At Rupani Academy we believe that assessment is an essential/crucial part of an effective teaching and learning process. It is primarily conducted to support and improve student learning. Teachers can obtain, analyze and interpret evidence derived from a set of assessments, to, further review and plan effectively. Assessment motivates, encourages, and inspires student’s passion for learning when it is delivered in a timely and reasonable manner.
Rupani Academy assesses students against age-related learning outcomes, IB Learner Profiles, concepts and Approaches to Learning through diagnostic, formative, and summative assessments. Performance of students, in both Formative and Summative assessment is shared with parents, discussing students’ behavior, participation, progress and challenges in face to face meetings. Assessment at Rupani Academy is considered integral to collaborative planning, teaching, and learning.
Rupani Academy assesses students to appraise, evaluate and document knowledge, skills, attitudes, action and learning process of children to enhance their learning and fulfil educational needs and goals. Rupani academy uses a variety of formal and informal assessment techniques to measure learning.
Rupani academy applies Diagnostic Assessment to evaluate student’s strengths, weaknesses, knowledge, and skills before their unit of inquiry, at the beginning of a course, grade level, unit, or lesson.
The following tools are used for Diagnostic Assessment:
Rupani academy uses summative assessment to evaluate student’s learning at the end of a unit of inquiry by comparing it against standards or benchmarks designed by Rupani Academy. It is used by teachers to inform parents about the quality of student’s learning, whether their classes are at age-related expectations or not.
The following tools are used for the Summative Assessment of students in the Academy:
Rupani academy applies Formative Assessment to assess and observe students’ in an on- going way to assess their learning to provide ongoing feedback, enhance their learning and identify skills and concepts that students are struggling to understand, during the unit of inquiry, course, or in a lesson.
Rupani Academy uses the following tools ensure formative (continuous assessment) in the classes:
Rupani Academy applies various tools to assess student’s conceptual understanding, progress, knowledge and skills at different grades or age level in accordance with the following
| S.no | Assessment Tools | Use in Grade |
|---|---|---|
| 01 |
Admission test Admission interview Mind map Initial writing prompts Running Records Observations Projects Portfolios Hand signals |
PP1 and PP2 |
| 02 |
Mind map Initial writing prompts Running Records Short quiz Classroom discussion Admission interview Admission test Observations Projects Portfolios Hand signals Rubrics Checklist Anecdotal records |
Grades 1 and 2 |
| 03 |
Rubrics and checklists Mind map Initial writing prompts Running Records Short quiz Classroom discussion Admission interview Admission test Observations Projects Portfolios Hand signals Unit test Term assessment |
Grade 3, 4 and 5 |
Data relating to the academic achievement of all students of the Rupani Academy is organized and recorded using checklist, rubrics, and portfolios. Each teacher maintains an Assessment for Learning (AFL) folder that should contain information on each pupil in their classes, including targets and attributes. It should also include diagnostic, formative assessment, and summative assessment records.
Students’ progress reports are shared with the parents three times in an academic year. Meetings are conducted with parents at the end of each term to share the progress of the children and area of improvement. Targets are set with the teachers based on the progress of each child and feedback of the parents. This policy is a working document and as such will be reviewed by the management and school leadership of the Academy annually based on the progressive levels offered and their assessment requirements.
