Assessment and Evaluation Methodologies

Having laid down the educational vision and mission for Excella School, and the teaching-learning methodologies to be employed in order to realize the noble goals, it is imperative that valid and accurate assessment and evaluation methodologies are also laid down to measure progress towards the achievement of the goals.

The Holistic Approach

Unless used carefully, assessment of progress can adversely affect children because invariably they are the ones tested, instead of assessing the quality of the teaching-learning process. At Excella School, we break free from the tradition of focusing on the grades achieved by children as the only yardstick of measuring progress towards achieving the set educational vision and mission. Instead, we employ a holistic approach by assessing quality of the educational delivery in the different areas which constitute the school – teaching quality, academic achievement of the pupils, pastoral care of the children, hygiene and safety etc.

Non-threatening Communication of Evaluation

After conducting the assessment of the different aspects of the school, care is taken to ensure that the way it is communicated has no adverse effects on those assessed – the children, teachers and school managers. We avoid the evaluation reporting system being threatening. The drive should be to facilitate the stakeholders to improve. For instance, Excella School does not compile a Class list showing the pupil who emerged No 1 in the Class in a particular School Term, then No 2 – up to the very last one! This would not in any way help the children improve – instead, it would end up traumatizing them! Our practice here is that we show the grades which a child has achieved in the respective subjects. We do not rank children according to their performance at the end of each Term. Instead, we grade their achievement in their respective subjects areas on a scale of 0% - 100% . The closer a child being to scoring 100% the higher the achievement (specific grade boundaries are designed to facilitate the grading). This approach is highly scientific, as opposed to one where a student is shown how many of his classmates he has outshone! Likewise, teachers are not allowed to employ corporal punishment as a disciplinary measure against the children. We encourage dialogue, then verbal or written warnings against the child. In exceptional circumstances, where the child has proved extremely stubborn, only the Headmaster may carefully administer corporal punishment against the child.