Assessments and Reporting
Welcome Students & Parents!
Do you have a question about a test, a grade or generally how your child is doing in school? – Simply contact your AQC. We are here to help!
Providing students with the highest possible access to teachers in the best possible learning environment is key at ISR. In order to function with this high level of efficiency. ISR has a different administrative structure than that found in most traditional school systems.
At ISR, a person in the position of Academic Quality Coordinator (AQC) is assigned to monitor students’ academic performance. The AQC’s main role is to support each individual student in achieving his or her full potential.
As the person who has the overall picture of each grade’s curriculum, homework, test schedule and each student’s academic performance, the AQC is the point person for parents who have questions about their child’s academics. Parents can make an appointment at any time to meet with their child's AQC.
When a concern is raised, it is investigated thoroughly and objectively. A solution is proposed and implemented. This approach is extremely efficient and ensures that solutions are found based on an analysis of the complete picture.
For example, if the parents and AQC determine that a child would benefit from academic support, then arrangements will be made to put the student into a booster class or work with a study buddy or peer tutor.
At ISR, there are three AQCs covering grades 1–4, grades 5–8, and grades 9–12 respectively. We invite students and parents to contact their AQC for questions about tests, grades or general concerns about academics. We are here to support you!
Assessments & Testing
Continually assessing to assure that students are learning what they should and reporting that in a transparent and communicative way with parents are hallmarks of the SABIS® approach.
ISR students are well prepared academically because our assessment system quickly identifies learning gaps and closes them so that the next level of learning can take place. Assessment and test results can be found on SABIS® Digital Platform. There are five types of academic assessment and testing:
CAT (Continual Assessment Test)
CAT is an age-appropriate assessment method for grades 1–4. This series of short tests is administered over a period of one week each month. These tests help to monitor the student's individual learning process and the results provide information to teachers and parents about the child's academic progress.
The students sit the tests in the classrooms, not in the exam hall. CAT test weeks take place twice per term.
AMS (Academic Monitoring System)
The AMS is a short, weekly quiz that monitors students learning in English and mathematics.
The tests are objective (multiple choice format), criterion-referenced, computer-marked tests that are administered on a weekly basis on two different days. They are designed to check students learning, mastery and long-term retention of essential concepts. The English AMS includes the following sub-subjects: vocabulary, spelling, grammar, and class reader.
To prepare for the weekly AMS, students receive an AMS concept sheet in English and mathematics at the beginning of every term, indicating which subject concepts will be assessed and in which week they will be tested. The AMS grades count toward the student’s grade calculation for each term.
Periodic exams are weekly tests starting in grade 5. There are two periodic exams per week on one day. In grades 10–12, students have up to three periodic exams.
Students receive a periodic time-table at the beginning of each term. They also receive concept sheets one week before the exams, indicating which subject concepts will be assessed and is intended to be used for preparing for the weekly Periodic exams. Some exams consist of two parts: a written part and a multiple choice part.
Term exams are given at the end of term 1 and term 2 in all subjects to all students to determine mastery of concepts taught over a full term. Students are provided with revision lists to prepare for term exams and the teachers review the material for each subject during the revision period 1–2 weeks before the exams.
The end-of-year final exams (at the end of term 3) measure student achievement over the course of the entire academic year. Students are provided with revision lists to prepare for term exams and final exams and the teachers review the material for each subject during the revision period 1–2 weeks before the exams.
Reporting Student Progress
At ISR we value our relationships with our students’ parents. Communication between parents and school helps to build strong relations between partners in our school community leading towards achieving our common goal. We strive to keep the lines of communication open at all times in various ways. In addition to contacting your child’s AQC, parents can find out how each child is doing through parent-teacher meetings, SABIS® Digital Platform and report cards.
Parent-teacher conferences are held 1–2 times a year, depending on the grade. It is encouraged that parents meet with their child’s teachers to understand how their child is performing academically and behaving in class. Please refer to the school calendar for the next parent-teacher conferences or contact your AQC for the current schedule.
Report cards are issued three times a year at the end of each term. The report card includes the student’s numerical marks for each subject, attendance and behavior records, as well as an account of the student’s involvement in the SABIS Student Life Organization®. A report card is not a “Zeugnis” and should not be shared with third parties as it is not an official school document. The report card contains confidential student information such as absences and possible infractions. The official ISR “Zeugnis” is the ISR school transcript which is prepared for students upon request. In addition, the student progress overview report is available on SABIS® Digital Platform.
A unique benefit that ISR offers its students is automatic academic support for those students who might at need extra tutoring in certain subjects. These academic support groups aim to be a positive experience for all students who attend.
Students in grades 1 to 4 have two study periods per week in their regular timetables. These periods are led by teachers with the assistance of SLO® Prefects. In the higher grades, students can sign up for a study period any day of the week (see the SLO® activity schedule).
Booster classes are offered when more than just a few students need extra help in a particular subject. Small groups meet during the SLO® periods and a subject teacher will review or reteach certain concepts to make sure all the students have the opportunity to understand and master the material.
Study Buddy Support
Study buddy support takes place after school for selected students in the core subjects of math, English and German. Students are assigned for a minimum of four weeks to a subject-specific study buddy group in consultation with the AQC if it is thought that additional academic support is required. Each study buddy group is led by a subject teacher.
Parents are informed by letter prior to a study buddy assignment so as to allow enough time to make special transportation arrangements for their children, if necessary.
Peer tutors assist students who need extra support and consolidation of work already covered in class. The subject teacher explains of the exact nature of the academic support the student needs to the peer tutor. Peer tutors are arranged through the AQC.