Assessment System

We are committed to being ‘A Thinking School’ and to creating ‘Thinking Classrooms’ so that everyone here becomes a critical thinker and develops a diverse range of knowledge, skills and attitudes. In order to have a successful learning experience, it is important for students to ask questions, identify problems, do some research and solve problems. We focus on thinking, investigation and application of knowledge. Our assessment system encourages conceptual understanding and discourages rote learning.

Our Assessment System helps teachers determine how students are progressing, to understand their strengths and areas of weakness, to evaluate their own teaching strategies and come up with how best they can teach and reach those students who are unable to develop the understanding and skills required to succeed in each course/subject.

We use a range of assessment and evaluation strategies to ensure that we address students’ different strengths and assess whether they have mastered the concepts and skills in the Curriculum.  

From Years 1-10, we focus on the holistic development of our children and therefore place equal emphasis on all the developmental domains in addition to the subjects based on the National Curriculum, Ministry of Education, Government of Pakistan.

The social-emotional, physical and ethical domains of development are equally important to us and we keep a close eye on our children at every level to ensure their sense of wellbeing.

Our Support for Learning Unit (SfL Unit) works closely with children who are facing social-emotional difficulties and for those who need extra learning support.

Primary Section: Years 1 – 3

There are no formal tests or exams for this age group. We believe that testing young children formally does not really tell us anything of value about their knowledge, skills or attitudes or what they have learnt during class. Therefore, we have a system of on-going assessment in place.All the subjects in the National Curriculum are assessed on a regular, on-going basis.

On-going Observation & Assessment: Assessing young children differs significantly from assessing older children. They learn from their experiences and demonstrate their learning in various ways. Relying solely on traditional paper-pencil tests is not adequate to assess their developmental growth and learning.

Observation: One of the major tools for assessing pupils is through observation. The teachers observe and assess pupils’ skills and concepts every day through their regular tasks. Learning in the classroom takes place in such a manner that it allows each pupil to demonstrate her understanding at the end of each concept and skill that is taught. They express their understanding through various mediums, such as oral presentations, role play, artwork or written tasks. Observing children in all these tasks allows teachers to closely monitor each pupil’s progress and provide support to pupils who need more time to grasp concepts.

Anecdotal Records: Teachers keep a close look, observe and make notes on how each child is developing and progressing. These observations focus on spoken language skills, social and emotional behaviour and personal grooming. After a few initial observations, only significant changes are documented. 

Notebooks: Classwork done in notebooks and workbooks provide us with a clear idea of how a child is progressing from month to month. We can assess their understanding of concepts in science and general knowledge, their handwriting and grammar and creative writing in both English and Urdu and maths.

Checklists: These are linked to the anecdotes and notebooks which provide evidence for checklists. Using the descriptors in the Progress Report, teachers record how pupils are progressing in the formal subjects and how they engage with materials and peers during the day. Teachers maintain checklists for all subjects in the Progress Report including personal grooming and classroom participation.

Reading Records: Teachers assess children’s reading skills against a set of reading rubrics, on a regular basis and maintain a separate reading record for each child. This gives us a clear idea about how a particular pupil’s reading and comprehension skills are developing and where further one-on-one support is required. A set of Reading Rubrics has been put together for this purpose.

Sindhi Language Learning: Years 3 – 6

Sindhi Language Learning will be assessed across four linguistic skills: Listening and Speaking, Reading and Writing.

Listening and Speaking: Will be evaluated through interactive activities such as conversations and role play.

Reading: On-going assessment will be carried out during class, through reading sentences or a paragraph from the text book.

Writing: Will be evaluated through written assignments and revision exercises.

Primary & Secondary Sections: Years 4 – 7

For Years 4-7 our assessment system pushes children along the path to critical thinking, articulation and application of learned concepts and skills to a wider level of problem situations. It does not depend on their ability to memorise and regurgitate pre-defined answers to a set of questions. Our lesson plans are based on the Student Learning Outcomes (SLOs) in the Curriculum and the SLOs are assessed in the following ways:

Group Projects: Working collaboratively develops interpersonal skills, teamwork, conflict resolution, understanding of group dynamics and confidence. It is important for students to learn from the diversity of perspectives that are shared within a group. In addition to the work the group produces, they are assessed on their ability to share tasks, and carry out their own responsibilities in a collaborative work environment. Each subject has either a Group Project or an Individual Presentation.

Individual Presentations: In today’s world, becoming an effective communicator is
essential. Being articulate and having the ability to get people’s attention and maintain it is a skill that needs to be learnt and practiced at an individual level. Students are required to prepare and conduct individual presentations as part of the assessment plan. The language, the content, motivational techniques, creativity and confidence will be assessed. Each subject will have either an Individual Presentation or Group Project.

Please Note: All the work required for the completion of the Group Project and content development for the Individual Presentation is done in school. Students are NOT asked or expected to do this work at home.

Written Assignments: Good writing skills are a very important part of communication. Writing provides a means for self-exploration, creativity and self-expression. Students are expected to demonstrate their understanding of concepts, share their views, opinions and feelings through their writing. This encourages them to be imaginative and creative and to problem solve. There will be six Written Assignments for each subject throughout the Year and the marks of any four, selected by the student will be added to the total.  

Learning To Take an Exam (LTE) & Final Exam (FE): In the real world, there is really no escape from tests and examinations and we want to prepare our students with test-taking skills for this aspect of academic and professional life. Therefore, they will be given practice in test-taking as well. There will be two sets of traditional Exams: LTE and FE.

The LTEs will assist the students to manage exam-time efficiently and to help respond briefly while expressing their thoughts. These exams will be a combination of MCQs, Short Q & A and narrative application of concepts. LTE marks will not be added to the Progress Report. The Final Exams will be on the same pattern as LTEs. FE marks will be added to the Progress Report.

Art will not be assessed formally and no marks will be given. Students will, however, receive feedback on their artwork. 

Marking Scheme & Grading Rubrics

Each subject has been allotted 100 marks for the entire year. The 100 marks are broken down as follows:

Students will be marked onMarks
Group Project/ Individual Presentation30
Written Assignment40
Final Assessment30

Grading Rubrics (marking criteria) are used for all subjects and all tasks/assignments to assess students’ work and identify their strengths and the areas that need further understanding and practice.

Secondary Section: Years 8 – 10

For Years 8 -10, assessments are based purely on the AKU-EB exam pattern. Year 8 is the transition year for students. It gives them time to prepare for the AKU-EB exam challenge which begins in Year 9.

In order to have a successful learning experience, it is important for students to ask questions, solve problems and develop critical thinking skills. In Years 8 – 10, we focus on thinking, investigation and application of knowledge; our assessment policy encourages conceptual, understanding-based learning. This method discourages rote learning.

Year 8: Assessments and Examinations are taken for all subjects at different intervals. The pattern is the same as that for Years 9 and 10. The lesson plans are based on the SLOs in the Curriculum. There are seven subjects in Year 8: Computer Science, English, Islamiyat, Mathematics, Science, Social Studies and Urdu.

Years 9 and 10: The lessons for every subject are planned according to the SLOs set by the AKU-EB, which are based on the Curriculum. These SLOs are classified under three cognitive levels: Knowledge (K), Understanding (U) and Application of knowledge and skills (A). Each Year, our students take exams in a total of eight subjects, which are taught across Years 9 and 10. The examination papers are a combination of Multiple-Choice Questions, Constructive Response Questions and Elaborated Response Questions.

• Science Group

– Compulsory: English, Urdu, Mathematics, Pakistan Studies and Islamiyat

– Electives: Biology/Computer Science, Physics and Chemistry

• Humanities Group

– Compulsory: English, Urdu, General Mathematics, Pakistan Studies and Islamiyat

– Electives: Economics, Business Studies and Computer Science

Scheme of Assessments and Examinations for Years 8 – 10

Term 1

– There will be two assessments of 25 marks for each subject. The Half Yearly (HY) Examinations will be held at the end of the first term.

– The HY examination are of 75 marks for each subject, with the exception, in Years 9 and 10, of Islamiyat and Pakistan Studies with 50 marks each.

– The average marks of the first and second assessment will be added to the HY examination marks.

– After the HY, regular studies will take place and school will get off at regular timings.

Term 2

– For Year 8, there will be two assessments and a Final Exam (FE).

– For Years 9 and 10, there will be one assessment and two compulsory Preliminary Exams. (Prelims).

– The Scheme of marks will be the same as that of the HY exam.

– The writing time for Assessments is one (01) hour.

– For writing time for the HY Exam and the FE/Prelims, is three (03) hours.

– After FE/Prelims, school will get off early.

– The marks of the assessment are added to the FE/Prelims marks.

– Promotion will be based on the average result of the year.

– The average marks of both the terms will be calculated.

– Practical exams will be conducted during the HY and FE/Prelims.

– For Years 9 and 10, the AKU-EB practical exams are conducted in school in the presence of external examiners.

– English and Urdu “Listening Exams” are a part of all the assessments and examinations.

Admit Cards for Years 9 and 10: In each subject, students must secure 70% marks in the Annual Average Result to receive an admit card.

Self-Assessment & Self Reflection

It has been found that self-assessment can increase students’ level of interest and motivation for the subjects they are learning and this can lead to enhanced learning and improved academic performance. And it is important in helping them develop critical thinking skills to analyse their own understanding and assignments that they have handed in to their teachers.  

Therefore, at the end of each Curriculum Unit, children from Years 1 – 10 assess their understanding of a concept, topic or skill. Based on this assessment, they become aware of their own strengths and weaknesses and can identify areas they need to work harder on and the skills they need to develop. A teacher will repeat a lesson if a significant number of children have not understood that unit. If there are a few children or even one, then she will negotiate a suitable day/time to meet with them and apply different scaffolding techniques to help them understand.

The children are open and honest and understand that openness and honesty will be helpful for them and as a result, teachers will know what to repeat in their lessons and how to help individual children. This process requires reflection and critical thinking, which is the key to meaningful learning.

Promotion Policy

In order to have a clear understanding and to be on the same page by informing parents and students we have a written Promotion Policy to help with making decisions about children moving on to the next year level.

Years 1 – 3

Pupils in Years 1-3 are expected to meet the set goals and targets for their year group. If a pupil is unable to achieve these goals, their promotion is at stake. To make this decision, a conference is held between parents, the HM, SENCo and teachers and a joint decision is made in the best interest of the pupil for Years 1 and 2. However, for Year 3, the promotion decision is taken by the school based on the pupil’s performance for the whole academic year. Parents of pupils with irregular attendance are notified of the situation well in advance. If a pupil’s progress is negatively affected by irregular attendance and does not improve within the academic term, the pupil will not be promoted.

Years 4 & 5

– A pupil must secure 50% marks in all the subjects, especially in English, Urdu, Mathematics and Science.

– A pupil must have an overall result of 50% to be promoted to the next Year Group.  

– If a pupil fails in any two subjects (marks below 50%), she will not be promoted even if she has secured an overall result of 50%.

Year 6

– A student must secure 50% marks (Grade D – GP 2) or more in each subject.

– If a student passes the Grand Total (scores 50 or more) but fails one assessment, they will be promoted to Year 7 on a *contract basis.

– If a student fails any one subject (scores less than 50) especially in core subjects like English, Urdu, Mathematics, and Science, they will not be promoted to Year 7.

* When a student is promoted on contract basis, her performance is closely monitored and she is expected to perform at the class level. If she is unable to meet the promotion criteria in the new class, she will repeat that class.

Year 7

– A student must secure 55% marks (Grade D – GP 2) or more in each subject.

– Failure in any assessment prevents promotion to Year 8.

– Scoring less than 55% in any subject (Grand Total) disqualifies a student from promotion on contract basis.

Year 8

– To qualify for promotion to Year 9, students of Year 8 must attain a minimum of sixty percent marks (60%) in the Annual Average of every subject.

– If a student plans to pursue Biology or Computer Science, she must attain a minimum of seventy percent marks (70%) in the Overall Percentage.

– If a student fails in any one subject, she will not be promoted to Year 9.

Years 9 & 10

– Students must secure 70% marks in the Annual Average of every subject in the Preliminary Exams to receive the admit card to appear for AKUEB Exams.

– There will be two Preliminary Examinations, and the results of both exams will be considered for the issuance of the admit card. In order to receive an admit card, students must meet the criteria in both examinations.


Years 1 – 3

In Years 1-3, learning takes place through daily classroom experiences, so regular attendance is crucial to ensure children don’t miss out. There are no marks awarded for full attendance, nor are there any deductions for absences. Children with full 100% attendance receive a certificate of full attendance at our Annual Prize Distribution Ceremony.

Years 4 – 10

Regular attendance is crucial for academic success. We maintain an accurate record of attendance manually and in the school’s result database, of both online and onsite classes. Students must achieve a minimum of 90% attendance throughout the academic year. Certificates are awarded for full attendance at the Annual Prize Distribution Day (APD). Failure to meet the 90% attendance requirement will result in marks deductions, based on the following criteria:

If Attendance is:Then there will be:
90% – 100%No deduction
80% – 89%5 marks deduction
70% – 79%10 marks deduction
60% – 69%15 marks deduction
50% – 59%20 marks deduction
49% and below25 marks deduction