Teachers assess students by selecting or designing methods of assessment appropriate to the learning objectives they intend to teach. Teachers also take into account the diverse, complicated and sophisticated ways that individual students use to develop and demonstrate their understanding. Teachers employ a range of assessment strategies and tools when they are assessing students.
Some strategies include observations, performance tasks, tests, quizzes and open-ended tasks. When they are employing these strategies, they use anecdotal records, rubrics, checklists and continuums to record their findings. These tools may be used during formative and summative assessments, self-assessments, and peer assessments.
Assessment provides insights into student’s understanding, knowledge, skills and attitudes. It is also a means of exploring the learning styles and individual differences of the students in order to differentiate instruction. Feedback from assessment allows for the improvement of the overall Middle Years Programme at SWA.
Formative assessment (on-going) is interwoven with the daily learning and helps teachers and students find out what they already know in order to plan for the next stage of learning. Formative assessment and teaching are directly linked; neither can function effectively or purposefully without the other.
Summative assessment takes place at the end of a Unit of work / Project / Assignment, and gives the students opportunities to demonstrate what they have been learning.
The school year is divided into two semesters. Each semester is divided into two terms.
Formal feedback on student achievement and progress is provided to parents four times a year:
- Term 1 Settling in Report – September
- End of Semester One Report – December
- Term 3 Progress Report – April
- End of Semester Two Report – June
Parent Teacher Conferences
Parents are an integral part of the School community and each child’s first and most important teachers. In September / October of the school year, Teacher-Student-Parent (3 Way) Conferences provide a chance for parents to meet the teacher and speak freely about their child. In January / February another opportunity is arranged for parent and teachers to meet to discuss their child progress, and consider areas to focus on for the second semester.
Student Comprehensive Reports (End of Semester 1 & 2)
Student Comprehensive Reports are distributed at the end of each semester in December and June. These reports are criterion-referenced reports to the learning objectives outlined in the Termly Curriculum Letters issued for each subject with a comment, which provides a summation of progress throughout the year.
Parents may also request an appointment at any time throughout the year to meet the Homeroom or Subject Teacher to discuss their child’s progress.
Learning at home is an essential part of school home partnership education. Homework not only reinforces classroom learning, it also helps children and young people to develop skills and attitudes they need for successful lifelong learning. It supports the development of independent learning skills, including the habits of enquiry, commitment and diligence.
The School will ensure that homework is an integral part of the curriculum and is planned and prepared alongside all other programmes of learning. Homework will be appropriate to the age, attainment and circumstances of the students, taking into account language, culture and special educational needs.