The assessment in the preschool is built on ongoing assessment (diagnostic, formative, and summative) procedures, such as activities, self assessments, running records, portfolios, and class work correction, oral questioning, and performance assessments.
- Checklists are done during center time (according to center).
- Formal assessments are done according to skills and set concept by theme.
- This is done through games, puzzles, worksheets (designed for assessment purposes only).
- Children are usually assessed one-on-one or in small groups, depending on the skill.
- Circle time is sometimes used to check for understanding, questions, and quick games.
- Portfolios and journals are used for self assessment to evaluate learners’ progress.
- Ongoing observations take place during outdoor play, snack, circle and center time.
The preschool assessment process focuses on student mastery of what educators refer to as process learning skills. Process learning, as opposed to content learning, is learning the skills that relate to the child's daily life experience as a growing individual. These skills, by virtue of being developmental in nature and process-based, are attempted with the child from one theme to another and in varying degrees. They are categorized in six developmental domains:
Aesthetic Development: The ability to appreciate, express self, and enjoy art and music;
Affective Development: The personal and emotional development; the ability to feel lovable, valuable and competent.
Cognitive Development: The ability to integrate knowledge and experience as he/she constructs new or expanded concepts through perception, logical mathematical knowledge, and critical thinking skills.
Language Development: The ability to interpret accurately the communications of others as well as communicate more effectively himself/herself.
Physical Development: The ability to master the environment through improved body control (fine and gross motor skills), and to develop attitudes, knowledge, and behaviors related to maintaining, respecting, and protecting his/her body.
Social Development: The ability to develop successful patterns of interactions as well as internal control and pro-social values
Assessment in the Primary Department consists of diagnostic, formative, and summative procedures; such as class work and homework, quizzes, chapter tests, projects and presentations, experiments, self assessments, portfolios, oral questioning, and performance assessments. Our assessment program is used to evaluate students’ progress with relation to set objectives in the curriculum. Both evaluations and portfolios of students are used to inform parents about their children’s performance, and also to assist in determining teachers’ future curriculum planning.
Middle and Senior
Assessment in the Middle/Senior Department consists of diagnostic, formative, and summative procedures; such as homework and class work correction, oral questioning, drop quizzes or announced quizzes (per skill or sub skill), projects, research papers or presentations, chapter tests, and final exams at the end of each of the 3 terms. Our assessment program is used to evaluate students’ progress with relation to set objectives in the curriculum, as well as the standards set by the American High School and Lebanese Baccalaureate programs. Evaluations of students are used to inform parents about their children’s performance, and also to assist in future curriculum planning.