Assessment

Assessment is an integral and ongoing part of the teaching-learning process. JBCN recognizes that the process of assessment, recording and reporting is central to ensuring the quality of learning. It is carried out in a spirit of positive collaboration between the teachers, learners and parents.

Assessments in the Pre Primary Section (Grades Nursery – Senior KG)

Assessments at this stage are formative and their primary purpose is to help teachers ascertain where learners are in their learning journey, to design strategies that would support the next stage in their learning, and specifically target areas that need work. We understand that all our learners are individuals and unique in the way each one learns and grows.

Assessments in Primary Section (Grades I-V)

Assessment at this stage encompasses many fonnal and informal activities to monitor and improve teaching and learning in all areas of the curriculum. In the Primary Section, assessments are both Formative and Summative.The latter occurs at the end of a teaching learning cycle or unit, as well as at the end of each of the two Semesters. It helps learners to understand and recognize the standards they are aiming for, to identify their strengths and challenge areas and to plan how to achieve the next step in their learning.

Assessments in the Secondary Section (Grade VI onwards)

In the Secondary Section, learners and teachers are actively engaged in assessing learner progress as part of the development of their wider critical thinking and self-assessment skills. For assessment, teachers use a variety of strategies and tools to provide feedback on the learning process. There is a balance between formative and summative assessment, and opportunities are provided for both peer and self-assessment. Reflective learning is an integral part of the assessment process.

The process is designed to:

• Align assessment with Cambridge Assessment International Education
• Align the assessments in IBDP along with the IB assessment criteria
• Monitor learner progress and encourage learners to perform to their fullest capability
• Identify learners who need support in learning and employ appropriate differentiation strategies
• Provide comprehensive feedback to parents on the learners’ progress