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Assessment and Evaluation

                At CRESCENT ENGLISH HIGH SCHOOL we have a strong belief in having a system for measuring attainment that is clear, easy to understand and consistent across the whole school. The CEHS attainment chart allows parents to ‘monitor’ their child’s attainment across the whole school. Our assurance to parents is that at any point in the year our teachers will be able to inform you of how much progress your child is making and what score they are attaining on the CEHS attainment chart..

CEHS will monitor and assess individual student achievement and evaluate it against international benchmarks and exam results. An organized process will be used to support teachers in making consistent judgments.


Assessment will include:

  • Initial assessment on enrolment
  • A range of assessment processes and tools used to monitor individual progress and achievement
  • Data to demonstrate individualized learning
  • The use of data for targeted teaching
  • Data to inform school curriculum planning and implementation
  • The tracking of student progress at CEHS
  • Pre-board Grade 10 examination procedures
  • Pre-board Grade 12 examination procedures

The process and method of moderation in order to strengthen teacher consistency, judgment, and comparability of reported results.

CEHS uses international assessments objectives, externally assessed examinations and Moderated Internal Assessment objectives, for benchmarking students’ progress and/ or exiting CEHS.


The chart below highlights all the internal, external and international examinations for the school:


Assessment-Kindergarten

How do we assess?

In Kindergarten, assessment is a tool used to gather and provide teachers, parents and families with critical information about a child’s development and growth. Observing and documenting a child’s work and performance over the course of a year allows us to accumulate a record of the child’s growth and development. With this information, teachers can begin to plan appropriate curriculum and effective individualized instruction for each child.

When do we assess?

We assess the students throughout the year informally and formally. These assessments come in the form of observation, particularly useful examples of internal assessment are checklists, students’ journals, in-class work, peer reviews and portfolios (digital).

Assessment-Primary

How do we assess?

We use the learning objectives from the CBSE Curriculum to assess student learning. Through observation, questioning and marking, teachers assess what each student has learnt. Measuring learning allows the teacher to judge how much progress has been made. The CEHS Attainment chart can be used to track the students’ progress.

When do we assess?

We assess students throughout the year both formally and informally. We prepare students for formal testing, this allows teachers to find out what students have 'really' learnt. At CEHS student progress and attainment is not solely measured by testing. Students’ work also serve as a strong evidence for their attainment. For the holistic development of the student, co-curricular activities in the following areas like ‘Work Education’, ‘Art Education’ and ‘Health and Physical Education (Sports/Martial Arts/Yoga/NCC’ are also carried out by the teachers.

Assessment-Middle

How do we assess?

We use the learning objectives from the CBSE Curriculum to assess student learning. To increase the confidence in the students to start preparing for class X Board examination when they join the upper primary stage in class VI, we strictly follow the CBSE uniform system of assessment and examination pattern. While keeping in view the provisions of Right to Education Act, 2009, the scheme for Grades VI- VIII has been designed on Term Assessment basis with gradual increase in the learning assessment as the students move forward. This would prepare the students to cover the whole syllabus of the academic year and face the challenge of class X Board examination, and would thus, ensure the ‘quality of education’. For the holistic development of the student, co-curricular activities in the following areas like ‘Work Education’, ‘Art Education’ and ‘Health and Physical Education (Sports/Martial Arts/Yoga/NCC’ are also carried out by the teachers.

When do we assess?

We assess students throughout the year both formally and informally. We prepare students for formal testing, this allows teachers to find out what students have 'really' learnt. This formal testing is done through periodic testing and termly exams. Students’ works in the form of ‘Subject Enrichment Activities’ are carried out throughout the term, however, they should be evaluated at the term-end. Practical work and activities in science may be undertaken as suggested by the NCERT Syllabus and Text Books.

Assessment-Secondary

How do we assess?

Assessment in the secondary phase is linked to learning priorities. Teachers are familiar with the appropriate administration of assessment tasks.NCERT syllabus in the upper primary stage provides uniformity in the assessment structure. Teachers work together to develop school-wide expectations and goals for students, based on aggregated and analyzed student achievement data as directed by the CBSE. The expectations and learning priorities are meaningful and specific. Teachers regularly assessed student achievement. They use this information to determine student placement in flexible groupings within classrooms, to ensure learning needs were met in Grade 9 to 10, through Grade 11 to 12 and to guide course planning and programme implementation.