Assessment

Ongoing assessments alleviate the pressure of preparing for final exams.

IHS follows a policy of continuous assessment to evaluate learning outcomes. Our inclusive assessment pattern takes into consideration the needs of students with different learning styles.

In addition to conducting regular academic evaluations, we observe and monitor the physical, social and emotional development of all students from preschool through Class 10 to ensure all-round growth.To enable early detection of problem areas and conduct swift intervention, we implement ASSET (a diagnostic tool that is used to assess the  level of understanding in subjects like English, Science and Math) from Classes 3-8.

During the crucial early learning years, ensuring a thorough understanding of foundational concepts is essential. Although our preschoolers are not subjected to formal assessment, we use multiple benchmarks such as spoken- and hands-on activities and worksheets) to evaluate how well students have internalized what they have been taught.

At the Primary level, students are introduced to the idea of formal written tests from Class 1 onwards. They are assessed using a rating system rather than marks. 

Learning is reviewed through four unit tests spread across the year, to test understanding of concepts and spelling ability. Their skills in the core subjects are also assessed through activities related to reading, recitation, speaking and writing for the languages, and activities/worksheets/written work to test the understanding of concepts in the sciences and mathematics. At the end of the academic year, subject-wise averages are calculated to arrive at a comprehensive rating which appears in lieu of marks.

The rating parameters are:

1 – Shows excellence 
2 – Has the ability to achieve excellence 
3 – Meets grade level
4 – Needs skills and effort to reach grade level 

At the Middle-  and High-School level we use a variety of tools to evaluate concept comprehension. In addition to conducting periodic formal written tests and examinations, we conduct Continuous and Comprehensive Evaluation (CCE) of all student work, including written work; homework; projects; individual and group activities; research and analysis; presentation skills; and speaking and listening ability. 

In order to arrive at a final grade, weightage is assigned as follows:

Classes 5 to 9 (ICSE & IGCSE)

I Unit Test 10%
CCE 1 10%
I Terminal Examination 20%
II Unit Test 10%
CCE 2 10%
Annual Examination 40%

Class 10 (ICSE)

I Unit Test 10%
CCE 1 10%
I Terminal Examination             20%
I Preliminary Examination 20%
CCE 2 10%
II Preliminary Examination 30%

Class 10 (IGCSE)

IGCSE students appear for their board exams in two series conducted in November and March. Assessments are meant for self-evaluation and course-correction rather than as indicators of academic progress.

I Term Exam (all subjects)
I  Preliminary Examination (for 4 subjects, of the Nov series)
II Preliminary Examination (for 4 subjects, of the March series)

Preschool

During the crucial early learning years, ensuring a thorough understanding of foundational concepts is essential. Although our preschoolers are not subjected to formal assessment, we use multiple benchmarks such as spoken- and hands-on activities and worksheets) to evaluate how well students have internalized what they have been taught.

Primary School Classes 1 to 4

At the Primary level, students are introduced to the idea of formal written tests from Class 1 onwards. They are assessed using a rating system rather than marks. 

Learning is reviewed through four unit tests spread across the year, to test understanding of concepts and spelling ability. Their skills in the core subjects are also assessed through activities related to reading, recitation, speaking and writing for the languages, and activities/worksheets/written work to test the understanding of concepts in the sciences and mathematics. At the end of the academic year, subject-wise averages are calculated to arrive at a comprehensive rating which appears in lieu of marks.

The rating parameters are:

1 – Shows excellence 
2 – Has the ability to achieve excellence 
3 – Meets grade level
4 – Needs skills and effort to reach grade level 

Middle and High School (ICSE AND IGCSE)

At the Middle-  and High-School level we use a variety of tools to evaluate concept comprehension. In addition to conducting periodic formal written tests and examinations, we conduct Continuous and Comprehensive Evaluation (CCE) of all student work, including written work; homework; projects; individual and group activities; research and analysis; presentation skills; and speaking and listening ability. 

In order to arrive at a final grade, weightage is assigned as follows:

Classes 5 to 9 (ICSE & IGCSE)

I Unit Test 10%
CCE 1 10%
I Terminal Examination 20%
II Unit Test 10%
CCE 2 10%
Annual Examination 40%

Class 10 (ICSE)

I Unit Test 10%
CCE 1 10%
I Terminal Examination             20%
I Preliminary Examination 20%
CCE 2 10%
II Preliminary Examination 30%

Class 10 (IGCSE)

IGCSE students appear for their board exams in two series conducted in November and March. Assessments are meant for self-evaluation and course-correction rather than as indicators of academic progress.

I Term Exam (all subjects)
I  Preliminary Examination (for 4 subjects, of the Nov series)
II Preliminary Examination (for 4 subjects, of the March series)