Evaluation & Exams

Evaluation & Exams

At The Learning School, the students are assessed through a series of class tests, terminal, mid terminal, and annual examinations. All progress reports are given personally to the parents to keep them fully in touch with the student's performance. Besides these evaluations, the assessment is on the basis of regular class work and home work assignments, co-curricular and extra-curricular activities, and their performance in the Information and Communication Technology.

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 second term, and 50% from last term respectively. A student who fails twice is withdrawn from school. The staff may recommend withdrawal of a student to the board of governors if his/her performance is detected to be weak.
Examinations at The Learning School have a number of the objectives. They are particularly 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 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 useful feedback for other purposes. At the school level, such data serve as basis for vocational and career guidance provided to the students. These examinations capitalize the physical and human resources and facilities available among schools.


Public / Board examinations:

The Learning School has a standardized school examination system to fall in compatibility with the local board assessment procedures. For this purpose achievement tests, sent ups, developing marking schemes and formulate procedures 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. Since many of the tests are 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 tests. These tests are very helpful to test the performance of the teachers as well as the students. On the other hand, they help the administration to pick out the most shining students from the batch.

Formative examinations:

These, also called the 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 forms of examinations help the students greatly in their preparations for the final tests.

Evaluative examinations:

These are conducted for admission and exit of students from the school's learning activity. These are based on students' ability to perform involving their knowledge and skill development as incorporated in their learning process.
Our examination and evaluation system has helped and encouraged students:

  • to have higher expectations from themselves
  • to be more confident.
  • to be more knowledgeable.
  • to ask more questions.
  • to be more prepared to use English language in school.
  • to be more ‘on task' and focused, and,
  • to develop skills required for successful life.

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

  • The use of curricular/layered targets to plan for language development and curriculum access.
  • Developing an analytical detail of student achievement targets.
  • Excel in their professional development.
  • Self analysis of their knowledge and teaching practices.
  • Creating planned opportunities for speaking and listening.
  • Prioritizing of speaking and listening as a prelude to writing.
  • Planning and organizing mathematical skill advancement techniques.
  • Promoting interest in Sciences and environment based technologies.
  • Establishing means of analyzing assessment tasks and results of assessments to identify exactly what pupils found difficult.
  • Establishing means of monitoring the progress of students and setting relevant targets.
  • Encouraging and supporting low achievers to excel.
  • Taking teachers out of their comfort zone but encouraged them to challenge themselves rather than to have imposed challenge.
  • Creating compatibility with classroom routines, curriculum requirements and other pedagogic approaches.