At Oxford World School, we follow a system of continuous multi-disciplinary assessment, which could be formal or informal. We also follow a differentiated system of assessment to cater to the varied needs of learners.

The child seeking entry into OWS is evaluated on his/her skills and abilities in order to determine the level in comparison to the expectation of the class into which admission is sought. This helps the teacher to modulate the classroom transaction in order to meet the child’s needs.

To create a balanced assessment approach in teaching-learning, different types of assessment strategies are incorporated. The three types Assessments – Assessment for learning (Formative Assessment), assessment of learning (Summative Assessment) and assessment as learning (Authentic Assessment).

With the firm belief that education touches the mind as well as the being and each influences the other, information regarding each student is collected, considering their ability to apply knowledge, their learning process and how they conduct themselves in different situations. These findings form the basis of a continuous feedback process to the student and parents. A systematic follow up Programme is built around these evaluations, be it on the academic, co-scholastic or value/attitudinal front.

Formative assessments are marked on varied tasks within a class, homework, class work, projects, presentations- each of which lends to assessment, projecting a different aspect of the child’s learning. We follow the pattern of cycle reviews, one formative assessments in each term and a summative assessment at the end of every term (September SA-I and March SA- II).