St. Andrews International Dusit in a fully inclusive school, where is on how the child learns and how the curriculum is delivered to meet all learning styles and abilities. As a school, we pride ourselves on providing an exciting, engaging and tailored curriculum, which enables individual students to make excellent progress and achieve their full potential.

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The Aim:

The aim of assessment at St. Andrews International School Dusit is to provide information on student learning in order to improve student progress and attainment and contribute to the effectiveness of our teaching and learning programmes.

Assessment complements and assists teaching and learning; it plays an integral part in each teacher’s planning and enables the evaluation of current practice as well as pupil achievement. High quality formative assessment is an essential part of teaching and learning at Dusit. It ensures a whole school approach to the provision of an excellent education for all children at Dusit and enables teachers to deliver education that best suits the needs of their pupils. The process of assessment is central to helping pupils to progress and fulfil their full potential. It is also necessary to provide a framework to ensure that learning objectives can be set and used to inform lesson planning, resources and support.

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Children in Years 1 to 6 will:

  • Complete GL Baseline tests in English and Maths at the beginning of each academic year and the Progress Test in English (PTE) and Progress Test in Maths (PTM) at the end of the year. Children in Years 2 to 6 will complete the Progress Test in Science (PTS) at the end of each academic year.
  • At the end of each term, children will complete the online New Grouping Reading Test (NGRT) to provide a standardised reading score. The data will be uploaded by the Deputy Head of School onto DCPro, where the information is displayed on the Summative Assessment Screen.
  • In our language offerings children have the opportunity of working towards the YCT or DELF language qualifications.
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Early Years:

EYFS teachers cover the Early Learning Goals and use Tapestry Journals as part of their ongoing assessment cycle. Following the handbook, the EYFS Phase Leader provides guidance on when and how assessments/observations should take place

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  • Formative Assessment, is an ongoing process which measures the children’s learning, informs our teaching, short-term planning and supports the personalisation of learning.
  • Diagnostic Assessment, involves ongoing measures to diagnose a child’s individual learning profile.
  • Summative Assessments, measure the children’s learning at a certain point in time, and show how much value has been added to the children’s learning. We also use them to track the children’s progress through the school and target underachievers.

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