Dar Al Fikr Schools Assessment and Evaluation Department Experimental Student Evaluation Guide 2006/2007 0
Contents: Subject Page Introduction 2 Part One: Definitions 3 Part Two: Objectives 4 Part Three: General Rules 5 Part Four: Systematic Bases 6 Part Five: Evaluation System(Grades 1-3) 7 Part Six: Evaluation System(Grades 4-6) 8 Part Seven: Evaluation System(Grades 7-10) 9-10 Part Eight: Evaluation System(Grades 11-12) 11 Part Nine: Success and Failure 12-13 Part Ten: School Absence 14 Part Eleven: General Point Average (GPA) 15 Part Twelve: General Judgments 16 Part Thirteen: Evaluation Reports 17 Appendices 1
Introduction: Based on the general education policy in the kingdom that supports developing and updating educational experiences and processes, Dar Al Fikr School, with collaboration with The Ministry of Education, has developed the experimental evaluation system to go along with the recent international developments in this era. The core of this system is based on the educational vision which states that evaluation is a very important part of the learning process. It is a process that goes side by side with learning and is not separated from it. Its goal is to measure student progress in the light of student potential and capability, in order for improvement. This is because traditional examinations are no longer sufficient for measuring educational processes. The actual practice of measuring school learning stresses that exaggeration in focusing on examinations as a basis for pointing out passing and failing students, greatly affects in a negative way the nature of education and learning. The measuring process also loses its original goal which is to reinforce the learning process and improve the students positive tendencies toward continuous self-education. The nature of examinations has become a goal not a means. It encouraged competition, dependence on numbers and comparison between fellow students even though there are individual differences. In the end, learning has focused on preparing students for passing an exam that is based on remembering information only. From the understanding that evaluation should have a goal of strengthening student enthusiasm, encouraging continuous self-education and acquiring skills that will last with the individual his lifetime, Dar Al Fikr Schools have chosen Continuous Evaluation. Continuous Evaluation covers short examinations, pop quizzes, group or individual projects and research, worksheets, portfolios and homework. The aim is to evaluate a student's development in all informational, emotional, and skills aspects. This document describes in details the features of the evaluation policy at the school and how to apply it. Every department makes a separate, detailed evaluation card. This card includes objectives, skills and knowledge that should be achieved in every subject and it is approved by the Measurement and Evaluation Unit. 2
Part One: Definitions: This list includes the terms that will be discussed in addition to their meanings. Evaluation A continuous educational process that aims at judging students' achievement. Student Students (girls or boys) in Dar Al Fikr Schools. Teacher All Dar Al Fikr Schools teachers (in both boys and girls sections). Document The experimental evaluation document at Dar Al Fikr School, Jeddah. Evaluation Tools Ways of gathering information about student performance, e.g. Written and oral testing, homework, teacher comments, report cards, portfolios, etc Educational authorities Schools general administration, section administration (or similar), Educational Improvement Unit. Norm-reference Tests Tests used to compare a student's achievement with his/her classmates. Standardized Tests Tests prepared by a team of specialists and applied in a set of conditions that are applicable to all students sitting for the test. Ministry The Ministry of Education. Students' Register A computer-based program in which teachers inter students' marks and write notes about students throughout the school year. It can be accessed by parents in any place, at any time. Course The curriculum included in the plan in one quarter for grades four to six and in one semester for grades seven/eight to twelve. (The maximum mark is 100) The Integrity of an How suitable an evaluation tool is for achieving its use. Evaluation Tool Consistency of an Accurateness of an evaluation tool and consistency in results. Evaluation Tool Academic Committee Consists of stage coordinator, subject supervisor, two teachers, and the supervisor of The Measurement and Evaluation Unit Comprehensive Care A center run by specialists to give support to special needs students Center and slow learners in addition to gifted and exceptional students. Quarter A period of time that has a beginning and an end of about nine weeks. The beginning and the end of the quarter will be announced by the educational authorities at the beginning of the school year. Semester A period of time that has a beginning and an end of about seventeen weeks. The beginning and the end of the quarter will be announced by the educational authorities at the beginning of the school year. Quarter Mark The total of the continuous evaluation marks and the mark of the final exam at the end of a quarter. Semester Mark The total of the continuous evaluation marks and the mark of the final exam at the end of a semester. Final Mark The average of the marks of the four quarters Failure Not being able to achieve the passing requirements for a course. Results the clear and measured evidence of student abilities General Education All educational stages (Elementary, intermediate and secondary) National Tests Tests used to enrich the educational process aiming at measuring the level of students' achievement. 3
Part Two: Objectives of the Experimental Evaluation Document In accordance with the general educational policy in the kingdom, this document aims at: Contributing to the process of conducting educational research and studies to achieve goals aimed at and develop teaching methodologies. Organizing the different methods and procedures of evaluation utilized in all educational stages. Providing students and educators with necessary information to improve the educational standard, curriculum effectiveness and teaching techniques. Assisting the students so as to avoid causes of failure. Developing the process, techniques and constant supervision of evaluation pattern in accordance to the scientific bases by not restricting the teachers and the students to one tool. Considering tests as tools for learning but not as a target. Increasing students motivation. Improving student's perceptions to lead them towards self-tuition. Determining the level of the students in comparison to their previous performance based on their capabilities so as to enhance their skills. Assisting the students in using their abilities through the application of different evaluation tools and encouraging the students to avoid examination phobia. Enabling the students to use different learning facilities such as researches, small projects and others to be enriched with knowledge. Measuring the different learning abilities of the students including the cognitive skills such as deduction, analysis, comparison..etc. Helping students to acquire the highest level of academic and informational achievement in their classes. 4
Part Three: General Rules for Evaluating Students: The following bases should be kept in mind when evaluating students: 1. The procedures, practice, tools, results or ways of evaluation must not be a source of fear or anxiety. This negatively affects the learning process. 2. The evaluation tools utilized must represent the knowledge acquired and the values instilled within the students. Also, they should reflect how the knowledge acquired by the students helps them solve problems, think logically, apply self-tuition, continuous learning along with recalling facts. 3. Evaluation tools should provide information concerning the learning process such as: using learning techniques to solve problems and provide the right answers. Also, such tools must facilitate the process of learning in a way which contributes to assisting teachers and curricle in improving the student's academic standard and learning styles especially concerning identifying skills as well as fields of knowledge that must be focused upon. 4. To look at the evaluation tools application results within the perspective of evaluating the learning environment and its conditions. These tools present continuous information and feedback about the student's performance to be used in developing teaching methods and curricula along with encouraging the students to exert more effort. 5. Evaluation techniques, tools, terms of application and accumulated results must provide equal opportunities for all students. 6. Specialists must avoid using the results of the students in a way which might influence decisionmaking not related to the main purpose of the evaluation tool or its content. 7. The result of the evaluation is privileged to the students, their parents and their educators. It is prohibited to misuse them in a way which might affect the students or their classmates. 8. The school staff must avoid reprimanding the students which negatively affects the student's academic achievement when addressing the students. 9. Evaluation tools should be based on the scientific bases followed as specified by the educational authorities in coordination with other departments through which the learning objectives, expectations, development of educational authorities, evidence and necessary instructions are determined and accredited 10. The Measurement and Evaluation Unit, Heads of Departments in coordination with section principles handle the process of constructing the proper administrative organization for the different evaluation tools used ( tests, projects, researches, assignments etc.,). This process includes expurgating, applying, correcting, scoring, analyzing, retrieving and reusing the results achieved along with adding proper adjustments. Also these three divisions must provide necessary instruction, regulations and essential means for preparing evaluation tools ensuring the proper division of opportunities among the students and finding the unified tools that can be used for comparing results. 11. Comprehensive Care Unit in coordination with the sections' principles and the Measurement & Evaluation Unit contribute to placing tests for students with special needs. 5
Part Four: Systematic Bases: 1) This system includes all classes from the first until the twelfth grade. 2) This evaluation list is applicable for all subjects except some subjects that need their own evaluation system as seen by the school. 3) In the early stages, the syllabus distribution of a subject is determined by the basic skills to be taught and the time needed. 4) For grades four to six, the school year is divided into four equal parts, each called a quarter. The syllabus is divided equally and independently between each quarter. 5) For grades seven and eight courses are yearlong (with one or two exceptions). For grades nine to twelve, the school year is divided into two equal independent semesters. 6) Students are given an official vacation of one week after quarters one and three. For quarters two and four, students follow the vacation schedule of The Ministry of Education. 7) The Improvement Unit and The Measurement & Evaluation Unit, in coordination with supervisors, will design reports about the students. The teacher will give his/her comments, as well as addition to his/her marks and problems facing the student at least twice a quarter. A copy of this card will be given to the parents. 8) The school has the right to add additional subjects to the curriculum. The evaluation for these subjects will be continuous without having final exams. 6
Part Five: Evaluation in the grades that depend on the minimum requirements system. (Grades one to three) The school applies system of The Ministry of Education with regards to grades that follow the minimum requirements system (Grades one to three). Part Six: Evaluation in the grades that do not depend on the minimum requirements system. (Grades four to six ) 1) Students achievement in grades four to six is evaluated through continuous evaluation that consists of: a. Class participation and study habits. b. Homework c. Research, projects and worksheets. d. Skills evaluation (Take-home tests, Open-book exams, Oral exams, Practical exams, Pop quizzes, portfolios etc.) * There is no final exam for grades four to six. 2) Marks are distributed for each course in every academic quarter according to the following: a. From Grade Four to Grade Six (Total mark out of 100). Course Evaluation Class participation and study habits Homework 20 Essays, projects, research, etc. 10 Skill Evaluation: The teacher can apply any of the following evaluation methods: (Open book exam, take home exam, problem solving, oral and written exams, quizzes, portfolios Evaluation Marks 20 50 i i The teacher can transfer 10 marks from skill evaluation to homework and project categories after coordinating with the principal and head of department.(about 2.5% of the final mark) Ii The teacher must use at least five tools of skills evaluation tools. 7
3) Marks are distributed for each course in every semester according to the following For Grade Seven and Eight (Total mark out of 100) Course Evaluation Evaluation Marks Class participation and study habits 10 Homework 10 Projects, research, Essays, etc. 20 Skill Evaluation: The teacher can apply any of the following evaluation methods: (Open book exam, take home 30 exam, problem solving, oral and written exams, quizzes, portfolios Final Evaluation 30 * The teacher must use at least five tools of skills evaluation tools. Part Seven: Evaluation in the grades that do not depend on the minimum requirements system. (Grades nine to twelve) 1) Students achievement in grades seven to twelve is evaluated through: A) Continuous evaluation that consists of: 1. Class participation and study habits. 2. Homework 3. Research, projects and worksheets. 4. Skills evaluation (Take-home tests, Open-book exams, Oral exams, Practical exams, Pop quizzes, portfolios etc.) B) End of semester evaluation includes skills, objectives, and basic experiences of the subject. 2) The total marks of each course are distributed according to the following Grades Nine to Twelve (Total Mark out of 100) Marks are distributed each semester as follows: Course Evaluation First Quarter Second Quarter Final Exam (out of 35) (out of 35) (out of 100) Class participation and study habits 5 5 10 Homework 5 5 10 Projects, Research, Essays, etc. 10 10 20 Skill Evaluation: The teacher can apply any of the following evaluation methods: (Open book exam, take home 15 15 30 exam, problem solving, oral and written exams, quizzes, portfolios Final exam 0 0 30 Note: A semester is about sixteen weeks excluding the time for the final exam. 8
Part Eight: Passing & Failing (Grades Four to Six) 1) Passing: A student passes in the following cases: a. If he/she receive the minimum mark for the projects and research. b. If his/her quarter mark is not less than 60%. c. In Grades Four to six, an exceptional student can skip a course or more according to certain conditions. This takes place after passing a special exam set by The Academic committee. (There will be a document that comply with the international criteria with regards to skipping) d. Students with special needs are taken into consideration according to the Assessment List of the Ministry of Education based on reports by the Center for Overall Care. e. Passing a course takes place the mark attained is not less than 60%. 2) A student fails a quarter course in the following cases: a. Receiving a mark of less than 50% in his/her project and research evaluation. (The minimum mark for project and research evaluation) b. Earning a mark less than 60% in his/her quarter evaluation. c. Failing to meet the requirements for one or more subjects. d. The student who fails a subject moves with his/her classmates to the next subject. The teacher concerned with the subject will evaluate the student within two weeks in coordination with the Academic Committee in the following way: 1. Upon failing in earning the project and research mark only, then the student will have to make a new research decided upon by the Academic Committee. 2. When failing to get the quarter mark required and passing the project and research evaluation, then the student will have to sit for a comprehensive exam. 3) Upon not passing in quarter four, the student will be evaluated in the performance conducted during that period within two weeks after the end of the school year. 4) When not receiving the passing requirements in the area in which the student failed, or having a mark that is less than 60%, the student will be referred to the academic committee. Part Nine: Passing & Failing (Grades Seven to Twelve) 1) Passing: A student passes in the following cases: a. If he/she receive the minimum mark for projects and researches. b. If he/she receive the minimum mark for final evaluation. c. If his/her semester mark is not less than 60%. - An exceptional student can skip a course or more according to special and accurate conditions. This takes place after passing a special exam set by The Academic committee. (There will be a document that comply with the international criteria with regards to skipping) - Students with special needs, based on reports by the Center for Overall Care, are taken into consideration according to the Assessment List of the Ministry of Education. 2) A student fails in the following cases: a. Receiving a mark of less than 25% in the research and projects evaluation (The minimum mark for the research and projects evaluation) b. Receiving a mark of less than 25% in the final evaluation (the minimum mark for final evaluation) c. Not meeting the passing requirements for one or more subjects. d- Failing a subject entitles the student to move with his/her classmates to the next subject. The teacher concerned with the subject in which the student fails will evaluate the student within two weeks in coordination with the Academic Committee in the following way: 9
1. If a student fails in the project and research mark only, then he/she will have to make a new research decided upon by the Academic Committee. 2. If a student fails in the final mark and passes the project and research evaluation then he/she will have to sit for a comprehensive exam in that subject. The maximum mark for that exam is 60. The mark the student receives in the comprehensive exam will be added to the 40 marks he/she has received in participation, homework, research and project. 3. If a student fails in the final exam(less than 7.5 out of 30), or in the final mark (less than 60 out of a hundred) then he / she will have to sit for a comprehensive exam. 4. If a student does not meet the passing requirements in both the final evaluation and the research and project evaluation, both items 1 and 2 apply to his/her case. 5. If a student fails a subject(s), he/she will be given a period of two weeks after the end of the semester (first/second) to be evaluated in that subject. 6. If a student does not achieve the passing requirements in the subject that he/she failed, the student will be referred to the academic committee. 7. The results of well known summer schools or schools that have a similar curriculum to Dar Al Fikr Schools will be accepted. The student has to bring proof of his/her passing of the failed subject during the summer. This must be done with coordination with the Ministry of Education. 3) A student is given an academic warning in the following cases: a. If the GPA is under 70%. b. Fails in two or more categories of one academic quarter/semester. c. A student is given two academic quarters to overcome an academic warning. d. isn t able to overcome an academic warning, the school council will meet to ensure the student enter a remedial program under the guidance of The Overall Guidance Center. 4) Repeating Exams or Leaving School: a. A student repetition of a class should comply with the permitted age for that stage unless a committee of guidance from the school allows an extension for what it sees suitable. b. Any student will be given a written statement about his/her academic level and conduct or a score sheet upon his/her request. The parents can also request this statement. Part Ten: Absence from the Final Assessment: 1. A student is allowed to be absent for his/her final assessment of a subject during an academic quarter if he/she can provide an excuse accepted by the schools. 2. The student must take the exam in a time period not more than two weeks into the next quarter. 3. The educational staff, in coordination among the various departments, will give out the instructions for the examinations (dates, kinds of examinations, etc). 4. A student is prohibited from attending his/her final assessment in the following cases: a. Absent for 15% or more of the given classes without an acceptable excuse. b. Absent for 30% or more of the given classes with an acceptable excuse. c. Not receiving the minimum of 25% in the continuous evaluation for research and projects evaluation. 10
Part Eleven: GPA: For grades nine to twelve, the GPA is as follows: The average of a student will be given according to his/her GPA and based on the international systems The following grading system is used in the DAF High School Program. Letter grades are calculated according to the following grade point average (GPA) scale. Grade Numerical Distribution Grade Points Verbal Equivalent A+ 97-100 4.0 Superior work A 93-96 4.0 Excellent work A- 90-92 3.7 B+ 87-89 3.3 Above satisfactory work B 83-86 3.0 B- 80-82 2.7 C+ 77-79 2.3 Satisfactory work C 73-76 2.0 C- 70-72 1.7 D+ 67-69 1.3 Below satisfactory work D 63-66 1.0 D- 60-62 0.7 In subjects that only require a Pass or a Fail: P F PASS Fail 11
General Rules: 1) The teacher conducts the evaluations privately and seeks guidance from the Head of Department and The Measurement & Evaluation Unit. The teacher asks for advice on how to put together a good question and evaluation. The Section principal coordinates final assessment dates and places timetables. 2) Cheating is considered immoral conduct. The educational staff will coordinate to place suitable guidelines and punishment that deal with cheating cases. 3) Evaluation details that were not discussed in this document will be decided upon by the coordination of the educational staff. 4) Educational staff will work together all the information needed for the distribution and implementation of this list. 5) Educational staff will apply the proper conduct guidelines for students to follow. 6) Educational staff will implement the decisions described in this document. 7) Students from grades one to twelve can move to other schools using forms relying on rules similar to the ones issued by the Ministry of Education. 8) This document will be officially executed at the beginning of the school year 2007/2008, and all previous rulings concerning examination, evaluation, failing and cheatings will be cancelled. Reports: The schools provide parents with two reports every academic quarter (grades one to six) and four reports in each academic semester for grades seven to twelve, distributed in the following way: 1) Conduct & Behavioral Report: (Reports one and three) includes detailed teacher comments about the student s conduct, his/her interaction during periods and the effort given in his/her studies. This comment should have a high degree of integrity which means that it should mention the positive aspects of the students first and describe the student objectively. Also, the report should describe the student s performance (such as he/she does so and so in class or doesn t follow instructions ). The comments should also include what the teacher did to counter the regression (the first report is sent at the end of week four and the second report by the end of week twelve). 2) Academic Report: (The second and the final reports) contains evaluation for the student's performance in every subject and the degree of effort given (the second report is sent at the end of week eight and the final report after the end of the final evaluation). 12
THE EVALUATION POLICY AMENDMENT (1) 16/2/2013 In order to make the research grading more reliable and effective; the council of Managers and coordinators has amended the evaluation experimental policy to be as follows: 1. In the beginning of each academic semester the school management groups the subjects of each class into two groups; (A) and (B) equally. 2. In the first quarter of the first semester students should do project and research activities in the subjects of group (A). Students earn 10 marks as maximum on each subject. The grade earned is to be divided equally between the first and the second quarters. In the second quarter student would do in subjects of group (B) the same. 3. The same is applied second semester as the first one. 4. 10 marks are added to the skill evaluation item in grades (7-12) to become forty marks, so the final distribution of marks would be as follows: Grades 7-12 Grades 4-6 Marks Marks Class participation and learning 10 20 habits Homework and home tasks 10 20 Projects and researches 10 10 Skill evaluation 40 50 Final evaluation 30 N/A Total 100 100 Teachers suggest at least two titles for projects with guidelines to help students in their work, e.g. suggest a topic, the elements, the expected presenting forms and their references. The student can choose one of these titles. Teachers correct these projects and give feedbacks to students in order to teach them how to improve and develop their work. Readymade projects are not accepted. However students may seek help of their parents or family members to produce the hard parts in their projects. Projects are allocated to the following subjects: Grades 9-12 Islamic studies, Arabic, Math, English, Social studies, Chemistry, Biology, Physics, Health, and Islamic Civilization. Grades 4-6 Islamic studies, Arabic, Math, Science, English and Social studies. Projects are not applied: Computer, Art, Information technology and Physical education due to their nature depend on practical and continuous performance. A special evaluation card would be designed for these subjects. Success in all is bounty from Allah 13