High-Quality assessment structure of Wise Oaks International School

Assessment structure

The backbone of our learn curriculum is authentic assessments, which require students to apply new knowledge and skills in a practical way. Assessment is integral to the teaching-learning process, facilitating student learning, and improving instruction, and can take a variety of forms. Classroom assessment is generally divided into three types: assessment for learning, assessment of learning and assessment as learning. Assessment structure at Wise Oaks International School aims to 'close the gap' between a learner's current level of Learning and where they want to be in their learning and achievement.

1) Formative Assessment

AFL- "Assessment for Learning" is conducted as an ongoing process of observation of the Learner's understanding of the Learning objectives. This helps to make an opinion and arrive at a review of the knowledge of the student learning the topic. The curriculum incorporates several forms of formative assessments. Some of the strategies are:

Sharing clear learning intentions/ objectives for lessons with learners
Sharing and negotiating lesson success criteria
AFL strategies embedded in lessons and in learner tasks, encouraging learners to express ideas about what they are learning and what helps them to learn
Facilitating peer and self-assessment
Encouraging learner responses to feedback and marking that includes individual target setting

This process includes many kinds of classroom activities like Quiz, Puzzle, Tic Tac Toe, Crossword, Puzzle, Debate, Discussion, Role play, Project work, Question and Answer, etc. These can either be teacher-led or focused on learners working together.

2) Summative Assessment

Sometimes referred to as Assessment of Learning. This assessment sums up the learning of learners at the end of periods of learning at the end of every term. This is measured against clearly defined standards. Then, the teacher evaluates and appraises all aspects of child's personality both cognitive and non- cognitive. This enables a teacher to keep track of a student progress from time to time.

The continued Cyclic Formative and Summative assessments are designed to engage whether the learning has been internalized, whether the student will be able to relate this learning in different situations under different contexts, whether this learning will provide a base for Expanded Learning Opportunity.

Assessments Guidelines

Formative Assessments and Summative Assessments will be held to test the progress and achievement of each child.

For Cambridge Primary Curriculum Grades 1-2

Terms	Assessment
Semester 1	FA 1- 20 marks	SA 1- 30 marks
Semester 2	FA 2- 20 marks	SA 2- 30 marks

For Cambridge Primary Curriculum Grades 3-5

Terms	Assessment
Semester 1	FA 1- 10 marks + SA 1- 40 marks	FA 2- 10 marks + SA 2- 40 marks
Semester 2	FA 3- 10 marks + SA 3- 40 marks	FA 4- 10 marks + SA 4- 40 marks

For Cambridge Lower Secondary Programme Grades 6-8

Terms	Assessment
Semester 1	FA 1- 10 marks CA 1- 40 marks	FA 3- 10 marks CA 2- 40 marks
Semester 2	FA 2- 10 marks + SEM 1- 90 marks	FA 4- 10 marks + SEM 2- 90 marks

IGCSE Grade 9

SUBJECT	SEMESTER 1	SEMESTER 2
All Subjects	CA 1 – 40 MARKS	CA 2 – 40 MARKS
English	SEM 1 – 160 MARKS	SEM 2 – 160 MARKS
Mathematics	SEM 1 – 200 MARKS	SEM 2 – 200 MARKS
Physics	SEM 1 – 160 MARKS	SEM 2 – 160 MARKS
Chemistry	SEM 1 – 160 MARKS	SEM 2 – 160 MARKS
Biology	SEM 1 – 160 MARKS	SEM 2 – 160 MARKS
Economics	SEM 1 – 120 MARKS	SEM 2 – 120 MARKS
Computer Science	SEM 1 – 150 MARKS	SEM 2 – 150 MARKS
Hindi	SEM 1 – 90 MARKS	SEM 2 – 90 MARKS
Tamil	SEM 1 – 100 MARKS	SEM 2 – 100 MARKS
French	SEM 1 – 170 MARKS	SEM 2 – 170 MARKS

IGCSE Grade 10

SUBJECT	SEMESTER 1	PRE-BOARD	IGCSE EXAM
All Subjects	CA 1 – 40 MARKS	CA 2 – 40 MARKS
English	SEM 1 – 160 MARKS	PRB – 160 MARKS	160 MARKS
Mathematics	SEM 1 – 200 MARKS	PRB– 200 MARKS	200 MARKS
Physics	SEM 1 – 160 MARKS	PRB– 160 MARKS	160 MARKS
Chemistry	SEM 1 – 160 MARKS	PRB– 160 MARKS	160 MARKS
Biology	SEM 1 – 160 MARKS	PRB– 160 MARKS	160 MARKS
Economics	SEM 1 – 120 MARKS	PRB– 120 MARKS	120 MARKS
Computer Science	SEM 1 – 150 MARKS	PRB– 150 MARKS	150 MARKS
Hindi	SEM 1 – 90 MARKS	PRB– 90 MARKS	90 MARKS
Tamil	SEM 1 – 100 MARKS	PRB– 100 MARKS	100 MARKS
French	SEM 1 – 170 MARKS	PRB– 170 MARKS	170 MARKS

Grading System At The End Of Each Term (for Grades 1-2)

Formative marks (20) + Summative marks (30 marks) = Total 50 e.g., If the student has scored 44/50, the percentage will be 88% Use the following guidelines for grading.

90-100 = A*	70-79 = B	50-59 = D
80-89 = A	60-69 = C	49 and below = U

Hence, in the above example, the child would have a grading of A (88%)

Grading System At The End Of Each Term (for Grades 3-5)

Formative marks (20) + Summative marks (80 marks) = Total 100 e.g., If the student has scored 94/100, the percentage will be 94% Use the following guidelines for grading

90-100 = A*	70-79 = B	50-59 = D
80-89 = A	60-69 = C	49 and below = U

Hence, in the above example, the child would have a grading of A* (94%)

Grading System At The End Of Each Term (for Grades 6-8)

Formative marks (20) + Continual Test marks (40 marks) + Semester Marks (90 marks) = 150 Convert 150 to percentage e.g. If the student has scored 147/150, the percentage will be 98% Use the following guidelines for grading. () indicates the 9-1 Cambridge Point system

90-100 = A*(High 8- 9)	60-69 = C(4-Low 5)
80-89 = A(7-Low 8)	50-59 = D(Point 3)
70-79 = B(6 to High 5)	49 and below = U(below 3)

Hence, in the above example, the child would have a grading of A* (98%)

Reference:

PROGRESS REPORT CARD

School progress cards serve an important role in allowing teachers, students, and parents to track how well the student does throughout the year. In turn, this gives students a chance to correct study habits, modify their behaviours and make other changes to keep themselves on a positive academic course.

ASSESSMENT STRUCTURE