Abdul Kadir Molla International Schools’ approach to assessment identifies the prominence of assessing the process of inquiry based learning as well as the products resulting from inquiry-based learning. Learners and teachers are enthusiastically engaged in assessing the student’s growth as part of the development of their wider critical thinking and self—assessment skills.
The assessment component in the school’s curriculum can itself be subdivided into three closely related areas.
-Assessing – how we discover what the students know and have learned
-Recording – how we choose to collect and analyse data
-Reporting – how we choose to communicate information
Purpose of Assessment
Assessment at Abdul Kadir Molla International School aims to:
• support and encourage student learning by providing feedback on the learning process
• inform, enhance and improve the teaching process
• provide opportunity for students to exhibit transfer of skills across
disciplines, such as in the personal project and interdisciplinary unit assessments
• promote positive student attitudes towards learning
• promote a deep understanding of the concept by supporting students in their inquiries set in real world contexts.
• promote the development of critical- and creative-thinking skills
• reflect the international-mindedness of the programme by allowing assessments to be set in a variety of cultural and linguistic contexts
• support the holistic nature of the program.
At “Abdul Kadir Molla International School” we believe that assessment is integral to all teaching and learning. It is central to the PYP goal of thoughtfully and effectively guiding students through the essential elements of learning:
• the acquisition of knowledge
• the understanding of concepts
• the mastering of skills
• the development of attitudes/ learner profile
• the decisions to take action
Assessment practices used in the classroom include: • Engaging students in reflecting on their own learning journey • Students assessing work produced by themselves and by others • Collecting evidence of students’ understanding and thinking • Documenting learning processes of groups and individuals • Developing clear rubrics • Maintaining records of assessment results