HAI ASSESSMENT POLICY
HAI (Holistic, Appropriate, Intentional)
At Hai Sing Catholic School, we believe in purposefully designing our teaching and learning practices to facilitate deep learning and support the development of 21st century competencies. Assessment is integral to students’ learning process. With holistic and intentional assessment approaches and practices which focus on learning for mastery and for life, the school hopes to nurture in our students an intrinsic motivation to learn so that they become self-directed learners with growth mindsets. Our commitment in continually striving for educational improvements to bring about quality holistic education for our students reflects the vision of assessment as articulated in the Singapore Curriculum Philosophy (SCP) of the Singapore Teaching Practice (STP) – that learning flourishes when assessment is used in a developmentally appropriate manner to address learning gaps.
B. APPROACHES & AIMS
Assessment of Learning (AoL) takes place at the end of an instructional unit or course of student for the purpose of giving information on students’ mastery of content, knowledge and skills, assigning grades or certifying student proficiency. AoL include, but are not limited to, the national examinations i.e., the GCE N and O Levels examinations and School-based assessments i.e., the termly weighted assessments and semestral assessments. Weighted assessments conducted during a school term could be in the form of class tests, common tests or alternative forms of assessments e.g., quizzes, projects, coursework, performance tasks, presentations, portfolios, etc. Semestral assessments refers to examinations conducted at the end of the semester and are usually conducted in a manner that stimulates examination conditions.
C. GUIDING PRINCIPLES
The HAI Assessment Policy is based on a holistic, appropriate and intentional approach and is guided by the following three key principles:
1. Assessments must be aligned to intended learning outcomes, content and pedagogy.
2. Assessments must begin with a clarity of purpose.
3. Assessments must be meaningful, learner-centric and balanced.