Assessment is the ongoing process of collecting, documenting, reflecting on, and using information to develop rich portraits of children as learners in order to support and enhance their future learning. Assessment for Learning and Assessment of Learning are two approaches to assessment. The main purpose of Assessment of Learning is to inform Learners and their parents about learning outcomes and achievements. Assessment for Learning focuses on using assessment information to help children with the next steps in their learning and development. At Laurel High Global School, we use both approaches on a daily basis to help children progress in their learning path. Gathering data about children to make judgments about their learning and development is a central part of the teacher’s role. Portfolios, work samples, and teacher observation across time provide the tools individual strengths and challenges.
Education would be much more effective if its purpose was to ensure that by the time they leave school every boy and girl should know how much they do not know, and be imbued with a lifelong desire to know it.
Assessment of learning progress and achievement is an intrinsic part of Laurel High Global School. A range of assessment approaches are designed and be used, reflecting the personalized learning. The range of assessment types include –
Formative assessment informs both teachers and learners about learner understanding and learning progress at a point when timely adjustments can be made.
Summative assessments are given periodically to determine at a particular point in time what students know and can do. Summative assessments are therefore not solely associated with state examinations. Summative assessment approaches are often used as part of in-house certification (based on a portfolio of work), end of unit and end of term tests
Diagnostic testing is used for the early identification of learning difficulties and the detailed learning needs involved and it is done by Detailed Assessment.
