The primary purpose of assessment and evaluation at HIS is to support student development by offering feedback that can facilitate student reflection on the learning process. The variety in student abilities, interests, experiences, and learning styles necessitates a variety in assessment and evaluation tools, allowing students to demonstrate the full range of their learning.
HIS implements novel as well as classical assessment practices across its different programmes. The assessment policy guides teachers, students, and parents to the assessment procedures and guidelines taking place at HIS all through the academic year including: Assessing interdisciplinary units, different subject areas, skills, concepts, and learner profile, using different tools and strategies along with the reporting forms and tools. (International Baccalaureate Organization, MYP: From principles into practices, 2014).

General Assessment Guidelines in the Early Years and Elementary Classes:

  • Assessing using “performance level” indicators: a performance criteria is used to evaluate student achievement across various disciplinary areas. In addition to the level of performance, there is descriptive communication of Learner Profile attributes and student progress at each disciplinary areas.
  • Within each Unit of Inquiry, students are assessed using minimum of five different forms of assessment.
  • Students engage in self-assessment in every Unit across different subject areas.
  • Teachers develop assessment forms to evaluate the attitudes and learner profile attributes. Students use these forms for self-assessment.
  • Students are usually promoted as long as they show continuous progress. However, if the student shows stagnant progression for a long period of time, they are retained.

General Assessment Guidelines in the Middle Years Classes:

Assessment in MYP classes is criterion-based and directly linked to the aims and objectives of the subject groups (English Language & Literature, Arabic Language & Literature, Language Acquisition (Turkish & French, Sciences, Math, Islamic Studies, Individuals and Societies, Arts, Physical and Health Education, & Design). The aim of MYP assessment is to support and encourage student learning. The teachers constantly gather and analyze information on student performance and provide feedback to students so as to help them improve their performance. Students are directly involved in the evaluation of their own progress using self-assessment and reflection tools. In doing so, they develop critical thinking and self-assessment skills.