Assessment And Reporting

Our teaching and learning reflect our aims to ensure that the students at Danbo International College Kaduna, are at the centre of their learning, and we recognise the importance of making learning irresistible, meaningful and memorable. It is the provision of high-quality learning experiences that lead to a consistently high level of students achievement.

It sets out clear expectations, provides a consistent approach, which is easily monitored and ensures equal opportunity for all our students.

When teaching, we focus on motivating the students and building on their skills, knowledge and understanding of the curriculum. We use a wide range of stimulating and supportive learning environments and creative teaching approaches to motivate and enthuse learners and promote the enjoyment of lifelong learning.

We differentiate our learning and teaching resources and approaches to provide an appropriate pace and challenge in learning for all. We set high, yet achievable targets for student learning,
and closely monitor, assess and track progress. We use a variety of assessment technique, and focus on providing quality feedback to learners, supporting the next steps in learning.
We encourage our learners to self and peer assess with an ongoing focus on improvement

Assessment for learning (AFL) directs our practice.
We gather a range of evidence on what learners make, say, write and do, and this combined with learning conversations, standardised assessment results and professional judgement, support us to provide reliable evidence for reporting on progress and achievement to students and parents.

We regularly engage in moderation activities with a range of colleagues, within the school and externally, to ensure that we are promoting the highest standards in learning.

Periodic tests, homework, regular classwork and end of year exams are conducted to help decide the students level and allows us to see where they need particular help. On-the-spot quiz, oral questioning, higher-order questioning techniques, mind mapping, word puzzle are assessment strategies we employed as part of our formative assessment process.

Homework, classwork, assignments, projects make up 60% of the termly assessment while the end of term examination makes up 40%. The cumulative performance at the end of the three terms of every session will determine whether a student will be promoted to the next class.