1. Overview

This assessment policy is designed to provide a fair, comprehensive evaluation of student learning and engagement in all subjects throughout the academic year, which is divided into two semesters. The policy outlines the types of assessments and the eligibility criteria

2. Academic Year Structure

The A’level programme is divided into two years, Grade 11 and 12. Each school year is divided into two semesters, each containing structured assessments aimed at measuring students' knowledge, skills, and participation. Students will complete 4 semesters in the school ( semester 1 and  2 in grade 11 and Semester 3 and 4 in grade 12). The 2nd semester of grade 11 and 4th semester of Grade 12 will be the Mock exam for A2 level and A level respectively. 

Grade 11 students will sit their subsidiary level (AS level) exam in October/ November exam series and begin their studies in grade 12. 

Grade 12 students will sit their Advanced Level ( A’Level) exam in the October/ November series and graduate from High School. 

3. Assessment date 

The assessment dates will be scheduled through the calendar on the school website at the beginning of each academic year. The assessment schedules ( for Unit test and Term exam) will be communicated with students and parents not less than two weeks prior to the assessment. Class tests and assignment dates will be informed to students one week prior to the assessment day. Project/ Assignment  brief will be uploaded on Dhasvehi  two weeks prior to the start of the assignment.

4. Assessment Components

Students will be assessed with  multiple types of assessments each semester,  The assessments will be designed to cater to different aspects of student learning. 

These include the following components:

   Class Tests 

      - Conducted periodically throughout the semester.

      - Focus on specific topics or units covered in class.

      - Multiple class tests may be given. These may include, written tests, quizzes ..etc.

   Assignment/Project: 

      - Focus on specific topics or units covered.

      - different types of assessments, such as projects,  presentations..etc may be given  

Asynchronous Learning

Asynchronous learning will be assessed based on students' engagement and performance in the school LMS, Dhasvehi. This component evaluates the timely completion of online tasks assigned by teachers and the quality of students' performance within the LMS. Assessment will be based on the Dhasvehi student progress reports, which include the following elements:

-          Viewing and completing assigned online tasks.

-          completion of online quizzes, assignments and projects assigned by the teacher.

-          Active engagement in online discussions.

-          Writing and publishing subject-related blogs in Dhasvehi.

-          Interaction with the teacher via messages, notes, or other online communication tools     

        in LMS.

This component emphasizes consistent participation, quality of work, and timely submissions.

   Unit Tests: 

      - Conducted after the completion of major units.

      - Tests will be scheduled simultaneously for all students doing the same subject.

   Term Exams: 

      - Held at the end of each semester to evaluate cumulative knowledge and 

         understanding of the semester’s content.

Note: All exam standards are as per the set standards/difficulty levels of the examination boards. Exams/term tests will be conducted as per the assessment guidelines of the respective subject syllabi. Other assessment components such as unit test, assignments and projects may be set by the teacher with the approval of subject Team Leads based on the Assessment for learning standards.

. 

Percentages for assessments

Mathematics

Science

Business

Islam, Dhivehi & English

Option subjects ( excluding Digital Media & Design)

Digital Media and Design

Based on the assessment guideline of Digital Media and Design scheme of work

Pearson Diploma

Based on the assessment guidelines of Pearsons BTEC Dip L3

5. Attendance Requirements

Minimum Attendance: Students must meet a minimum attendance of 80% in each subject per semester to qualify for the end-of-semester term  exams.

Absentee Policy: Students falling below the 80% attendance requirement without valid reasons or documented medical circumstances will not be eligible to sit for term exams. Exceptions may be granted in exceptional cases, with the Principal’s approval, supported by appropriate documentation.

Notification and Follow-Up: Parents/Guardians will be notified if a student's attendance falls below the minimum requirement, ten days before the assessment period.  

6. Assessment Guidelines and Grading

6.1- Cambridge and Edexcel assessment

Grading Criteria: Each assessment component will be graded according to specific rubrics, focusing on accuracy, comprehension, analytical skills, and participation.

The Grading Scale for AS level ( Grade 11) will be A – E and for A2 level will be A* to E

Weightage: The overall grade for each semester will be a cumulative result of all assessment components.

Grading Scale 

6.2- BTEC Pearsons Dip L3 Assessment 

To complete each unit, students must achieve a set of outcomes. The assessments in BTEC DIp L3 are an ongoing process to allow the student to self evaluate and improve their own performance. Assessment criteria addresses theory with practical exercises. Students study real-life, work-based case studies, and complete projects and assessments, which contribute to achieving each unit studied.

All assessment is quality assured through internal verification and external verification

 Each course contains a number of units .For each unit there will be a number of assignments. Students are given flexibility to choose the units after discussing with the teachers, Hence, the assessment components in BTEC DIp L3 may differ depending on the units chosen. 

These may include, for example:

·       projects,

·       presentations

·       case studies

·       booklets

·       journals

·       annotated diagrams

·       Research

·       Portfolio

Outcomes are measured using grading criteria, or

·       Pass (P),

·       Merit (M) or

·       Distinction (D)

Each unit within the qualification has specified assessment and grading criteria for grading purposes.

A summative unit grade can be awarded at pass, merit or distinction:

A grading scale of pass, merit and distinction is applied to all units.

·       to achieve a ‘pass’ a learner must have satisfied all the pass assessment criteria

·       to achieve a ‘merit’ a learner must additionally have satisfied all the merit grading criteria

·       to achieve a ‘distinction’ a learner must have satisfied all the distinction grading  criteria.

Each BTEC Diploma level 3 pass is equivalent to 2 A-level subjects passes. Example a distinction is equivalent to 2 A’s of A-level grades. 

6.3 AWARDING COMMENDED REPORTS

Commended reports will be awarded to students who achieve an average of 70% and above and have passed in all subjects they have chosen to study at VIHS, which should include a minimum of at least three Edexcel/ Cambridge subjects.

6.4 AWARDING HONOUR-LISTED REPORTS

Honour-listed reports will be awarded to students who achieve an average of 80% and above and have passed in all subjects they have chosen to study at VIHS, which should include a minimum of at least three Edexcel/ Cambridge subjects.

7. Access Arrangements 

Access arrangements allow candidates/learners to show what they know and do without changing the integrity or the demands of the assessment, for example by using a reader or scribe. Access arrangements are approved before an examination or assessment and they allow candidates/learners with special educational needs, disabilities or temporary injuries to access the assessment.

Special needs could include:

• candidates with known and long-standing learning difficulties

• candidates with physical disabilities, permanent or temporary

• candidates with sensory impairment

• candidates who have difficulties at, or near, the time of assessment that may have affected their performance in the assessment.

Source: https://qualifications.pearson.com/en/support/support-topics/exams/special-requirements/access-arrangements.html

Some examples of Access Arrangements used in VIHS ( in line with Pearson Edexcel and Cambridge access arrangements )  include:

• 25% Extra time

• Extra time up to 50% ( only to visual impairments)

• Scribe 

• Reader. 

• Prompter

• Supervised rest breaks 

However, depending on the needs of the learners, other Access Arrangements as stipulated in the Pearson Edexcel/ Cambridge  guide may be used.

8. Appealing procedure for rechecking of term exam papers

Students may appeal for a rechecking of the term exam paper within 3 working days of receiving the papers.  It should be requested in writing to the Principal with the following details

• Student’s full name and student  ID 

• Subject and exam paper details ( eg: Economics paper 1, First Semester Exam)

• Reason for requesting a recheck.

The recheck will involve:

• Verifying that all answers are marked.

• Checking for errors in totaling marks.

• Ensuring all marking aligns with the grading rubric.

If an error is found, the marks will be corrected and it will be informed to the student within 3 working days. 

It is important to note that rechecking does not guarantee a change in marks. The decision of the school is final and the student must be respectful and follow the school’s guidelines throughout the process. 

9. Absence to Assessments

Unit test or Term Exam make-ups can be accommodated depending on circumstances ( as specified in the Procedure for missed exams  Clause 11). If a medical certificate(MC) is submitted, the final marks will be adjusted accordingly. However, if the final aggregate marks is below 60% and if a medical certificate is submitted, the marks will appear as a fraction in the report card. Also the subject will not be included when calculating the final average. If an MC is not submitted, it will be considered as Absent and the subject will be included when calculating the final average.