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Key Stage 3 Assessment 

Assessment is a continuous process of gathering evidence of student learning, achievement, and skills development. Assessment is central to teaching and learning and at MIS assessment takes place in the following formats:


Continuous assessment uses a variety of techniques to assess how well students are learning. Continuous assessments may include, but are not limited to, student assignments, research projects, presentations, reports, tests, and practical activities. Continuous assessment activities measure student performance relative to established learning outcomes and provide teachers with data to guide their classroom teaching to best meet students’ needs. This data is used along with summative assessments to determine student marks, grades or levels.


Diagnostic and baseline testing may be used to help identify specific learning deficits, differences or exceptional abilities in order to design student-specific teaching to meet individual needs. 


Evaluative assessment is used to provide comparative data for leadership to assess the school’s progress towards its strategic priorities within a local, national and international context


Formative assessment gives both teacher and student interim feedback on how well the student is learning and provides indicators of strengths and areas requiring more attention.  Formative assessments lead to better-informed and more effective teaching. 


Self and peer assessment is a key part of assessment in the classroom. Teachers model, guide, and provide practice in self-assessment. Students collaborate with the teacher and with others in evaluating their own and others’ work. 


Shared Criteria are the criteria for success. Students should be aware of the criteria for success of any task, including assessments. The criteria for success should be differentiated to allow for different levels of success to challenge to all students. Students should be able to use the criteria for success to evaluate their own and others’ work.


Summative assessments include tests given at the end of a unit or term as well as formal, end-of-year examinations. Summative assessments contribute to marks, grades or levels given to a student at the end of a course, term, or unit, but should be supplemented by continuous assessment results to arrive at a full picture of the entire term’s or year’s learning.