At Central College we follow a comprehensible assessment plan which is organized, timely, and reliable. 

1. Our assessment plan helps us evaluate our effectiveness and our performance as educators and identify the efficiency of the teaching and learning environments that we are promoting. Through student assessment, teachers and subject coordinators may deem it necessary, for example, to change some instructional methods and strategies to cater to the educational needs of all students, and through assessment we can also judge whether the learning environment we have promoted is sufficiently effective and meaningful for all students to progress or whether it needs modification.
2.   Our assessment plan helps us evaluate students’ performance and then take measures to help students who are falling behind and need support to progress and follow their class rhythm:  identify students at risk or those falling behind the rest of the class and need intervention,  monitor students’ performance and progress to evaluate whether our interventions have been adequate for the students’ progress, collect information and feedback about students to help them better achieve, and assess whether the methodologies and the teaching approaches provided by the teachers are adequately catering to the needs of all students in class.

  At the beginning of every scholastic year, specifically in the first week, a parent-teacher-coordinator conference is held, during which teachers and subject coordinators explain to parents the instructional methodologies that will be adopted in each class, the homework policy, and the assessment policy. This paves the way for a smooth and clear relationship between parents and the school and helps the parents get acquainted with the educational system and the assessment process that their child will follow throughout the scholastic year.

 Kindergarten students receive three progress reports, or portfolios throughout the year, one every three months, based on the assessments teachers conduct in these classes throughout the three-month period, to be viewed and signed by parents. Their assessment will be based on curriculum-embedded content, such as their interaction with their classmates and teacher in class, real tasks they perform in authentic situations, response to new tasks, enthusiasm while doing their work, mastery tasks (whether they can or cannot perform a specific skill),  observation of the child’s attitude and behavior during regular classroom activities, observation of the child’s attitude and behavior outside the classroom setting, response to group and individual work, mastery of the letters, etc. Our teachers use checklists, rating scales, and observational records to trace the child’s progress and present it in a portfolio for parents to view, every three months.

Elementary, Middle School, and High School students receive six report cards per year, based on their assessment scores, to be viewed and signed by parents. Regular parent-teacher conferences are held after assessments, especially with parents whose children are falling behind and need support, in order to ensure the appropriate follow up.

 Our assessment plan consists of the following types of assessment:

1. Screening Assessments: They are conducted at the beginning of the school year (admission exam for new candidates and during the first month) to identify students at risk right from the beginning in order to ensure a regular follow-up throughout the year.
2. Progress Monitoring Tests, or Formative Assessment: These tests, which are “curriculum-embedded” are given regularly and right after every instructional lesson or unit to determine whether students are making adequate progress and to what extent they have learned the material taught in a current unit. These formative tests help teachers identify which students are falling behind, which students have fully acquired the objectives of a particular lesson taught, and whether the class is ready to move on to the next unit. Teachers prepare these tests, which are approved by the subject coordinators, in relation to the material the students have just been taught in an instructional unit.  If these tests show that the majority of the class is falling behind, it means modifications to instruction should be made. If only a few students do not perform well on these tests, measures will be taken, such as supplementary instruction or work given to those students to improve their performance, meeting with parents to ensure students are reviewing taught material at home, then repetition of a particular test after modifying its content.
3. Summative Assessments: Given at the end of every school term (every three months), these tests help teachers identify which students have mastered curriculum-embedded material covered over a period of time, and whether students are ready to start a new term with more advanced material.
4. Outcome Assessments, or the Final Exam: These are summative assessments conducted at the end of the school year; they cover material from the last school term or from the beginning of the school year. Outcome Assessments help the principal, subject coordinators, teachers, and intervention specialists assess the effectiveness of their program and to what extent it has helped all students achieve grade-level standards by the end of each year, and whether they are ready to move to a higher class level.

 Students of the first cycle of the Elementary School, Grades 1, 2, and 3, are assessed in all curriculum-based subjects, and they receive six report cards throughout the scholastic year based on their scores in the screening and formative tests (material covered in a particular lesson, two lessons, or a whole unit). Our pupils in this cycle do not have a mid- year exam or summative tests (at the end of every term, including material covered through a three-month period). However, they sit a final exam, or an outcome test, including material decided by the teachers and subject coordinators to ensure that they are ready to move to a higher class level.

Students of the second cycle of the Elementary School (Grades 4, 5, and 6), Middle School students, and High School students are also assessed regularly in all subjects and receive six report cards throughout the scholastic year, based on their assessment scores in the screening, formative, and summative tests, in addition to the outcome test at the end of the school year: screening tests followed by progress monitoring tests (first report card) → summative tests done at the end of term 1 (second report card) → beginning of term 2 formative tests (third report card) → summative tests done at the end of school second term (fourth report card) → beginning of term 3 formative tests (fifth report card) → outcome assessment, or final exam (sixth report card). Therefore, they sit three major exams (at the end of each trimester) and continuous, regular tests at the end of each lesson or instructional unit.

Our students are assessed in all areas, depending on grade level and curriculum content: oral responses, written responses, and other practical works (drawings, models, graphic presentations, portfolios, drama, music, and physical performance).