Assessment

We believe that every interaction with learners is an opportunity to add value to their lives. For that reason, Woodford School endeavours to achieve excellence and progress for all learners. Assessments conducted throughout the year measure the teachers’ impact on the learner, essentially, the learner’s progress. The results of the assessments are used to inform future learning and teacher planning alike. Assessments at Woodford School are designed to empower learners and develop them into independent and reflective learners.

All assessments are conducted at scheduled times, and feedback to learners is timely, informative, standardised to grade-level expectations and relevant content.

Woodford School learners must access and participate in the various assessments and evaluate the assessments. This process demands that each learner exhibits tenacity to think creatively and solve problems.

Our assessment standards recognise that some learners may not be academically gifted while others require additional learning support and accommodations during the teaching and learning process. We strive to help such learners access the curriculum and meet their targets through our learning support program and collaboration with respective parents.

At Woodford School, we reward learners for exceeding expectations as much as making progress as a recognition of the value added to each learner’s academic development across all areas of the curriculum.

Assessment for Learning At Woodford School

Woodford promotes the use of Assessment for Learning (AFL). This involves continuous classroom assessments to improve learning and school-based assessments under the ministry of education. AFL strategies are used to complement teaching and learning. These take the form of classroom assignments, homework, fortnightly tests, and the end of term assessments. While AFL is usually associated with internal school assessments, AFL at Woodford School is also used to analyse external assessments for individual students’ achievement gains.

 AFL at Woodford involves:

 ● Regular self-assessment

 ● Positive relationships with learners

 ● Learners assessed against their abilities

 ● Immediate and personalised feedback

For effective AFL, learners need to know:

 ● What they are learning?

 ● How they are learning?

 ● Why they are learning? AFL uses success criteria that learners should also be involved in setting.

Parent-Teacher Conferences

Woodford School academic staff share each learner’s progress through regular and scheduled progress meetings and report cards at the end of each academic term. Subject specialists and teachers meet parents three times each term at scheduled dates, communicated in the school emails, newsletters, the school calendar, and the Woodford School website.

Assessment Cycles

As illustrated below, the schoolwide assessment calendar culminates in reports at the end of each term. Parents receive reports with comments from the head of school, class teachers, and subject specialists at the end of each term alongside the academic achievement reports.