NFIS ASSESSMENT VISION
To offer meaningful learning experiences to help our students develop their self-esteem and take responsible actions to build a better world.
NFIS ASSESSMENT MISSION
New Future International School provides rigorous and holistic curriculums which are focused on global contexts to shine a light on what humans have in common to promote international mindedness, empathy and critical thinking .
At New Future International School, we equip our learners with lifelong learning skills through stimulating curricular and extracurricular programs to encourage them to positively contribute in serving their communities
At New Future International School, we believe that together we can make our school a place where everybody can learn by placing the learning at the heart of our environment.
Effective assessment will support student learning by highlighting areas of strength and giving feedback to assist further growth, provide students with the opportunity to assess their own work and progress, encourage students to take pride in what they do, give students a sense of purpose, and make students accountable.
IB MISSION STATMENT
The International Baccalaureate® aims to develop inquiring, knowledgeable and caring young people who help create a better and more peaceful world through intercultural understanding and respect . To this end the organization works with schools, governments and international organizations to develop challenging programmes of international education and rigorous assessment. These programmes encourage students across the world to become active, compassionate and lifelong learners who understand that other people, with their differences, can also be right.
ASSESSMENT IN THE PYP
As part of the PYP, the assessment considers the planning of the learning objectives established in the scope and sequence of the primary program. It allows to monitor the learning progress of learners in understanding the central idea, the acquisition of knowledge and skills and the conceptual understanding. As part of their collaborative planning, teachers on a same grade level meet regularly throughout the module, to assess the progress of work and to reflect on the assessments. Various tools and strategies are implemented to collect evidence of learning. This may occur in various ways, through observations, reflections, brainstorming, actions, learning journal, clear evidence of the process/ product, rubric checklists, presentations, exhibitions, displays etc. In addition, assessments can be the subject of a self-assessment or a peer-assessment on the part of the students within the framework of a formative assessment which calls upon various tools and on different strategies: open-ended tasks, observations, assessment of the process to allow students to reflect on their progress and to set learning objectives. Teachers collect the data issued from those assessments and build their learning activities upon the results of analyzing this data. This data collection helps the teachers to effectively plan the next stages of learning and provide feedback to students . In the PYP, the recording of evidence of learners' progress is done in the portfolio through the compilation of activities to be presented to parents by the child at the end of each module .
NATIONAL EXAMS IN THE ELEMENTARY LEVEL
√ All learners should be assessed in Arabic, social studies and religion according to the Egyptian Ministry of Education
√ The pedagogical leadership team is required to respect the ministerial circulars of continuous assessment and to respect the dates and quantity of homework.
√ Learners and parents are informed of terms of reference to help prepare for the exam .
√ This policy is down up by a committee made up of the pedagogical leadership team department heads and coordinators. The pedagogical leadership team and the coordinators ensure the communication of the content of the policy to the entire school community.
√ All stakeholders undertake to implement and adhere to it .
√ The policy is reviewed every 2 years and exceptionally in the case of the emergence of major incidents or new situations.