Assessment & Reporting


  • At AIS, two forms of assessment are used to track our students progress:

    Summative assessments are tasks given to students at the end of a unit of work to test their understanding of the work covered and how well they have learned the planned outcomes.

    Formative assessments are tasks given to students throughout a unit of work to check progress and to help fine-tune the teaching approaches and learning arrangements for the students so that they remain on target.

    These not only inform the teacher of a student’s progress but also of the effectiveness of the teaching approach and curriculum design.

    Assessment from Preschool to Year 10 is internal. Teachers set a range of assessment tasks for students at all year levels. Students are advised of the nature of the task and its relevance to their overall results in advance. Consideration is given, when setting assignments, to students with learning difficulties. Individual student assessment files are maintained from year to year. These enable teachers to plan their teaching around the needs of the class and each student. At primary level, student progress is measured against agreed benchmarks in line with the learning outcomes in the Australian curriculum. At secondary level, assessment reviews between our secondary school campuses ensures a consistency in standards.

    External assessment through the  IB Diploma program (Pejaten and Bali campuses) guarantees international assessment standards are met.

    In Year 3,5,7 and 9 students sit the Australian NAPLAN tests which provide assessment of student progress benchmarked back to student achievement levels in Australia.

    The School’s policy on late submission for Years 7 to 10 is included in the Daily Planner. The School’s policies on submission and plagiarism for Years 11 and 12 are included in the Senior School Handbook, which is given to students upon enrolment in these year levels.

    Our learning program at AIS celebrates every student’s achievements. We believe that feedback is fundamental to effective learning, and to this end, our formal reporting process includes the following:

    Parent–teacher interviews in Terms 1 & 3.

    Written Progress Reports in Terms 1 and 3 (Pejaten Campus)

    Written Reports in Terms 2 & 4 identify whether a student is working below, at or above grade expectation. Year 11 and 12 Written reports indicate a grade score.

    We also meet with parents regularly, both formally and informally, to share information about the education of each student.

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