Curriculum >> Key Stage 3 >> Assesment
Key Stage 3 Assessment
is a continuous process of gathering evidence of student learning, achievement,
and skills development. Assessment is central to teaching and learning and at
MIS assessment takes place in the following formats:
Continuous assessment uses a
variety of techniques to assess how well students are learning. Continuous
assessments may include, but are not limited to, student assignments, research
projects, presentations, reports, tests, and practical activities. Continuous
assessment activities measure student performance relative to established
learning outcomes and provide teachers with data to guide their classroom
teaching to best meet students’ needs. This data is used along with summative
assessments to determine student marks, grades or levels.
Diagnostic and baseline testing may be used to help identify specific learning deficits,
differences or exceptional abilities in order to design student-specific
teaching to meet individual needs.
Evaluative assessment is
used to provide comparative data for leadership to assess the school’s progress
towards its strategic priorities within a local, national and international
Formative assessment gives
both teacher and student interim feedback on how well the student is
learning and provides indicators of strengths and areas requiring more
attention. Formative assessments lead to
better-informed and more effective teaching.
Self and peer assessment
is a key part of assessment in the classroom. Teachers model, guide, and
provide practice in self-assessment. Students collaborate with the teacher and
with others in evaluating their own and others’ work.
Shared Criteria are the
criteria for success. Students should be aware of the criteria for success of
any task, including assessments. The criteria for success should be
differentiated to allow for different levels of success to challenge to all
students. Students should be able to use the criteria for success to evaluate
their own and others’ work.
include tests given at the end of a unit or term as well as formal, end-of-year
examinations. Summative assessments contribute to marks, grades or levels given
to a student at the end of a course, term, or unit, but should be
supplemented by continuous assessment results to arrive at a full picture
of the entire term’s or year’s learning.