Assessment is the purposeful and systematic process of gathering, analysing, interpreting and reporting information about a student’s progress and achievement overtime.
The INPS- Abu Dhabi has a balanced assessment system. We adopted a student-centred assessment approach. Our three-dimension assessment approach addresses the students’ academic attainment and progress, the students’ ability to learn, and students’ attitude and aptitude towards learning. We are choosing the proper tool for each stage and developmental needs carefully.
All forms of assessment are used to support teachers in developing the best possible learning experience for each student, considering different individual needs.
We believe that a coherent, systematic approach to assessment is an integral part of the teaching and learning process. Students have multiple assessment opportunities in different stages according to their emotional and psychological development needs.
In kindergarten and primary levels, student progress is reported using the designed skill rubrics aligned with the targeted US standards. In middle and high school, student progress graded and recorded according to the US standard. For each stage, INPS-AD issues reports twice yearly at the end of each semester.
Assessment is a key component in the standard-based curriculum. We focus on mastery of the standards and proficiency of the learning objectives, and the student’s social and emotional development. Our assessment practices include:
Alignment with standards
- US Common Core standards – California (English, Math, Humanities, P.E. & Art)
- NGSS (Science)
- MOE (Islamic, Arabic, Social Studies & Moral Education)
- ISTE (ICT)
Regular formative assessment for learning and periodic summative assessment of learning is used.
Teachers effectively use a variety of authentic assessment (performance tasks) to ensure that the students’ achievement is measured accurately against standards.
Teachers provide clear assessment criteria (rubrics) to define mastery regarding learning targets’ expectations.
Teachers provide models (exemplars) of performance to ensure students understand expectations.
Teachers actively involve students in the assessment process through self-assessment, peer collaboration, feedback and goal-setting.
North West Evaluation Association (NWEA) Measures of Academic Progress (MAP) Test
The INPS-AD uses the NWEA Measures of Academic Progress (MAP) test as a tool to benchmark our students against other students, using US and International performance norms.
The MAP test is aligned with the US Common Core standards and benchmarks that we have adopted in our curriculum. The MAP test is given online and adjust to the appropriate level of each child’s learning.
The tests are used to determine each student’s instructional level and to measure academic growth throughout the academic year, and from year to year. The students are tested two times a year in the areas of science, math, reading, language usage. In grade 3-9. We use the test data to see skills and content that the student has mastered, determine the instructional level and identify areas for future learning.