At Ambience School, the key element to assessments is ‘improvement’, an ongoing comprehensive evaluation process woven through the academic year of the school. Formative and summative assessments are used to these ends towards children’s development and learning.
Assessments are used to gather critical information about the student‘s development and growth. For each subject, the development of subject specific skills is observed, assessed, measured and reported using a rubric based system. It is a continuous process done in tandem with the written assessments. Besides scholastic areas others developmental areas are co-scholastic and life skill development.
Co-scholastic covers areas such as information technology, visual arts, performing arts, physical education. Life skill development is an important aspect of education, especially during the growing years of a child. It equips the child with the necessary social and interpersonal skills that enable her to cope with the demands of everyday life.
Formative and Summative Assessment
The evaluation of a student at the school happens through both formative (FA) and summative assessment (SA) process.
It is said that “When the cook tastes the soup, it is a formative assessment of the soup but when the guests taste the soup, it is nothing but summative evaluation”.
While the common goal of assessment is to establish the development, strengths and weaknesses of each student, each assessment type, formative and summative provides a different kind of insight to our educators.
The Summative assessment (SA), conducted twice a year, aims to evaluate student learning and academic achievement.
Formative assessment, on the other hand, is more diagnostic in nature. It is used to monitor student’s learning ability, and gives an ongoing feedback to both students and the educator to improve their learning. The objective is to let students know whether they have mastered an outcome or whether they require more practice.
Besides, written evaluation, assessment is also conducted through participation in class activities, completion and quality of assignments, weekly worksheets, project work etc.
The Academic year comprised of two terms, Term 1 and Term 2. The school assessment policy for both the terms have been further elaborated below.
Grades Nursery and KG
At Ambience, Pre-primary assessments is a tool to gather critical information about the student‘s development and growth which comes under the following categories:
- Language Development
- Cognitive Development
- Social Emotional Development
- Physical Development (Fine and Gross Motor Skills)
- Intellectual Development
The methods in practice are both informal and formal in nature and are very effective tools that give an accurate and clear picture of the child’s progress in their scholastic and non-scholastic developmental areas.
In Scholastics literacy, numeracy, and EVS (through projects) are assessed.
In the informal mode of assessments, the evaluation is done through day to day observation of the child’s work in her natural settings. The portfolio of a child is regularly updated and is a day to day record of the child’s work in school. The checklists and the anecdotal record by the teacher are another part of the informal assessments. The formal assessments, on the other hand, are through standardized assessments which are done with the help of reflection sheets, quizzes, presentations, and show and tells. The parent ratings of the Student led conferences and teacher ratings in the parent report also play an important role in the formal assessments of our Pre-primary learners. All assessments are based on a rubric based system which provides objectivity and authenticity to the entire assessment process.
The 21st Century skills are an integral part of the Assessment process at the school and therefore observed and reported on a regular basis based on a rubric based system. Students’ skills in critical thinking, creativity, collaboration and communication are an inherent aspect of such assessments. In Life skills assessment, a learner’s flexibility, leadership skills, initiatives, productivity and social skills are observed and recorded using a rubrics-based system.
Grades I and II
|All Subjects||Term-1(100%)||Term – 2 (100%)|
For each subject, the development of subject specific skills is observed, assessed, measured and reported using a rubric based system. This is a continuous process and done in tandem with the written assessments. The skills considered for assessment are:
|Subject||Skill in focus|
Grades III to V
|All Subjects||Term-1(100 %)||Term-2(100%)|
|FA1–20% + FA2-20% +SA1-60%||FA3–20% + FA4-20% +SA2-60%|
|FA1 and FA2||FA3 and FA4|
Through class participation and activities, the following skills are measured and reported using a rubric based system:
|Subject||Skill in focus|
Grades VI to VIII
|All Subjects||Term-1 (100 marks)||Term-2 (100 marks)|
|20 marks periodic assessment(PA) + 80 marks for half yearly exams||20 marks periodic assessment(PA) + 80 marks for yearly exams|
|PA: 20 marks
||PA: 20 marks
For the holistic development of our students, co-scholastic areas play an important role in our curriculum.
The assessment is conducted in the following co-scholastic areas in a 4-point scale – (A: Excellent, B: Good, C: Satisfactory, D: Needs Improvement)
- Visual Arts – Art, Clay modelling
- Performing Arts – Music, Dance
- Physical Education
- Interest group
Students are graded for discipline on a 3-point scale. (A: Mostly, B: Sometimes, C: Rarely)
Life skill development is an important aspect of education, especially during the growing years of a child. It equips the child with the necessary social and interpersonal skills that enable her to cope with the demands of everyday life. At Ambience Public School, a child’s life skills are observed using different parameters of social and work habit development.