Philosophy of Assessment at ISS
At International School Suva, assessment is integral to teaching and learning with a focus on the holistic development of the child, promoting lifelong learners who are motivated and responsible for their continuous learning.
Our aim is to maintain a high and rigorous academic standard by analysing assessment data in order to inform teaching and learning. This takes into account the competencies, experiences, learning needs and styles of students.
At ISS we use a variety of assessment strategies and tools including international assessments e.g. the ACER, International Schools Assessment, to demonstrate our commitment to achieving the highest academic standards.
All learning in the Middle School at ISS uses the Wiggins and McTighe's Backward by Design model. This requires us to identify and articulate what we want students to understand and demonstrate at the end of a unit of work. This helps teachers to then determine the assessment task and assessment strategy that will help students to demonstrate their understanding of what they have learned.
Purpose: How will we know what we have learnt?
The purpose of assessment is to promote and provide information about student learning, inform practice and evaluate the effectiveness of the programme.
Assessment is integral to all teaching and learning. In the Middle School assessment requires teachers to assess the prescribed subject-group objectives using assessment criteria for each subject group in each year level.
Assessment for Learning: This is more diagnostic in nature to find out what students prior knowledge and experiences are at the beginning of each year e.g. Progressive Assessment Tests (PAT) developed by the Australian Centre for Research (ACER) to assess Mathematical Literacy, Reading Comprehension, Reading Vocabulary and Spelling. Other assessment strategies like KWHLQ, pre-tests etc. are used at the beginning of each unit of work.
Our assessment process recognizes that each child is unique and possesses their own talents, interests and abilities and presents the curriculum content applicable to the stages of development of our students. Children learn, develop and mature at different rates and stages, consequently, not all children at the same chronological age will attain the same academic level.
Assessment as Learning: This involves formative assessment which is on‐going in the Middle School that includes analysis of students’ work or performances using rubrics, checklists, pencil/paper tests, daily observations, summarized on reports and shared with parents during Parent / Teacher interviews share student learning and inform them of their child’s development and progress.
Assessment of Learning: Summative Assessment. We assess across all curriculum areas using subject specific criteria. In general students’ knowledge and understanding of concepts, application and skills, research/investigation and presentation are assessed.
At International School Suva, assessment is integral to teaching and learning with a focus on the holistic development of the child, promoting lifelong learners who are motivated and responsible for their continuous learning.
Our aim is to maintain a high and rigorous academic standard by analysing assessment data in order to inform teaching and learning. This takes into account the competencies, experiences, learning needs and styles of students.
At ISS we use a variety of assessment strategies and tools including international assessments e.g. the ACER, International Schools Assessment, to demonstrate our commitment to achieving the highest academic standards.
All learning in the Middle School at ISS uses the Wiggins and McTighe's Backward by Design model. This requires us to identify and articulate what we want students to understand and demonstrate at the end of a unit of work. This helps teachers to then determine the assessment task and assessment strategy that will help students to demonstrate their understanding of what they have learned.
Purpose: How will we know what we have learnt?
The purpose of assessment is to promote and provide information about student learning, inform practice and evaluate the effectiveness of the programme.
Assessment is integral to all teaching and learning. In the Middle School assessment requires teachers to assess the prescribed subject-group objectives using assessment criteria for each subject group in each year level.
Assessment for Learning: This is more diagnostic in nature to find out what students prior knowledge and experiences are at the beginning of each year e.g. Progressive Assessment Tests (PAT) developed by the Australian Centre for Research (ACER) to assess Mathematical Literacy, Reading Comprehension, Reading Vocabulary and Spelling. Other assessment strategies like KWHLQ, pre-tests etc. are used at the beginning of each unit of work.
Our assessment process recognizes that each child is unique and possesses their own talents, interests and abilities and presents the curriculum content applicable to the stages of development of our students. Children learn, develop and mature at different rates and stages, consequently, not all children at the same chronological age will attain the same academic level.
Assessment as Learning: This involves formative assessment which is on‐going in the Middle School that includes analysis of students’ work or performances using rubrics, checklists, pencil/paper tests, daily observations, summarized on reports and shared with parents during Parent / Teacher interviews share student learning and inform them of their child’s development and progress.
Assessment of Learning: Summative Assessment. We assess across all curriculum areas using subject specific criteria. In general students’ knowledge and understanding of concepts, application and skills, research/investigation and presentation are assessed.