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.