1. Rationale

We believe that effective assessment provides information to improve teaching and learning. We give our children regular feedback on their learning so that they understand how they can do better. We give parents regular reports on their child’s progress so that teachers, children and parents are all working together to raise standards for all our children.

  1. Aims and Objectives

The aims and objectives of assessment in our school are:

  • to enable our children to demonstrate what they know, understand and can do in their work; to help our children understand what they need to do next to improve their work.
  • to allow teachers to plan work that accurately reflects the needs of each child; to provide regular information for parents that enables them to support their child’s learning; to provide the Principal with information that allows her to make judgements about the effectiveness of the school.
  1. Assessment
  • As per CBSE guidelines Continuous and Comprehensive Evaluation (CCE) is an ongoing process throughout the academic year. CCE at DPS Ras-Al-Khaimah, incorporates both scholastic and co-scholastic aspects of evaluation. This is divided into two parts – Formative Assessment and Summative Assessment.

Formative Assessment

Takes place during day-to-day practice in the course of on-going teaching and learning; Assesses current achievements to support the planning of the next steps; enables pupils to take an active role in the learning process and the setting of short-term targets.

Summative Assessment

Takes place after the learning, focuses on pupils’ overall achievements, and is used to provide quantitative information on progress to pupils, teachers and parents; May be used formatively to support planning and to set medium- or long-term targets.

The School believes in a continuous & comprehensive assessment system, through short evaluation exercises, worksheets and tests.

In K.G. 1 and K.G. 2 observations, checklists, anecdotal records are collated by the teachers to get an understanding of student learning – in the cognitive, creative, physical, social and emotional domains and develop student profile. There is no grading of the students.

The Progress Performance Report is used in the K.G.1 and K.G.2 classrooms. This report is sent in September and March. The Monthly Rubrics created by the school is used every five weeks to monitor growth and development over the school year and is noted on the child’s Progress Report.

a. In the K.G.1 and K.G.2 classrooms a Developmental Checklist is completed twice a year. Portfolios are kept on each child in the classroom. Portfolios include work samples of:

  • Art (drawings, paintings, collages)
  • Writing samples (scribbles, labels, letters, names, words, numbers, signs)
  • A story dictated to a teacher and/or illustrated by the child
  • Cutting samples (scissor skills)
  • Photograph of child’s work and play activities (block creations, Lego creations, dress up, favorite area to play in, a science experiment, group activity, etc.)
  • Anecdotal Records (a written note describing what the child said or did, child’s favorite book, answers to questions, comments on an activity, description of drawing or other work)

These work samples are shared with the Parents on ‘Open Days’. Portfolios help the teacher get to know their children well and to reflect on this information to make instructional decisions. Over the school year the progress of the child’s work is evident.

The profiles are shared with parents bi-annually, in September and March.

b. Class I to V have a semester system wherein assessment is done through CCE and class review exercises.

c. The School follows a two-semester system. Continuous assessment is done through Unit tests, class review exercises and terminal evaluations. The conceptual knowledge gained in each term has a 50% weightage.

d. For grades VI and VII two cycles each of unit test will be conducted, one before the half yearly and the other before the final examination. The dates for the same will be as mentioned in the Examination Schedule.

External Exams

Students of Grade 3, 4 and 5 will participate in International Benchmark Tests like ASSET, CAT, TIMMS, PIRLS as mandated by the UAE National Agenda parameters.

Students of Grades 1 upwards are also offered opportunities to compete in the Green Olympiad conducted by TERI, National Cyber Olympiad (NCO), National Science Olympiad (NSO), International Mathematics Olympiad (IMO), International English Olympiad (IEO) conducted by SOF.

 External Exams
Exam Targeted Grade Cycle
    • All students of Grade 1 and 3.
    • All new students or students who have not been tested before and are in Grade 3 to Grade 8 in 2022-23
Every 2 years
ASSET All students of Grade 3 to Grade 8 Every year
TIMSS Selected students of Grade 4 Every 4 years
PIRLS Selected students of Grade 4 Every 5 years

Promotion Policy

  1. The academic year is divided into two terms and examinations are held at the end of each term.
  2. Evaluation of Scholastic Aspect will be conducted according to the C.B.S.E guidelines.
  3. Attendance for tests for all classes is compulsory.
  4. If a child misses out on any Periodic Test or Term examination, he/she will be marked zero in that subject. Re-test will be conducted only on the discretion of the Principal.
  5. Promotion to the higher grade will be based on Annual Exam which is 40% of the I term and 60% of the II term.

It is mandatory for all students to appear and to pass in the aggregate of the first and second term exams.

Pass criteria for subjects are as given below:

  • Minimum Score of 33% in English, Language, Science and Math
  • Minimum of 40% in SST including UAE SST
  • Minimum 50% in Arabic Language
  • Minimum 50% in Islamic Studies
  • A clear pass in Moral Education

Skills Development

The curriculum contains a range of subjects to provide experience and develop skills in the following domains:

Linguistic, Mathematical, Scientific, Technological, Human and Social, Physical, Spiritual, Moral and Social.

Additionally, the 4C’s (Twenty-first century skills) are integrated seamlessly into the curriculum. These are:

Critical Thinking Skills Creative Thinking Skills Communicating Skills Collaborating Skills
    • Analysing
    • Classifying
    • Comparing and Contrasting
    • Defining
    • Describing
    • ·Evaluating
    • Explaining
    • Problem-solving


    • Brainstorming
    • Creating
    • Designing
    • Entertaining
    • Imagining
    • Improvising
    • Innovating
    • Problem-solving
    • Questioning
    • ·Analysing the Situation
    • Choosing a Medium
    • Evaluating Messages
    • Listening Actively
    • Reading
    • Speaking
    • Using Technology
    • Writing
    • Allocating Resources
    • Brainstorming
    • Decision-making
    • Delegating
    • Evaluating
    • Goal setting
    • Leading
    • Managing Time
    • Resolving Conflicts
    • Team building