At Riyadh Najed Schools, we believe that assessment and evaluation of children’s learning is intended to improve student learning and to ensure effective programming. We, also, believe the curriculum, instruction, and assessment must enhance and reflect the real students’ academic capabilities. Moreover, we believe formative and summative assessments are vehicles to advance student academic achievement, verify attained learning, reinforce effort, and provide recognition to what has been achieved. We believe assessment is a tool to inform instructional decisions.
Assessment is essential to enable teachers to determine how well their planned activities and teaching strategies are working, and to make any changes needed to enable students to achieve the learning expectations. The main purpose of assessment is to enable students to develop their full potential by knowing where they are in their learning and knowing what they have to do in order to continue to make good progress. The school also needs to be able to judge the standards that students are achieving compared to similar schools locally, nationally, and internationally, and whether we are in line to meet targets set in the school’s vision, mission and belief statement. Therefore, all students are entitled to assessment which is used effectively in managing and supporting their learning in all subjects throughout their schooling.
Effective assessment as outlined in Riyadh Najed Schools assessment policy is:
Assessment is an integral component of teaching and is required in order to:
Authentic assessment is continuous in that it includes:
The following types of assessments are used in Riyadh Najed Schools:
Assessment is an important means of evaluating students’ achievements and experience. It permeates and informs all aspects of students’ development, progress and attainment. Assessment is an integral part in the process of planning and delivery of the curriculum. It is an on-going process and needs updating regularly.
Continuous assessment is practiced and takes many forms, including:
The final mark for each subject will weigh 100 points and will be computed based on the following distribution of marks:
Grades 1 -12
The academic year will be divided into four assessment periods (quarters) and report cards will be issued at the end of each quarter.
Each core subject that grants one complete credit is out of 100.
Each semester is endued 50 marks divided as follows:
C) Class work
D) Monthly and Semester Projects:
Important Notice: Absent students are not, under any circumstances, exempted from handling Homework, or any other assigned work on time. It’s the absentees’ duty to refer to the school, classmates or any relevant source to be aware of the assigned duties.
NB. Quarter = 6 weeks
Formal examinations and Continuous Assessment
The final mark for each subject is calculated as a percentage. Each semester, the continuous assessment is marked out of 100.The table below illustrates the contribution of continuous assessment and final examinations towards the final mark.
In exceptional circumstances such as on-going serious illness where the student is too ill to sit a replacement exam the Assessment Committee may require teachers to provide an assessed mark based on a student’s prior work, providing there is sufficient, assessed prior work to show evidence of the student’s achievement and providing the student meets the minimum attendance requirements.
Promotion and Retention:
Academic probation will be determined at the end of each marking period and will be based on the student’s grades according to the following criteria:
Makeup Work / Incomplete Grades:
In both cases, the student must complete all work before the next marking period unless it is a case of an ongoing illness which will be referred by the principal to the Assessment Committee who may decide a reasonable time for work to be completed after consulting with the family and the teacher. After this make-up period, students will be given the grade they have earned to that point.
In all cases there will be no re-sits of final assessments (exams), and the Assessment Committee will work with the teacher to provide an assessed mark based on prior work when a student is unable to sit for an exam due to ongoing illness.
The "first step" in 1416 firmly believed that "investment" in the human long-term investment is not reflected in the proceeds of abstract mathematical figures, but a cognitive innovation that stimulates the mind and develops tendencies
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