Definition: “…the term assessment refers to all those activities undertaken by teachers, and by their students in assessing themselves, which provide information to be used as feedback to modify the teaching and learning activities in which they are engaged.” (Black and William, 1998)


At Star International School Al Twar 2, we will ensure that student performance is used to initiate refinements to, or changes in, the curriculum and its delivery, to support whole class, group and individual learning.


2.   Assessment is an integral part of the teaching and learning process. It is a valuable formative (Assessment for Learning) and summative (Assessment of Learning) tool.

3.   Effective Learning provides:

·     A statement of current attainment

·     A record of progress

·     An acknowledgement of achievement and the setting of targets for improvement

·        Information of the student’s readiness for further learning

·        Information on the effectiveness of teaching/learning methodologies employed and the current schemes of work.

4.   An opportunity for the student to take responsibility for their own learning.

5.   The outcomes of assessment should modify teaching methodologies, and programmes of study, provide feedback on the national curriculum and examination courses as well as highlighting student progress.

6.   Results of assessment undertaken throughout the school year are reported in a way that is useful for students, teachers, parents and other end users.

7.   Students will be made aware of the evidence and assessment tasks being used to ascertain their progress in a subject. Opportunities for peer and self-assessment should be incorporated in each subject.

8.   There is a whole school marking policy that must be fully understood by all staff and on which each subject marking policy is based.


Each department should: ·        

Develop standard activities focused on agreed objectives and standardised criteria for assessment

·        Look at individual student performance in relation to the data available for each individual

·        Compare the performance of students from different classes on common activities

·       Consider use of QCA assessment materials at KS3

9.   Assessment data will be circulated to Subject Coordinator/Assessment Coordinator and other members of staff to inform monitoring processes with the Subject/Year group. All support members, teachers and coordinators should collaborate with classroom teachers to develop appropriate intervention strategies to address issues of student underperformance within their area.



Assessment for learning is the process of seeking and interpreting evidence for use by learners and their teachers to decide where the learners are in their learning, where they need to go and how best to get there. (Primary Framework for Literacy and Mathematics)


At Star International School Al Twar 2, we strongly believe that assessment should be created and used not only as a way of monitoring our children’s learning but increasing it. Teachers and researchers are finding that when students are deeply involved in the classroom assessment process they become more aware of their strengths, and areas needing improvement. They can then choose to take action to close the gap between where they are in their learning and where they need to be.


Teachers should share learning objectives with students:


Teachers should share the success/marking criteria with students.


Students should know/recognise the standards they are aiming for.


Peer and self-assessment should be regularly used within lessons.


Specific (oral/written) feedback should inform a student’s next steps in learning.


AFL should promote confidence in every student that they can improve.


Both the teacher and the student should review and reflect upon assessment data.


By celebrating and acknowledging what is good and by supporting students in improving their work/learning, AFL should help motivate students.

Key stage Year group Age expected NC level
KS1 1-2 5-7 1-3
KS2 3-6 7-11 2-5
KS3 7-9 11-14 4-8

In primary and secondary school it is common to see each level broken down into three ‘steps’, which are :

  • Low – some elements of that level achieved
  • Secure – most elements of that level achieved
  • High – level achieved and working in some elements of the next level


End of Year 1 End of Year 2 End of Year 3 End of Year 4 End of Year 5 End of Year 6 End of Year 7 End of Year 8 End of Year 9
H1 S2 H2 S3 H3 H3 H4 S5 H5

When AFL is effectively applied it …..

–     Encourages students to take more responsibility for their learning

–    Actively engages students in setting their own targets

–     Increases students’ understanding of what they are trying to achieve

–     Build students’ learning confidence through improving their work

–   Encourages a review & refine approach

This process can be illustrated in the simplified flow chart:

Sharing Learning Objectives and Intentions


Where learning objectives are shared, pupil learning, motivation and achievement will be improved.  It is important that children know what they must do to achieve the objective and the purpose of the task.

·        Learning objective should be in child-speak.

·        As soon as children can write reasonably fluently, ensure that the learning objective is always copied into their books.

·        W.A.L.T. ‘We are learning to’/learning objective should be clear and on display for all lessons and explained to the children although during discovery lesson it can sometimes be of benefit not to give these at start or too early.  Vary approaches.

·       Tasks must match the learning objective.

Success criteria /’What I’m Looking For’/W.I.L.F should be clear to the children so that the children will know when they have achieved the objective. Where appropriate-inviting the children to create W.I.L.F. involves them in their own learning and is more challenging than being given the information.

Assessing Pupil Progress (APP)


In 2009-2010 the school introduced APP assessment in line with the guidelines in the Primary Framework.


In 2013 the school adapted the assessment foci to meet the needs of the newly implemented Cambridge curriculum. The new APP criterion is now written in ‘child speak’ for the primary phase to make them more accessible to children and parents.


In 2013 the school introduced a similar tracking system for Arabic and Islamic to ensure consistency across all core subject areas.


Termly assessment in Reading, Writing, Maths and Science are used to assess progress and highlight gaps in learning and give clear strengths, weaknesses, targets and AFL.


APP informs planning, enabling teachers to adapt the curriculum to meet the needs of the class more closely.




Foundation Stage


The foundation stage is based on the EYFS statutory framework and assessments in the early years are outlined below:

  • AFL notes, annotated planning, snapshot observations
  • Photographic evidence
  • Long observations (December & May/June)
  • Children’s work
  • Learning journals
  • Highlight individual children’s progression on a termly basis, following age bands
  • Data tracking of results to identify class and year group strengths and weaknesses
  • Results of the Early Learning Goals assessed at the end of FS2 are recorded using iTracker


Consistency of judgements

 The consistency of teachers’ judgements about standards is important if our decisions are to be given credence. Teachers will often share opinions informally with subject co-ordinators and other colleagues to clarify ‘best fit’ judgements or for statutory teacher assessments. Staff meetings give opportunities for teachers to compare judgements and agree standards.


Expectations and Roles


Management and Coordinators 

·        Ensure that all teachers understand and adhere to the school’s assessment policy.

·        Help teachers talk about their students’ work.

·        Carry out internal moderation of student work and teacher assessment.

·        Work with assessment coordinator to analyse student assessment results.

·        Ensure that student performance is used to initiate refinements to, or changes in, the curriculum and its delivery.

·        Review and revise the curriculum.



  • Clearly define, in written format, for each topic area taught, the knowledge (what all students should know) and skills (what all students should be able to do), that students will be assessed on.
  • Clearly define marking guidelines for each assessment task set.
  • Ensure that the above information is stored and regularly updated.
  • Ensure that worksheets, tests, examinations are stored and regularly updated.
  • Talk about their students’ work to the students and other teachers for moderation.
  • Use a variety of assessment tools.
  • Analyse student assessment results.
  • Use student performance to initiate refinements to, or changes in, the curriculum and its delivery.
  • Agree to apply consistent deadlines across departments, in the light of the students’ other workload and give adequate time for completion of out of class assessments.
  • Complete AFL Prove it Pack for each cycle of assessments.



For all subject areas, students should:

  • Have a clear idea of the knowledge (what they should know) and skills (what they should be able to do) that are being assessed.
  • Be aware of the weighting of each assessment.
  • Be given advance warning of any major assessment for which preparation is necessary and be clear about the date of the assessment.
  • Be aware that failure to meet deadlines could result in reduced effort and achievement grades.
  • Be able to see each marked assignment.
  • Receive clear feedback regarding a mark that has been awarded.
  • Not expect that every piece of work completed will be formally assessed.


  • Support the school’s assessment policy.
  • Support student adherence to set deadlines for work.
  • Help motivate their child(ren) to reach his/her/their full potential and encourage him/her/them to review work taught in class on a weekly basis.
  • Respect the school calendar and ensure that their child(ren) is/are present for both internal and external examinations.


Examples of Assessments Used at Star


Examples of assessment used throughout year groups at Star International School, Al Twar:


  • Official Written/Oral Examination

An activity which is carried out in a controlled environment. These examinations are taken on set dates which are clearly laid out in the school calendar.


  • Test

A formal class-controlled activity for which students are given at least one week’s notice.


  • Quiz

A formative piece of assessment on a small part of a unit or through an informal class activity after the completion of a particular topic.


  • Lesson Reviews

Short verbal or written questions to assess student understanding.  All material reviewed should have been taught.


  • Investigation

A piece of structured work not necessarily linked to specific course content.  Problems are often open-ended with students achieving results through investigative work.


  • Formal Essay

Extended piece of independent student work.  Can reflect a student generated title, a teacher-set title, be open or closed in nature and may have guiding questions.  As students’ progress in age, this activity will move from a descriptive to analytical or evaluative and increasingly have a formal structure dependent upon the subject area.


  • Research Project

Involves both teacher guided and/or independent student work done in class and/or as homework.  Requires appropriate referencing of research.  The product may be in any defined medium: oral presentation, written work, video, computer presentation or appropriate combinations.


  • Journal Writing

A continuous assessment activity, which can be part of class work or homework.


  • Practical/Experimental Work

Involves both teacher guided and/or independent work.


  • Performance/Presentation

Part of a continuous activity.


  • Group Work/Class Activities

Part of a continuous activity or a part of other assessment tools.  Individual student performance must be acknowledged as well as the group performance.


  • Short Exercises and Discussion

Work usually done in class.  They should be part of a larger assessment mode and reinforce taught material and/or develop specific skills.


  • Coursework

A collection of different activities completed in class or as homework.  Clearly defined criteria are required.


  • Peer and Self-Evaluation                                                                                  

     These are also an integral part to the assessment process. 


Reports are given out twice in any given academic year, the first of which is a simplified version to be given out at the end of term one informing parents of their child's progress and next steps.  The second and penultimate report is given out at the end of the academic year and should be detailed and informative; this report will contain the results of the pupil’s end of year exams. 

Upcoming Events