Assessment Policy

At Al Diyafah High School, we recognise that effective assessment and purposeful feedback are essential in supporting students to make sustained progress and achieve their full potential. The school follows the British Curriculum, with the National Curriculum for England forming the foundation of learning in Key Stages 1, 2 and 3, followed by IGCSE and Pearson Edexcel programmes in Key Stage 4 and AS and A Level programmes in Key Stage 5. External qualifications are delivered through Cambridge International Education and Pearson Edexcel.

This Assessment Policy provides clarity for students, parents, teachers and school leaders by outlining shared expectations and the actions required to support consistent progress, high standards of learning and assessment practices aligned with curriculum and examination-board requirements.

Students' attainment and progress are monitored through a structured assessment framework that includes Baseline Assessment, Formative Assessment, Summative Assessment, and Target Setting. Together, these elements provide a comprehensive and accurate understanding of each student's achievement and progress over time.

1. Purpose

Assessment is the foundation of effective teaching and learning at Al Diyafah High School. It ensures that student progress is accurately measured, learning needs are identified, and instructional strategies are continuously refined to support achievement and growth.

Assessment is used not only to evaluate attainment but also to enhance learning through feedback, reflection, and informed teaching decisions.

2. Scope

This policy provides a consistent framework for all staff to design, deliver, and interpret assessment across the school. It applies to all teachers, Subject Leaders, and staff involved in measuring student progress, informing planning, and reporting outcomes.

3. Assessment Philosophy and Principles

At Al Diyafah High School, assessment is continuous, student-centred, and inclusive. It values both attainment and progress, with a clear focus on improvement, feedback, and learner engagement.

Assessment aims to:

• Use a range of methods to assess knowledge, skills, and understanding
• Track progress against curriculum expectations and individual potential
• Inform teaching, differentiation, and intervention
• Encourage student reflection and ownership of learning

A combination of internal assessment, standardised testing, and external examinations is used to build a holistic picture of learning. No single data point is used in isolation.

4. Roles and Responsibilities

Assessment is a shared responsibility across the school.

• Teachers assess learning regularly, provide feedback, track progress, and adapt teaching accordingly
• Subject Leaders ensure consistency, oversee moderation, and validate assessment judgements
• Principal and Senior Leaders monitor assessment quality and reliability through learning walks, book scrutiny, lesson observations, and data analysis

5. Assessment Framework

Al Diyafah High School follows a balanced assessment framework incorporating diagnostic, formative, and summative assessment.

Assessment operates as a continuous cycle:

Planning → Teaching → Assessment → Recording & Reporting → Reflection & Target Setting

• Diagnostic assessment identifies starting points and learning gaps
• Formative assessment (Assessment for Learning) supports ongoing progress
• Summative assessment (Assessment of Learning) evaluates attainment at defined points

6. Assessment Structure Overview

The table below outlines how school-based assessments and external assessments work together to support learning, measure attainment, and validate progress.

7. Assessment Journey of the Year

8. Diagnostic and Baseline Assessment

Baseline assessment establishes a clear starting point for learning and supports accurate progress tracking.

Baseline – Phase 1 (EYFS)

• On-entry baseline assessments are completed within the first six weeks against the Development Matters document.
• Judgements are informed through observation and recorded using the formative tracking system to identify individual learning needs.

Phase 2 and Phase 3

• Baseline attainment is established at the beginning of the academic year based on students' retained knowledge and skills from the previous year, following the summer break. This provides an accurate starting point for identifying learning gaps, setting appropriately challenging targets, and measuring progress throughout the year.

Phase 4

• The baseline is informed by the student's previous board examination grade and a beginning-of-year diagnostic assessment.
• The diagnostic assesses prior IGCSE/AS knowledge, skills and relevant Assessment Objectives and is used to identify starting points, set targets and plan intervention.
• The outcomes inform target setting, intervention planning, and exam readiness.

9. Target Setting

Phase 2 and Phase 3

• Targets are set using the previous year's attainment, baseline assessment and CAT4 outcomes where applicable, and are reviewed regularly to ensure appropriate challenge and support.

Phase 4

• Targets are set using the previous year's board examination outcomes and baseline diagnostic assessment, and are reviewed regularly to support progress and examination readiness.

10. Continuous Assessment (Formative and Summative)

Phase 1 (EYFS)

Assessment aligns with the EYFS revised framework.

• Continuous observation and evidence collection
• Weekly recording within the formative tracking system
• Assessment confirms developmental steps are achieved and embedded
• Outcomes inform next steps in planning and targeted support

Phases 2, 3 and 4

Assessment objectives are aligned with the relevant curriculum and examination framework: the National Curriculum for England in Phases 2 and 3, IGCSE specifications in Key Stage 4, and Cambridge International and Pearson Edexcel AS/A Level specifications in Phase 4.

• Students are awarded a grade ranging from A-F at the end of each term, reflecting their attainment against curriculum expectations.
• Judgements are informed by internal summative assessments and supported by formative evidence.
• Progress and attainment are tracked using "I Can" statements (Phases 2 and 3: curriculum objectives; Phase 4: assessment objectives).
• Self and peer evaluation are embedded across all phases to support reflection and learner ownership.
• Phases 2 and 3: Attainment and KUS are tracked through I Can, objective and attainment trackers, with students using their trackers to monitor progress.
• Phase 4: Attainment and progress are monitored through Objective and Progress Trackers, Assessment Analysis Grids, Attainment Reports and Individual Student Action Plans, supported by self-evaluation and Attitude for Learning rubrics.
• Online and AI-supported assessments are used to support AfL, identify misconceptions, and inform next-step planning.
• Curriculum gaps are identified through "I Can and objective" statement tracking (formative) and question-wise analysis of summative assessments.
• The curriculum is reviewed termly, and curriculum recovery plans are implemented to reinforce identified skills and topics.
• Outcomes inform differentiation, targeted intervention, challenge, and curriculum adjustment.

11. Assessment Weightage

12. Marking Cycle and Feedback

Feedback is timely and purposeful, identifying strengths, misconceptions and next steps. Students are expected to act on feedback through correction, reflection, redrafting or follow-up tasks. Students develop self-regulation by setting targets, monitoring their progress and reflecting on assessment outcomes, using errors as opportunities for improvement.

• Clear success criteria ("I Can" statements)
• Mini and end-of-unit assessments
• Reinforce and Support Time (RST)
• Feedback cycle completed within four weeks
• WWW–EBI–Level Up structure
• Student response time embedded

13. Moderation and Standardisation

Assessment, marking and grading are moderated and standardised to ensure consistency, reliability and accuracy of teacher judgements. Judgements are aligned with curriculum expectations and, where applicable, examination-board criteria and grade thresholds.

14. Internal and External Data: Measuring Progress

Progress is evaluated using baseline data, continuous assessment evidence, and measured potential.

Phase 1

• Progress is tracked from baseline using formative evidence.

Phases 2, 3 and 4

Progress is evaluated using a dual approach:

• Progress over time is measured from the baseline grade to the end-of-year attainment.
• Progress against potential is evaluated using CAT4 indicators in Phases 2 and 3, where applicable.
• Progress in learning throughout the year is monitored through formative assessment, topic checks, trackers and other ongoing assessment evidence.

In addition:

• Progress is monitored fortnightly through topic checks.

Phases 2 and 3: Progress is tracked using progress levels, supported by "I Can" statements aligned to curriculum objectives.

Phase 4: Progress is measured using Mastery of Learning rubrics, with "I Can" statements mapped to curriculum and assessment objectives.

Across All Phases

• Day-to-day progress is monitored through formative assessment strategies, including questioning, AfL, and pre - and post-assessments.
• Topic progress is monitored regularly through topic checks and other formative evidence.
• Formal progress reviews compare performance from the previous academic year to the current year, from baseline to Term 1, and from Term 1 to Term 3.

15. Recording, Reporting and Use of Assessment Data

Assessment data is recorded continuously through Tapestry, various attainment and progress trackers, and the school ERP, as appropriate to each phase. Internal, external and standardised assessment data is used to monitor attainment and progress, identify learning gaps, inform adaptive teaching and intervention, and support curriculum planning. Subject Leaders ensure that assessment records are current and accurate, while SLT monitors the quality and consistency of data through regular review and quality assurance processes.

Standardised and International Benchmark Assessments

Internal Formative and Summative Assessments

16. Differentiation in Assessment

Assessment is inclusive and differentiated to meet diverse learning needs, ensuring access, appropriate challenge and support for all learners. Assessment tasks and approaches are adapted where appropriate to enable students to demonstrate their knowledge, skills and understanding.

17. Students of Determination

Assessment accommodations align with students' IEPs and individual learning needs and are reviewed termly to ensure equitable access to learning. IEP goals are developed collaboratively by the SEND Department, Subject Leaders and teachers. Progress against these goals is recorded through dedicated SEND progress trackers and monitored by the SEND Department, with assessment evidence used to inform curriculum modification, intervention and appropriate support.

18. Gifted and Talented Students

Gifted and Talented students are extended through enrichment, challenge, higher-order assessment tasks and ASDAN programmes, where appropriate. The SEND Department, Subject Leaders and teachers work collaboratively to identify strengths, plan suitable extension opportunities and monitor progress, ensuring appropriate challenge and greater depth of learning.

19. Parental Communication and Reporting

Assessment outcomes and student progress are communicated regularly to parents through PTCI meetings, feedback in students' work, report cards and progress reports issued through the school ERP. Parents are informed of their child's attainment, progress, targets and areas for improvement. Where students are not meeting expected standards, parents are contacted and appropriate support and intervention strategies are discussed.

20. Review and Evaluation

This policy is reviewed annually by Senior Leaders and Subject Leaders to ensure effectiveness and alignment with KHDA and MOE expectations.

Conclusion

At Al Diyafah High School, assessment is a purposeful, inclusive, and reflective process that supports high-quality teaching and sustained student progress. Through a balanced combination of diagnostic, formative, summative, and external assessments, the school ensures that learning is accurately measured, individual needs are identified, and teaching is continually refined. Robust moderation, triangulation of data, and professional judgement underpin all assessment practices, ensuring reliability, consistency, and fairness. This policy reflects the school's commitment to continuous improvement and aligns with KHDA and MOE expectations, supporting every student to achieve their full potential.