Assessment & Reporting

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At ISKR, we believe that the primary purpose of assessment is to improve student learning. 

Further, assessment:

  • is an integral part of planning, teaching and learning;
  • draws upon students’ prior knowledge and experiences;
  • is varied and directly tied to instruction;
  • allows teachers and students to identify their strengths and areas in need of improvement;
  • is a basis for future planning and practice;
  • generates sufficient data about student learning;
  • is used to communicate student performance;
  • is used to determine program effectiveness.

Assessment at ISKR is both formative (assessing the developmental progress) and summative (assessing the final outcome). A student’s progress is evaluated and reported using a variety of assessments based upon in class work, projects, and other assignments. Other assessments are conducted using external measures to compare student progress within our school and across other international schools.  The following common assessments, both external and internal, are used across the school:

External Assessments

Measures of Academic Progress (MAP)

MAP is used more than 9,500 schools, districts, and education agencies in 145 countries. MAP is an adaptive, external assessment that determines a student’s instructional level and measures academic growth throughout the school year and from year to year, in the areas of Mathematics and Reading.  MAP results allow our school to measure growth and achievement in comparison to other international schools in Africa, public schools in the United States, and with other schools sponsored by the US Office of Overseas Schools.

MAP tests are administered early in the first and second semesters, typically three times a year in August, January and May for students in Grades 1-5 and twice per year in grades 6-11. Kindergarten takes MAP in May only.  When results become available, they are distributed to parents and teachers. Once results are distributed to teachers, each division of the school discusses the results as part of regular reflection and forward curricular planning.  Teachers use the results to plan and differentiate instruction according to specific student concerns and needs that were revealed as a result of testing.

ACER Assessment (Grades 4-12)

Upon admissions, students complete ACER testing to give a baseline for instructional levels in mathematics and reading. ACER testing is completed before arrival at school, and in some cases, in the first week of school. ACER results are shared with the classroom teacher and relevant student services staff (Learning Support, ELL).

WIDA Assessment (English Language Learners only)

WIDA is a computer-based, adaptive test that responds to student performance and may be administered in group or individual settings. It tests students’ language ability in four domains: Listening, Reading, Speaking, Writing. WIDA results are shared with parents, students, and teachers and are used for assessing student English ability and the need for additional English language support.

DELF Examination

The DELF and DALF are diplomas awarded by the French Ministry of Education to prove the French-language skills of non-French candidates. There are six independent diplomas, which correspond, respectively, to the six levels of the Council of Europe’ s Common European Framework of Reference for Languages (CEFRL).

This exam is typically done in May. French teachers determine the level each student will take and parents give permission for students to participate. In the past, we have hosted this examination for the A1.1, A1, and A2 levels.

Internal Assessments

Report Cards

Report Cards are sent home four times per year at the end of each academic quarter and semester.

The Early Childhood section uses a criterion-reference report that follows a student throughout his time in the Early Childhood section. It references specific learning outcomes in each IEYC target area and identifies the progress a student is making in each area, from assisted ability to independent competency. Teachers also write comments about student progress for each report.

In the Elementary School, each core subject is divided into learning outcomes based upon the AERO standards that form the core of the curriculum. Teachers use a 1-4 scale that indicates student progress toward grade-level learning outcomes at the time of each report. They also write comments about student progress. Dispositions are also reported separately from academic criteria on the reports.

In the Secondary School, report cards are sent home at the end of each quarter, and final report cards issued at the end of the academic year will reflect the semester one and two grades and semester examination grades. Teachers report percentage grades for each course, examination grades in the first and second semesters, and write comments about student progress. Dispositions are also reported separately from academic grades on the reports.

Student Portfolios

In the Early Childhood section, teachers maintain portfolios of the student work. This would include samples of cuttings, drawings, artwork, story writing, and handwriting. In later years, part of the child’s portfolio could include journals and written expressions of the manipulative materials.

Portfolios in elementary and secondary are a tool used by students for self-assessment and for teachers to assess student mastery of AERO standards and to compile meaningful data and student work for communicating with parents about student progress over time. Assessment portfolios also provide opportunities for teachers to engage in moderation with other teachers and to evaluate individual student needs, provide classroom differentiation, or demonstrate the need for learning support or extension.  Portfolios also facilitate student goal setting and reflection in order to engage students in their own learning. 

Secondary Exams

In core subjects, including World Languages, Grade 8-12 students sit a comprehensive examination during a designated exam week in order to ascertain their learning throughout the semester and year. The Semester One and Semester Two examination scores constitute 20% of each semester grade. Students in AP courses that have sat the AP exam may be exempt from the Semester Two final, provided they have maintained a grade of at least 75% in that course. AP finals in both semesters should be styled after the official AP examination.

Reporting

At ISKR, student progress and achievement is part of the ongoing dialogue between teachers and parents, teachers and students, and among teachers.

Parents are encouraged to email or schedule meetings with teachers to discuss concerns at any time. In addition to ongoing communication between teachers and parents, student progress is formally reported through parent-teacher conferences and term reports.

Parent-Teacher Conferences

Whole school Parent-Teacher Conferences are held twice annually, typically in November and March, following the distribution of school reports. Parents are encouraged to sign up for conferences with all of their students’ teachers in order to discuss student progress and areas of concern. Parents unable to attend conferences or who have specific concerns throughout the year are encouraged to contact their child’s teacher(s) at any time via email or through the school office.