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ASSESSMENT
At Central College we follow a comprehensible assessment plan which is organized, timely, and reliable.
At the beginning of every scholastic year, specifically in the first week, a parent-teacher-coordinator conference is held, during which teachers and subject coordinators explain to parents the instructional methodologies that will be adopted in each class, the homework policy, and the assessment policy. This paves the way for a smooth and clear relationship between parents and the school and helps the parents get acquainted with the educational system and the assessment process that their child will follow throughout the scholastic year. Kindergarten students receive three progress reports, or portfolios throughout the year, one every three months, based on the assessments teachers conduct in these classes throughout the three-month period, to be viewed and signed by parents. Their assessment will be based on curriculum-embedded content, such as their interaction with their classmates and teacher in class, real tasks they perform in authentic situations, response to new tasks, enthusiasm while doing their work, mastery tasks (whether they can or cannot perform a specific skill), observation of the child’s attitude and behavior during regular classroom activities, observation of the child’s attitude and behavior outside the classroom setting, response to group and individual work, mastery of the letters, etc. Our teachers use checklists, rating scales, and observational records to trace the child’s progress and present it in a portfolio for parents to view, every three months. Elementary, Middle School, and High School students receive six report cards per year, based on their assessment scores, to be viewed and signed by parents. Regular parent-teacher conferences are held after assessments, especially with parents whose children are falling behind and need support, in order to ensure the appropriate follow up. Our assessment plan consists of the following types of assessment:
Students of the first cycle of the Elementary School, Grades 1, 2, and 3, are assessed in all curriculum-based subjects, and they receive six report cards throughout the scholastic year based on their scores in the screening and formative tests (material covered in a particular lesson, two lessons, or a whole unit). Our pupils in this cycle do not have a mid- year exam or summative tests (at the end of every term, including material covered through a three-month period). However, they sit a final exam, or an outcome test, including material decided by the teachers and subject coordinators to ensure that they are ready to move to a higher class level. Students of the second cycle of the Elementary School (Grades 4, 5, and 6), Middle School students, and High School students are also assessed regularly in all subjects and receive six report cards throughout the scholastic year, based on their assessment scores in the screening, formative, and summative tests, in addition to the outcome test at the end of the school year: screening tests followed by progress monitoring tests (first report card) → summative tests done at the end of term 1 (second report card) → beginning of term 2 formative tests (third report card) → summative tests done at the end of school second term (fourth report card) → beginning of term 3 formative tests (fifth report card) → outcome assessment, or final exam (sixth report card). Therefore, they sit three major exams (at the end of each trimester) and continuous, regular tests at the end of each lesson or instructional unit. Our students are assessed in all areas, depending on grade level and curriculum content: oral responses, written responses, and other practical works (drawings, models, graphic presentations, portfolios, drama, music, and physical performance).
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