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 GIIS East Coast » The School » Policies & Guidelines » Assessment/Examination Guidelines
 
  Assessment/Examination Guidelines
  

The scope of evaluation at Global Indian International School (GIIS) extends to almost all areas of the student’s personality development. It includes both scholastic and co-scholastic areas, and is comprehensive in nature.

 

Evaluation is continuous and reveals the strengths and areas of improvement of the students frequently, so that the learners have a better opportunity to understand and improve themselves. It also provides feedback to the teachers for modifying their teaching strategies according to individual student needs.

 

In view of getting a complete picture of the child’s learning, assessment focuses on the learner’s ability to:

  • Learn and acquire desired skills related to different subject areas
  • Acquire a level of achievement in different subject areas in the requisite measure
  • Develop child’s individual skills, interests, attitudes and motivation
  • Monitor the changes taking place in child’s learning, behaviour and progress over a period of time
  • Respond to different situations and opportunities both in and out of school
  • Apply what is learnt in a variety of environment, circumstances and situations
  • Work independently, collaboratively and harmoniously
  • Analyse and evaluate
  • Be aware of social and environmental issues
  • Participate in social and environmental projects
  • Retain what is learned over a period of time

The assessments are done with the purpose to achieve the following objectives:

  • To help develop cognitive, psychomotor and affective skills
  • To lay emphasis on thought process and de-emphasise memorisation
  • To make evaluation an integral part of teaching-learning process
  • To use evaluation for improvement of students achievement and teaching-learning strategies on the basis of regular diagnosis followed by remedial instructions
  • To use evaluation as a quality control device to maintain desired standard of performance
  • To determine social utility, desirability or effectiveness of a programme and take appropriate decisions about the learner, the process of learning and the learning environment
  • To make the process of teaching and learning a learner-centred activity

Formative assessments are done on a regular basis through journals, written work, portfolios, project work, classroom interactions, peer and/or self-assessments, cyclic tests along with many other learning tasks. There are two summative assessments at the end of each of the two semesters.





 
 
 
 
 
 
 
 
 
 
 
 

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