The purpose of this policy is to describe Iqtidor Xalqaro Maktabi’s approach to assessment and marking. The school believes that all students learn at their own pace. For this reason, assessment is criteria-based and focused on mastery, rather than the traditional normative scoring.

Formative and Summative Assessments are used to measure the student’s progress toward learning goals in four learning domains, specific to each subject.The four domains of learning are cognitive (knowledge-based), affective (emotion-based), psychomotor (action-based), and social (interaction-based).

• Formative assessment is used to inform the teacher and the student about learning progress. It is never used as part of the summative grade. Formative assessment happens frequently, as a class activity or for individual students. Teachers are expected to adapt lessons based on formative data
• Summative assessments are criteria-based, with specific descriptors of each level to help the student and teacher determine where improvement is needed. Summative marks are holistic and reflect the teacher’s assessment of the student’s ability. They are never translated into points
• Social and communication goals are reflected on the student progress report, but are not mixed with academic assessment

Teachers administer summative assessments eight times per year in each subject, to measure the student’s holistic mastery of the yearly learning goals.

The school encourages teachers to seek novel methods for assessment. Teacher professional judgment determines whether a paper exam, project artifact, or other method is most suitable for measuring learning goals.

Teachers are required to keep accurate records for each student, which reflect the student’s progress in each of the learning domains for each subject area. The school issues a termly progress report four times per year.