Assessments

Assessments

Assessments are the most significant fragment of the academic construct. As it help students to fathom their academic performance and also evinces their desired target with respect to their scores. Assessment practices must send the right signals to students about what to study, how to study, and the relative time to spend on concepts and skills in a course. Accomplished faculty communicate clearly what students need to know and be able to do, both through a clearly articulated syllabus and by choosing assessments carefully in order to direct student energies. High expectations for learning result in students who rise to the occasion.

Assessments

Assessments are the most significant fragment of the academic construct. As it help students to fathom their academic performance and also evinces their desired target with respect to their scores. Assessment practices must send the right signals to students about what to study, how to study, and the relative time to spend on concepts and skills in a course. Accomplished faculty communicate clearly what students need to know and be able to do, both through a clearly articulated syllabus and by choosing assessments carefully in order to direct student energies. High expectations for learning result in students who rise to the occasion.

The NEP 2020 calls for a ‘shift from an assessment system that is summative and primarily tests rote memorisation skills to one that is more regular and formative, is more competency-based, promotes learning development for our students, and tests higher-order skills, such as analysis, critical thinking and conceptual clarity’.

Cambridge Schools incorporate the suggestions of the NEP 2020 in its assessment policies. Some of the highlights of our assessment practices are:

Shorter and frequent assessments: The assessments happen in the form of short tests, based on smaller chunks of the syllabus so that the teacher can get an understanding of how well her students have grasped the content, and whether she needs to re-teach certain portions and re-assess. The academic year is divided into four learning cycles and assessments are aligned to the same.

Assessment of knowledge and skills: While the knowledge component and its application is assessed after the completion of each topic, associated skills in the sciences, social studies and maths are to be assessed in every learning cycle. A weightage of 30% is allocated for skill based assessments.

Involvement of students: Student involvement is desired in the assessment process and happens in the form of self and peer assessments. Teachers also have discussions about assessments both before and after it is conducted. It helps to ease the tension and also keeps the students involved in their own learning.

Personalized Reporting: The performance of students is captured through a personalized reporting system which looks at the overall interest, initiatives and delivery through the following features of our Reporting system:

    • Social Emotional Report: Besides the focus on social and emotional learning, this section of the report card promotes values of good citizenship and encourages respect for diversity whether in culture or opinions.
    • Self-assessment Report by student: This section called ‘By Me, About Me’ is a step towards creating self-directed learners who take accountability for their learning. This gives students an opportunity to reflect on the term gone by and set goals for the coming term.
    • Report on Co-Curricular Areas: The curriculum at Cambridge Schools strikes a balance between academic and co-curricular engagements that are designed for students. A variety of mandatory and optional streams are available for students under co-curricular areas.
    • Academic Summary: Here, student’s performance under all the major subject areas is highlighted. This report is a combination of knowledge and skills aspects of each subject area.
    • Personalized comments by teachers: Based on their observations and interactions, teachers apprise the parents and students about the areas of strengths and areas where more efforts would be needed.
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