Evaluation & Exams

The Learning School assesses students through class tests, terminal, central terminal, and annual examinations.

In addition, all progress reports are given personally to the parents to keep them fully in touch with their performance. Besides these evaluations, the assessment is based on regular classwork and homework assignments, co-curricular and extra-curricular activities, and their information and communication technology performance.

In annual examinations, the entire year’s work is assessed. 20% of the exam is made from the syllabus from the first term; 30% from the second term; and 50% from the last period, respectively. A student who fails twice is withdrawn from school. In addition, the staff may recommend starting a student to the board of governors if their performance is weak.

Examinations at The Learning School have several objectives. However, they are mainly designed to:

measure the effectiveness of the teaching/learning process;
measure the students’ present levels of achievement;
measure the students’ progress for future selection or promotion to the next class.

provide information for streaming purposes;
evaluate the relevance of the curriculum; and
measure progress towards the accomplishment of national goals.

Data from the student examination also provide helpful feedback for other purposes. For example, at the school level, such data serve as the basis for vocational and career guidance provided to the students. In addition, these examinations capitalize on the physical and human resources and facilities available among schools.

TYPE OF EXAMINATIONS:

Public / Board examinations:

The Learning School has a standardized school examination system to fall incompatibility with the local board assessment procedures. For this purpose, achievement tests, sent ups, developing marking schemes, formulating strategies to coordinate and moderate the marking of the examination scripts and making guidelines for setting examination papers.

School-Based Summative Examinations:

The administration conducts various types of examinations at the school level. These include monthly tests in all subjects, class tests based on weekly performance and criterion-referenced tests. For many of the tests made by the class teachers, there is a need to test students in different sections of the same grade. For this, the school has norm-standardized difficulties. These tests are beneficial to test the performance of the teachers and students. On the other hand, they help the administration pick out the most shining students from the batch.

Formative examinations:

These also called continual assessments, include weekly/ monthly/ term class tests, projects and regular class assignments set by the respective teachers of the subject. They help in reducing examination pressures on students. Although the results from these examinations are not considered when the total aggregate is compiled, these investigations help the students immensely prepare for the final tests.

Evaluative examinations:

Evaluative examinations are being conducted for students’ admission and exit from the school’s learning activity. These are based on students’ ability to perform involving their knowledge and skill development incorporated into their learning process.
Our examination and evaluation system has helped and encouraged students:

To have higher expectations of themselves
to be more confident.
To be more knowledgeable.
To ask more questions.
To be more prepared to use the English language in school.
To be more ‘on task’ and focused and
developed skills required for a successful life.

Finally, our examinations and evaluation procedures have helped our teachers in:

We use curricular/layered targets to plan for language development and curriculum access.
We are developing an analytical detail of student achievement targets.
Excel in their professional development.
Self-analysis of their knowledge and teaching practices
We are creating planned opportunities for speaking and listening.
We are prioritizing speaking and listening as a prelude to writing.
We are planning and organizing mathematical skill advancement techniques.
We are promoting interest in Sciences and environment-based technologies.
We established means of analyzing assessment tasks and results of assessments to identify what pupils found difficult.
We are establishing means of monitoring students” progress and setting relevant targets.
We are encouraging and supporting low achievers to excel.
Taking teachers out of their comfort zone encourages them to challenge themselves rather than have imposed challenges.
We are creating compatibility with classroom routines, curriculum requirements, and other educational approaches.