Assessment Procedure

The purpose of this policy is to ensure that all pupils at EIS Baghdad are assessed consistently, accurately, and effectively. Assessment is used to:

• Monitor and track pupil progress.
• Inform teaching and learning strategies.
• Identify pupils’ strengths, needs, and next steps.
• Support target setting and personal development.
• Provide evidence for reporting to parents, governors, and inspection bodies.

Assessment at EIS Baghdad is:

• Integral to Learning: Embedded within daily teaching and learning, supporting continuous improvement.
• Inclusive: Takes into account the needs of all pupils, including SEND and EAL learners.
• Balanced: Combines formative and summative approaches.
• Transparent: Learning objectives, success criteria, and assessment expectations are clearly communicated to pupils.
• Actionable: Assessment information directly informs planning, intervention, and teaching strategies.

a) Formative Assessment (Assessment for Learning)

• Conducted throughout lessons and units.
• Opportunities for formative assessment are embedded in the lesson plan template at each section of the lesson.
• Methods include questioning, observation, peer/self-assessment, mini-quizzes, and written tasks.
• Feedback is constructive, specific, and timely to support pupil progress.

b) Summative Assessment (Assessment of Learning)

• Pearson Progress Tests are taken at the end of each half-term and at the end of the term.
• An End-of-Year Assessment is conducted for all pupils.
• Summative assessments are the main contributing factor to school reports and reflect pupils' overall achievement and progress.

c) Diagnostic Assessment

• Used to identify prior knowledge, learning gaps, or specific needs.
• Includes baseline assessments, screening tests, and initial observations in early years.

• Recording: Pupil records are maintained according to the grade breakdown on Excel tracking files and the combined grade in the HUBmis Gradebook.
• Analysis: Assessment data is reviewed regularly to identify trends, progress, and areas for development.
• Differentiation: Lessons are planned and adapted based on assessment outcomes, including formative insights.
• Moderation: Staff participate in moderation sessions to ensure consistency and accuracy across subjects and year groups.
• Interventions: Pupils requiring support or additional challenge are identified and targeted interventions applied.

• To Pupils: Clear feedback supports understanding of progress and next steps.
• To Parents: Reports reflect results from summative assessments (Pearson Progress Tests and End-of-Year Assessments) and ongoing formative assessment evidence.
• To Leadership: Data informs school improvement planning, curriculum review, and inspection preparation.

• Teachers: Implement and record assessments, provide feedback, and use assessment data to plan differentiated lessons.
• Heads of Department: Ensure consistency, moderation, and curriculum alignment across year groups.
• Academic Director: Monitor assessment processes, analyze whole-school data, and report outcomes to governors.
• Pupils: Engage with feedback, reflect on learning, and set personal targets.