Assessment for Learning
At Alpha, learning is viewed as a continuous journey, where teachers identify students’ prior knowledge, curiosities and needs and use assessment data to plan the next stage of their learning. Teachers use a wide range of assessment strategies to collect information throughout the entire learning process. Formative assessment involves the student at its core and focuses not only on acquisition of knowledge but skills and demonstration of positive attitudes..
A combination of formative, summative and diagnostic assessment strategies and assessment for learning are systematically used to monitor student progress to impact learning and teaching.
FS to year 2
The mode of assessment in FS to Year 2 is informal and ongoing. Teachers maintain student’s attainment data through observation of their learning and behaviour as they perform tasks and participate in varied, purposeful learning experiences. In addition, teachers maintain student’s physical and digital portfolios, which celebrate and evidence personal progress..
Year 3 to Year 6
Assessment in Key Stage Two comprises of a balance of oral, written and practical work and reflects the individual’s personal and academic progress throughout the term. Alpha students are fully involved in the establishment of success criteria and are provided choice in how they demonstrate their learning. Peer and teacher feedback is integral in a continuous process of reflection and personal target setting.
In order to assure high level, international standards, The Alpha School implements a number of externally provided, international benchmark assessments. Alpha uses GL assessments across the FS and Primary school as per KHDA recommendations for British schools.
Students in the following year groups undertake the following external assessments:
● FS2 - GL Baseline (4 year-old) assessment
● Y1-Y6 GL Progress Tests in English, Mathematics and Science
● Y3-Y6 GL Cognitive Abilities Test (CAT4)
Reporting to Parents
At Alpha, we promote and rely on parent involvement and support in student learning.
Frequent and ongoing communication is integral to the success of this support.
Our communication of individual progress and next steps for improvement will take the following forms:
● Orientation evening will outline year-long expectations to parents
● Regular newsletters and termly communication will inform parents of curriculum content and expectations
● Settling report will be shared through goal-setting conferences in week six of the school year
● Individual and class targets for success will be regularly updated and communicated to parents
● Formal reports will be issued in January and June of each year
● Student led and parent-teacher conferences will occur after first formal report and in Term Three