Our Policies

Assessment Policy

Yusr International Schools


Assessment Policy 2018/2019


A chain of unique schools with an Islamic perspective providing various international educational programs with a holistic and comprehensive vision maintained through high quality standards in an interactive learning environment, whilst upholding morals, identity and respect for different cultures.


At Yusr International Schools, we are committed to delivering a comprehensive international education program that enables our students to be life-long learners through improving their knowledge, critical thinking, ethics and communication skills. We have established a healthy school environment that fosters values and consolidates Islamic culture and principles. Hence, we strive to inspire identity in our students whilst developing respect and global understanding.

Our target is to produce a generation of distinguished leaders and constructive members of society who help to create a caring and peaceful world. We embrace the fact that all students learn in different ways; therefore, we can, Insha’Allah, provide our students with a variety of teaching and learning approaches that meet their individual needs and allow them to excel academically. Since learning is a lifelong process that requires the involvement of all stakeholders, our students and their parents are partners in education.


The IB Learner Profile is as Follows:


  • Inquirers
  • Knowledgeable
  • Thinkers
  • Communicators
  • Principled
  • Open-minded
  • Caring
  • Risk-takers
  • Balanced
  • Reflective



Assessment in the Primary Years Programme (PYP)


YIS’s Assessment Philosophy


Assessment is integral to the teaching and learning process at Yusr International Schools. We believe that using various methods of assessment enables us to strengthen our holistic and comprehensive teaching and learning process through gathering and analyzing information and data about students’ performance. Therefore, this allows us to evaluate what students know, understand, act and feel throughout the learning process.

As a result, we will be able to modify, differentiate and improve our plans in order to meet the expectations of the programme of inquiry (POI). This is a continuous process that involves all teachers, students and parents and enables them to reflect on students’ performance in order to recognize the strengths and areas for improvement.

A variety of assessment strategies and tools will be used to help students to succeed in all areas throughout the PYP as lifelong learners.


Why Do We Assess?


At YIS, effective assessment plays a crucial part in the teaching and learning process. It provides information about student performance, framework for planning, self-reflection, and collaboration. Moreover, it helps to:


  • collect data that drives instruction
  • make effective use of assessment data in order to identify and modify plans
  • identify the strengths and weaknesses of our students in order to individualize instruction
  • track student progress in all subjects over a period of time
  • use the assessment data to encourage students to meet the IB learner profile
  • improve learning and teaching practices through inquiry
  • to inform parents of students’ performance in subject knowledge, skills and attitude



This effective assessment policy enables students to:


  • set achievable goals and expectations
  • exhibit their learning and understanding to express their points of views
  • understand their own needs through their prior knowledge to improve and guide the inquiry process
  • enable them to use their own learning strategies to build confidence in their own work and themselves


Effective assessment enables teachers to:


  • understand feedback from students to identify students’ needs in order to build instructionally based inquiry plans
  • define expectations for students and identify their learning styles
  • gather data to report to students, parents and the school
  • enable the teacher to be aware of learning style, linguistic and cultural differences



Effective assessment enables parents to:


  • track student progress and growth through evidence of learning and development
  • providing support outside of school



Assessment Practices




When each Unit of Inquiry activates, educators will evaluate the student’s prior subject awareness and understanding before applying new learning experiences. This is achieved through the use of K-W-L charts, diagnostic tests, subject reviews, reflection, checklists, surveys, and goal setting. A learning style questionnaire is also completed at the beginning of the year in order identify the students learning style and multiple intelligence.


Formative Assessment


Continuous and consistent assessment is applied throughout the daily learning process to assess students’ skills, knowledge and attitudes. This enables teachers and students to improve instruction and planning for the next stage of teaching and learning. Therefore, the following types of assessments are used:


  • Portfolio checks
  • Oral Questioning
  • Observations
  • Web or concept maps
  • Exit cards
  • Student discussions
  • Student reflection
  • Classroom participation
  • Self-assessment
  • Peer to peer assessment


Observation Performance Process Focused Open-Ended Task Selected
– Individual behavior

– Creative Writing

– Study & listening skills

– Elements of PYP exhibited in class

– Students action and activities


– Role Play

– Presentation

– Demonstration of understanding

– Response Challenge

– Art Illustration

– Research Work

– Reading skills

– Research done

– Gathering Evidences

– Learning logs from viewing and presenting

– Project Work

– Checklist & Descriptors

– Reflection done

– Respond to stimulus in such a form like writing, talking, drawing, skills, journal, poems, songs – Response to single and one dimensional exercise in the form of quiz, performance, oral presentation and spelling




Summative Assessment

Summative assessment occurs at the end of each teaching and learning cycle. This assessment is pre-planned and found in the unit planner to evaluate students’ understanding, abilities and feelings about the central idea and concepts of each unit. Each grade is assessed in alignment with the standards outlined by the PYP Scope and Sequence documents and those of the Common Core State Standards (CCSS) and Next Generation State Standards (NGSS).


To meet the Ministry of Education’s assessment requirements, we have set a summative assessment as follows:


Grade 1 – 3: A dedicated week of quizzes allocated in the middle of Semester 1 and Semester 2 for identity courses (Arabic, Islamic, Quran, History and Geography of KSA), whilst the quizzes for the core subjects are throughout the themes.


Grade 4 – 5

Two weeks are dedicated to quizzes in the middle of Semester 1 and Semester 2 for all taught subjects. In addition to this, students will sit for mid-term and end-of-year tests.



The Exhibition


As a candidate school, we have not yet begun to apply the PYP exhibition in Grade 5, which is effectively used as summative assessment. The exhibition requires that by the end of the Programme each student is able to demonstrate competency within the five essential elements of the PYP which are: knowledge, concepts, skills, attitudes and action. It is also an opportunity for the students to exhibit the attributes of the Learner Profile that they have been developing throughout the entire PYP programme. In accordance with the PYP, the exhibition can take place under any of the six transdisciplinary themes, at the discretion of the school. Further details of the PYP exhibition; see pages 53 and 54 of “Making the PYP Happen”.


As a school, we strongly believe that assessment overall is most operational when it is incorporated into and produced from the continuous learning experiences that take place inside the students’ learning environment.




YIS Tools of Assessment

  • Student Portfolios are a major assessment tool at YIS as it provides a comprehensive view about students’ progress and growth. Every student in the PYP should keep his/her own portfolio which includes students’ work, reflections, work from units of inquiry, learner profile and attitudes development and materials to show the students understanding and growth. As a result, the student portfolio provides data to parents, teachers and students for parent/teacher conferences, student-led conferences and teacher data collection.
  • Regular records based on teachers’ observations of the students. These are brief and systematically compiled.
  • Checklists are lists of information, data, attributes that should be present in students’ work.
  • Rubrics are used to score and rate students work, tests, portfolio and performance through a specific criteria.
  • Tests/Quizzes (see Summative Assessment).


Recording Assessment Data


All class teachers within the Primary Years Programme have a recording system. Most of the obtainable assessment data on students will be documented in this system. In addition to this, assessment data is also accessible in other places such as the Student Portfolios or on the students’ actual work, i.e. within their activity books and worksheets. We also use grade appropriate rubrics and checklists when observing project and classwork.


Assessment protocols should be used to originate meaning from the information generated through the different assessment strategies that we apply within the school. This helps us to determine how well a student is performing and can also support the school in determining the development a student has demonstrated over a period of time, in addition to determining areas of improvement.



Reporting Student Achievement


At Yusr, we report our students’ achievements through:


  • Parent and Teacher Conferences: These take place twice a year (one every semester) to discuss how well each student is developing, to highlight any concerns that both parties may have in regards to the students learning or behavior and to share the students’ achievements.
  • Parent Meetings: In addition to the regular parent and Parent and Teacher Conferences additional meetings will be conducted if a parent or teacher needs to have more discussions about a student’s performance or behavior.
  • Progress Reports: The reports highlight the learning outcomes and skills each student has demonstrated during the semester. The Progress Reports are shared with the students’ parents after each Transdiciplinary Theme. Teachers’ comments and all essential elements of PYP are also included.
  • Report Cards: They are given twice a year after the mid-terms and final exams. These reports meet the Ministry of Education requirements.


Grading System

American Diploma Elementary School 1 – 2 – 3 – 4 – 5

Grade Symbols Grade percentage Range
A + Excellent 97-100
A 93-96
A – 90-92
B + Very Good 87-89
B 83-86
B – 80-82
C + Average 77-79
C 73-76
C – 70-72
D + Below Average 67-69
D 63-66
D – 60-62
F Fail Below 60



Standardized Testing


In addition to our scheduled quizzes, we also administer standardized tests such as the Measure of Academic Progress and Cambridge English exams.


The assessments are aligned with the standards outlined in the CCSS, CEFR and are skills based. The assessment data is used to check students’ levels and progress. In addition, the standardized tests are able to give a glimpse of how our students are performing globally.


Measure of Academic Progress (MAP): This is a standardized test which is tests students in English, Mathematics and Science.


Cambridge ESOL: An internationally recognized test which assesses students in the English Language.

Academic Calendar

April 2020
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  • Address
    Yusr International School (YIS)
    1-Jeddah , King Road Opp Red Sea Mall
    2-Jeddah, Al-Nahdha Dist.
    3- Makkah, Al-Jamom
    4- Makkah, Al-Zaydi