Internal Assessment Framework (20 Marks)
Primary Classes 1-2
Criteria Components of Assessment
1. Continuous Daily Active Following Cooperation Completion
Classroom classroom participation instructions with peers of
Participation engagement in and during group classroom
and discussions classroom activities assignment
responses and routines s
activities
2. Homework Regular Quality and Creativity in Timely Parent
and Project completion presentation project submission involvement
Work (5 of assigned of work assignments and
marks) homework signature
compliance
3. Portfolio Collection of Progress in Drawing and Worksheets Self-
Assessment student's handwriting creative and practice assessment
(5 marks) best work and work papers activities
presentation samples (age-
appropriate)
4. Behavioral Punctuality Personal Interaction Following Participatio
and Social and hygiene and with peers school rules n in school
Skills (5 attendance grooming and teachers and activities
marks) discipline
Assessment Guidelines
1. Recording Method
1.1 Maintain a daily observation diary:
a) A structured notebook or digital document where you record specific student
behaviours, interactions, and learning moments throughout each day.
b) Focus on recording objective observations rather than interpretations (e.g.,
"Sarah spent 15 minutes independently reading" rather than "Sarah enjoys
reading")
c) Include date, time, context, and specific details about what you observed.
d) Consider using a template with sections for different subjects or developmental
areas
1.2 Use simple rubrics with smiley faces or stars:
a) Create visual assessment tools that are easy for students to understand
Example scale:
😊 = Excellent/Fully achieved
😐 = Making progress/Partially achieved
🙂 = Getting started/Needs more practice
b) Can be used for self-assessment to help students reflect on their own learning
1.3 Regular anecdotal records:
a) Brief, detailed narratives of specific incidents or achievements
b) Include concrete examples of student work, conversations, or behaviours
c) Write them immediately after the observation while details are fresh
d) Focus on significant moments that demonstrate growth or areas needing
support
e) Particularly useful for parent-teacher conferences and tracking social-emotional
development
1.4 Monthly progress charts:
a) Visual representations of student growth over time
b) Track specific skills or learning objectives
c) Can include bar graphs, line charts, or checklists
d) Color-code different subject areas or skills for easy reference
e) Update regularly and share with students to help them see their progress
1.5 Portfolio organization
a) Systematic collection of student work samples and assessments
b) Include a variety of materials: writing samples, art projects, photos of hands-on
activities, test results
c) Date all entries and organize chronologically
d) Add brief notes explaining the context and learning objectives of each piece
e) Consider both physical and digital portfolio options
f) Include student reflections on their work when possible
2. Evaluation Periods
2.1 Quarterly assessment cycles
a) The academic year is divided into four distinct periods for systematic evaluation.
Periodic Test – 1 (July), Term – 1 (September), Periodic Test – 2 (December),
Term – 2 (March)
b) Each quarter typically runs 8-10 weeks
c) Include both formative and summative assessments
d) Specific learning objectives should be set for each quarter.
e) Tracking progress across multiple subjects and skills.
f) Documentation of both academic and social-emotional development
g) Comparing results quarter-to-quarter to identify trends
h) Use of data to adjust teaching strategies and interventions
2.2 Mid-term evaluation
a) Conducted halfway through each term
b) Combines formal and informal assessment methods
c) Areas to evaluate:
i. Academic progress in core subjects
ii. Participation and engagement
iii. Homework completion
iv. Behaviour and social skills
v. Areas needing improvement
d) Use results to identify students who may need additional support
e) Provides time to implement interventions before final evaluations
2.3 Final term evaluation
a) Comprehensive assessment at the end of each semester
b) Measures achievement of learning objectives
c) Includes multiple assessment types:
i. Written tests
ii. Project work
iii. Practical assessments
iv. Portfolio review
d) Compare results with mid-term evaluations to measure growth
e) Use standardized grading criteria
f) Document both achievements and areas for future focus
g) Regular parent-teacher meetings
h) Progress report preparation
3. Regular Parent-Teacher Meetings:
3.1 Meetings will be scheduled at consistent intervals (typically quarterly)
a. Establish a predictable schedule at the beginning of the academic year.
b. Typically held after the end of every examination:
1st meeting – July/August
2nd meeting - End of Term - 1 – September/October
3rd meeting – December/January
4th meeting - End of academic year (Term – 2) - March
c. Provide advance notice to parents (at least 2-3 weeks)
d. Offer multiple time slots to accommodate different parent schedules
e. Consider both in-person and virtual meeting options
f. Allow 5-10 minutes per meeting depending on student needs
3.2 Prepare specific discussion points for each student
a. Review student's:
i. Academic records
ii. Recent assessments
iii. Classroom performance
iv. Previous meeting notes
b. Create a personalized agenda for each student
c. Gather work samples that highlight:
i. Progress
ii. Challenges
iii. Unique achievements
d. Prepare concrete examples to support discussions
e. Have recent assessment data readily available
3.3 Share both achievements and concerns
a. Balance positive feedback with areas of improvement
b. Start with student's strengths and accomplishments
c. Use specific, observable examples
d. Present concerns constructively and supportively
e. Avoid negative language
f. Focus on problem-solving approach
g. Demonstrate understanding of student's potential
3.4 Discuss:
i. Academic progress
ii. Social development
iii. Behavioural observations
3.5 Home-school collaboration strategies
3.6 Document meeting outcomes and action plans
3.7 Follow up on previously discussed concerns
3.8 Set goals collaboratively with parents
a. Involve parents in goal-setting process
b. Discuss:
c. Short-term objectives
d. Long-term academic aspirations
e. Ensure goals are:
Specific
Measurable
Achievable
Relevant
Time-bound (SMART)
f. Balance teacher expertise with parent insights
g. Create mutual understanding and commitment
4. Progress Report Preparation:
a) Compile comprehensive documentation of student development
b) Include quantitative and qualitative data
c) Components to include:
i. Academic grades
ii. Skills assessment
iii. Behavioural observations
iv. Social development notes
v. Attendance records
d) Specific achievements and challenges
e) Use clear, professional language
f) Include specific examples to support observations
g) Add constructive suggestions for improvement
h) Maintain consistent formatting across reports
i) Include space for parent and teacher signatures
j) Keep copies for school records
5. Special Considerations
5.1 Age-appropriate assessment techniques
a. Early Years (Ages 3-5):
i. Observation-based assessment
ii. Picture-based activities
iii. Hands-on tasks
iv. Simple oral questions
v. Performance activities
vi. Play-based assessment
b. Primary Years (Ages 6-11):
i. Short written tasks
ii. Project work
iii. Group activities
iv. Basic quizzes
v. Portfolio assessment
vi. Practical demonstrations
c. Middle Years (Ages 12-14):
i. Written examinations
ii. Research projects
iii. Presentations
iv. Peer assessment
v. Self-reflection tasks
vi. Subject-specific assessments
5.2 Focus on positive reinforcement
a. Immediate verbal praise for effort
b. Written encouraging comments
c. Recognition of improvement
d. Celebration of achievements
e. Reward systems:
Merit points
Achievement certificates
Positive notes home
Class recognition
f. Constructive feedback approaches
g. Growth mindset promotion
h. Recognition of personal bests
5.3 Multiple opportunities for improvement
a.Retake options for assessments
b.Alternative assessment methods
c.Project resubmission opportunities
d.Continuous assessment approach
e.Improvement plans:
Clear goals
Specific strategies
Timeline for completion
f. Extra practice opportunities
g. Tutorial sessions
h. Differentiated assignments
i. Scaffold learning tasks
5.4 Inclusive assessment strategies
a. Accommodate different learning styles:
- Visual assessments
- Oral presentations
- Written work
- Practical demonstrations
b. Modified assessment formats:
- Extended time
- Reading support
- Simplified instructions
- Break tasks into smaller parts
c. Cultural sensitivity in assessment
d. Language support where needed
e. Alternative assessment methods
f. Individual learning plans
g. Accessible formats for all students
5.5 Regular feedback to parents
Marking Scheme Breakdown
Criteria Outstanding Very Good Good (3 Fair (2 Needs
(5 marks) (4 marks) marks) marks) Improveme
nt (1 mark)
Continuous Consistently Regular Occasional Minimal Rarely
Classroom active and participatio participation participatio participates
Participatio engaged n n
n
Homework All work Most work Work Incomplete Frequently
and Project complete with complete generally work with incomplete
Work excellence with good complete with inconsistent work
quality acceptable quality
quality
Portfolio Exceptional Well- Organized Partially Poorly
Assessment organization organized with organized organized
and quality with good satisfactory with with
quality work work inconsistent incomplete
work work
Behavioural Exemplary Consistent Generally Inconsistent Frequent
and Social behaviour and positive good behaviour behavioural
Skills social skills behaviour behaviour concerns
