Includes “normative,” “diagnostic,” and “continuous.”
3 Types of Assessment for Early Childhood and Kindergarten
The “Student Assessment Policy” guide defines the levels of assessment to determine the degree of knowledge and skill required for performance.
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The Emirates Foundation for School Education applies three types of assessment, during the current academic year, to early childhood and kindergarten students, which are: normative assessment, diagnostic assessment and continuous assessment (formative and summative). There is also no central examination at the end of each semester for the first and second grades. From the first cycle, the formative and final assessment procedures are applied to students in all subjects of group (A) by the teacher, and the weights of the assessments are distributed at 70% for the formative and 30% for the final, distributed over 20% for the formative and 10% for the final in the first semester, and 25% for the formative and 10 % for the end of each of the second and third semesters.
Group (A) subjects include mathematics, English, science and the integrated curriculum in Arabic language, culture and ethics, while group (B) includes computing, creative design and innovation (CCDI), arts, physical education, health and languages.
The guide for "Student Assessment Policy for the Academic Year 2022-2023", which was finally approved by the Foundation, clarified that the standard assessment is based on applying assessments that are not related to the curriculum on samples of kindergarten and first grade children, to measure their performance in eight areas of development, including language skills and physical ability. , social skills, and problem-solving skills, and this is implemented in the second kindergarten.
As for the diagnostic assessment, it is based on the use of survey questionnaires conducted at the beginning of the first year of kindergarten, to collect data related to children's development, in order to support education policy and services, and to discover cases that require early intervention. This test targets basic skills (language, physical, and social). mental, and cognitive), and this test is central.
For continuous assessment (formative and summative), teachers carry out formative assessment in order to collect data on children’s performance in learning times and in different contexts, including group or individual activities, using rating scales to determine children’s skill levels and planning for learning, while teachers carry out summative assessment resulting from Summative assessments versus learning outcomes.
The guide identified three levels of assessment in early childhood and kindergarten, to determine the degree of knowledge and skill required for performance, and is based on the learning outcomes identified in each subject, namely: a beginner level, an advanced level, and a mastered level.
The guide included six general guidelines for the policy of evaluating students’ performance for the current academic year, which are: First, the application of the assessment during the school year divided into three semesters, in order to achieve the principle of investment in opportunities and benefit the student, and secondly, the application of formative assessment is consistent with the time of the approved class. For teaching at all levels, educational paths and types of education, and thirdly, the final evaluation requires the actual attendance of students for electronic exams in educational institutions.
Fourthly, assessments are prepared and monitored in the evaluation systems approved by the Emirates School Education Corporation, for all levels, educational paths and types of education. Fifthly, the study subjects are divided into two groups (A) and (B), and the group represents: basic materials for all grades and stages (Arabic language, English language, Islamic education, social studies, mathematics, sciences (chemistry, physics, biology, and health sciences), and the subjects of group (B) enhance learning processes according to standards commensurate with age skills and educational stage, including (computering, business administration, creative design and innovation, arts, and education physical, health, languages other than Arabic and English).
Sixthly, the grades of group (A) are monitored in numbers in the “system”, and issued in the quarterly performance evaluation card and at the end of the school year in letters for grades from the first to 11, and for the 12th grade, the results are issued in letters and numbers, as for the subjects of group (B) their grades are recorded in numbers and the results are issued in letters in all grades.
There is no central exam at the end of each semester for the first and second grades of the first cycle.
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