Assessment

Mission of the Assessment Department

Enhance student achievement while simultaneously closing all identifiable gaps by providing timely and accurate data about student performance on school-based, system-wide, and standardized assessments.

Foreword

Our philosophy is to support the learning process and encourage student success. This support is enacted by ensuring that the learning outcomes achieved are the ones assessed. We decline to assess learning outcomes that are never realized albeit intended. Our grading system is a mere measurement of student’s mastery of achieved outcomes. Below is an embellishment on this philosophy…

By and large, assessment at any educational institute serves two key functions. First, it certifies that students have attained the knowledge and competencies identified in the course learning outcomes. In other words, it testifies that internationally recognized standards are met. The successful completion of assessments to an acceptable degree may be used for progression through higher grade levels and even the selection of other clusters. Assessments that are used to measure student performance on the completion of a course are referred to as summative assessments. Secondly, assessments can be used as a valuable tool for teaching and learning. They inform the teachers of the capacities and limitations of their students. In this case, feedback associated with these assessments is important since it indicates to students the extent to which they have attained expected learning goals and advise them on what needs to be done to steer their efforts in the proper direction. Such assessments can be referred to as formative assessments. All assessments must be aligned with course learning outcomes and ultimately with the cluster.

Assessment is strongly tied to learning and only proper assessment can inform whether the learner has or has not achieved the intended learning outcomes. Students may learn in different methods but not all methods produce the same retention rate. To what extent do students retain the information they learn when exposed to different learning methods is depicted in what is termed as the learning pyramid figure.

Assessment is concerned with how learning is going or how it is taking place. Primarily, it is process-oriented and involves learning, teaching, and outcomes as they are happening. Assessment gives information for improving learning and teaching and is an interactive procedure between students and teachers that inform the latter how well their students understand and learn what they are being taught.

There are many factors to consider when thinking about the importance of assessment. At any given school, students are assessed for a large variety of reasons. Not all teachers may be aware of this but assessment definitely goes beyond grades. Researchers agree that assessment is used to motivate, create learning opportunities, give feedback (to both students and instructors), to grade, and to serve as a quality assurance instrument for internal and external systems. The way assessment improves learning depends on five key factors:

Formative Assessment

Formative assessment or assessment for learning is often done at the beginning or during a program, thus providing the opportunity for direct indication about student learning in a particular subject or at a particular point in a program. Formative assessment can be thought of as a form of assessment for learning where it is an ongoing learning process. In fact, assessment for learning provides students with a lucid anticipation of the learning outcome from the beginning of the year. Researchers agree that formative assessments aid teachers to identify strengths and weaknesses of their students so they can lay out plans that meet their academic needs. Formative assessments can take plenty of forms as there are a large range of them including,

Question and Answer in the Lesson

Short tests and quizzes
Homework exercises
Assignments and projects
Written questions with short, extended or multiple choice answers

At the Applied Technology High Schools (ATHS), formative assessments can be seen in the form of student participation; homework assignments; school-based quizzes; practical tasks, lab experiments, and projects. Scholars affirm that educational assessment is used to observe what students say, do, or in few particular circumstances make, and try to conclude what they know, can do, or have accomplished. The formative assessment cycle is depicted in the figure.

Summative Assessment

On the other hand, summative assessment or assessment of learning is comprehensive in nature. It is used to check the level of learning of students at the end of any given program. It provides accountability and is used to check the level of learning. The summative assessment cycle is depicted in the figure. At ATHS, this can be seen in the form End-of-Term exams, system-wide quizzes, competency exams, as well as standardized tests.

All in all, ATHS assessment system is organized around the primary purpose of improving student learning by providing useful information about students’ academic progress towards achieving imperative learning goals.

Policies

ATHS is committed to educational excellence that encourages all students to develop their talents and abilities. An assessment policy must provide a framework which ensures justice and equity for all students. The policy also assures that the development and implementation of appropriate assessment schemes are the driving force for academic growth and development on the part of both teachers and students. The following goals are called upon by the assessment policy

Teachers bear the responsibility of designing and managing the pace and content of the school-based (classroom) assessment activities under the supervision of the respective Lead Teacher, VP-Academic, and Curriculum Specialist. Students are asked to submit work on a regular basis. The form of work required is determined by the teacher and should be specified in the course outline. Teachers may, according to a consistently applied procedure specified in the course outline, deduct marks for term work that is submitted late. The credit deducted cannot exceed the weight specified in the course outline for the piece of work in question.

On the other hand, the Assessment Department oversees the system-wide exams and bears the following responsibilities:

Solicit all system-wide exams; including admission exams, system-wide quizzes, end-of-term exams, make-up exams, and re-sit exams, along with the corresponding answer keys and alignment charts, from the Curriculum Specialist.
Announce Timelines, Guidelines, and Schedules of all system-wide exams.
Distribute each system-wide exam to all Principals/VP-Academics in due time.
Gather markings of the school-based and the system-wide assessments and have them appropriately recorded and reported to all concerned authorities.
Perform data analysis of students’ assessment results and present it with recommendations to the MD or designee.

Assessment Scheme

As part of the merge of ATHS and STS systems, it is extremely important to have a unified assessment policy that applies for both. This takes into account the difference in intended learning outcomes and vision of both entities. The new assessment schemes for the different courses of the curriculum are detailed in the tables below. In general, the assessment schemes are designed based on the knowledge and skills delivered by each group of courses. Table 2.1.1 shows the overall breakdown of the assessment weights per term and the corresponding end-of-year exam pertinent to courses that have the same subject theme throughout the academic year (will be referred to as year-based courses).

Assessment Scheme for Year-based Courses*

*Excluding Applied Technology / Vocational Courses

Detailed Assessment Scheme/Weights for Year-based Courses

* End of Year Exam Content = 40% of specific topics from T1 & T2 and 60% from T3.

On the other hand, tables 2.1.3 and 2.1.4 display the new scheme to be utilized in Applied Technology (AT) / Vocational courses and the Graduation Project, respectively.

Vocational Courses

Graduation Project

It is important to mention that a competency exam comprises two parts: Theory (Knowledge) and Practical (Skills). The percentage composition from either type of assessment depends upon the nature of the course. Moreover, Vocational courses will produce a portfolio of evidence in accordance with the relevant external examining body requirements. This evidence may consist of a combination of projects, practical tasks, classwork, quizzes, work placement evidence, etc.

To maintain consistency in evaluating student work, rubrics – which are multidimensional sets of scoring guidelines – must be centrally developed and used by all teachers system-wide. Rubrics should provide a measurement system for specific tasks and should be tailored to each course or assessment category.

To stimulate an increase in student motivation for better attainment of knowledge and skills in Core and Cluster courses, the cumulative percentage (CP) is used to represent student final mark. In essence, the CP accommodates students’ achievements in Core and Cluster courses at the end of each term. The passing mark for all courses is 60% and to pass/graduate, a student must pass all courses required. All courses are equally weighted. Hence, the term CP is the average of all course final marks as illustrated in the formula below. It is worth mentioning that all student designations (honor/merit-listed, top 10, etc.) depend on students’ CP.

Standardized Test

ATHS students are differentiated from their peers in that their academic preparation and challenge is much more intense and advanced. Hence, standardized tests are used to assist in identifying student academic performance through international benchmarks and continuously improve student readiness for success in post-secondary programs, while securing Recognition of Prior Learning (RPL) at higher education institutions.

Not only to maintain a fair assessment system that recognizes those who achieve the minimum set score or higher of the benchmark test, but also to encourage students to take standardized tests seriously, it is decided that G12 ATHS students’ achievements in those tests contribute to the end-of-year exam marks in the corresponding courses.

Based on extensive research, study of different standardized tests, alignment of ATHS curriculum with international standards, and college and university admission requirements, both nationally and internationally, ATHS has adopted standardized tests in the subject areas of English Language, Mathematics, Physics, Chemistry, Biology, and Computer Science. The corresponding standardized tests are illustrated in table 2.2 see the figure.

Adopted Standardized Tests

Make-up and Re-sit Exams

Eligibility

Eligibility: A student is considered eligible for a Re-sit if s/he has failed 1 to 3 core subjects as determined by the course final marks. On the other hand, a student who fails more than three subjects shall be transferred to another school within the UAE. A student is eligible for a Make-up exam upon approval of school Principal based on an official documentation justifying a valid excuse. Otherwise, a zero will be assigned as a mark for the corresponding exam which was missed.

Remedial

Remedial: The remedial program is intended to assist students in areas where they face difficulties. Usually this programs runs for 2-7 days and covers topics that are precisely picked by the Curriculum Specialists and communicated to schools/students. Such topics are deemed necessary for an average student to be promoted to a higher grade level.

Exams

Exams: Make-up exams pertinent to courses that follow the scheme illustrated in table 2.1.1 are conducted at the beginning of term-2 (for those who have missed EoT-1 exam) and at the same time as the Re-sit exams towards the end of the year (for those who have missed EoY exam). For Applied Technology courses, however, Make-up exams (competency exams) are conducted on term basis. In this case, the student is required to sit for the part s/he has missed...

Marks

Marks: If a student passes the Re-sit exam, s/he shall receive 60 as the course final mark on the respective course. School-based and all other exam marks in that respective course are then considered irrelevant. On the contrary, if a student is sitting for a Make-up exam, that exam mark will substitute the EoT/EoY exam mark of the course s/he has not completed. The course final mark will be calculated accordingly in this case.

Repeating Students

At ATHS we believe in career success for all. Our student body is drawn from the traditional system of learning. That system significantly contrasts ATHS’s in terms of the learning objectives and curricular rigor. At the front end of the transition are Grade 9 students. Once students move into G11, institutional and demographic reasons demand maximum retention. A chance to repeat grades 11 and 12 becomes necessary to protect the investment expended on those students. Students repeat guidelines are stipulated below.

A re-admission committee comprising of the school Principal, Vice Principals (Academics & Operations), a Lead Teacher, and the Student Support Services Coordinator reviews each case and recommends students who are fit for readmission. The committee’s decision should be based on the academic records as well as the outcome of a pre-formatted interview with each student and his/her guardian.
Only students who have failed a maximum of 2 courses are eligible for a repeat.
Only G11 and G12 students are allowed to repeat a year.
Only one repeat is permitted per student for the entire duration of study at ATHS.
Repeating students do NOT receive a monthly stipend.
A repeating student will be under probation during the repeated year. Probation guidelines are to be stipulated by the High School System Committee (HSSC). Students under probation can be dismissed upon the recommendation of the re-admission committee.
Principals are to submit a list of students eligible for a repeat at the beginning of the new academic year for approval by the Managing Director.

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