and the development of learners,
  • Should provide opportunities to support the learners,
  • Should give information about the assessment criteria.
  • Balanced and diverse assessment tools are used.
  • Students are included in the assessment process.
  • Planning is based on the assessment process and results.
  • Assessment results are used to give feedback.
  • Assessment results are used to support students in achieving their own goals.


  • Rubrics:  A set of criteria created to grade students in all areas
  • Exemplars: Samples of students’ work
  • Checklists: Lists of necessary components such as information and data
  • Anecdotal records: Short notes recording student observation. These notes need to be gathered and arranged systematically.
  • Continuum: A visual representation of the developmental stages of learning which represents the progress of achievement or can be used to determine at what point students are in the process.


  • Observation:  The teacher observes students in various ways such as whole class observation, individual and activity observation, and exclusive and inclusive observation.
  • Performance assessments: Goal-driven tasks are evaluated according to predetermined criteria.
  • Process-focused assessments:  Students’ observations are recorded during the process.
  • Selected Responses: Discrete, one dimensional questions are asked (e.g.: tests, quizzes).
  • Open-ended tasks:  Students are offered stimulating tasks and are expected to give specific responses. Answers may vary in form: they may consist of written short answers, a drawing, diagrams or solutions.


These meetings are held to inform parents about the development and needs of the student, or ​​to obtain information from parents. The time and duration of the meetings are determined by the needs of the teachers and the parents.


These meetings are held to share information about issues of common interest to all parents. Parents are informed about the programme, suggestions are made for supporting student learning, and cooperative decisions are taken.                     


Under their own leadership, students choose some of the work that they have done during the term and bring it together in a portfolio. By presenting their portfolios to their teachers and parents twice a year, they share their own strengths and development areas. In this way, parents get a better idea of the work the students are doing and have the opportunity to talk to their children about it.Please see school portfolio agreements, Attachment 1.


After each Primary Years Programme (PYP) unit, a written unit report is prepared. As high priority is attached to students becoming lifelong learners, this report lists and assesses learner profile attributes, skills and attitudes, based on the observation of students throughout the year. The students’ development is shown on scales. Teachers provide the students with feedback in the teacher’s opinion section of these reports. There are also sections for students to reflect on themselves, as we want them to take responsibility for their own learning, and parents to observe them throughout the unit. Our unit reports are signed by parents, brought back to class by the students and placed in the student’s folder. Kindergarten reports include examples or photographs of the children’s work, in order to reflect their development process better.


Fourth grade students hold a PYP exhibition, as grade four is the last year of PYP at our school. This exhibition is very important for our students and our school. In this exhibition, students are asked to complete work related to the five elements of PYP and share their work with the school and their parents. During and after the exhibition, a rubric is filled in by the students and a checklist is filled in by parents to help us understand what students have gained from the exhibition. The exhibition is assessed by the teachers with a view to making adjustments for the next year.