We use cookies.

Our website uses cookies to offer a better browsing experience, to provide social media features and to analyse traffic.
For further information, see our Privacy Policy.



Our long-term aim is the successful education of our students and as such, assessing their progress and feedback are both important tools in increasing their understanding of the learning process. This awareness is the basis for coming to view learning as an obvious, positive, exciting part of their lives and overall development as a student of BMS. The latter includes building critical reflection skills and learning to accept and incorporate critical feedback in the learning process. This is particularly important at the primary level because it is here that we provide the boost for an academically challenging path that begins with the transition to the Secondary School.

Learning assessments, evaluations, and measuring development should, however, always be applied with a sense of proportion because each child learns and develops at his or her own pace. Here, too, the focus of our work is on the child with his or her individual character and skills. As with the curriculum, the development of a consistent, target-oriented evaluation process is derived from the learning targets set for the end of twelfth and tenth grade. This is why we continually monitor the progress of our students in Primary School through observations and detailed formative assessments

In order to be able to evaluate the development of all students in a structured way, our teachers work with benchmarks for age-appropriate developmental targets in subjects across the curriculum. These benchmarks are based on proven standards and reference basic skills and abilities. Our teachers document their students’ developmental and learning processes with class work, photos from the classroom, evaluations, and assessments in order to track the development process closely and communicate results to parents. Our students complete a portfolio in order to document their own progress in terms of development and learning.

Our students learn from the start that the portfolio documents their learning. They collect examples of their work voluntarily and learn how to articulate why this work in particular is important to them, what the examples demonstrate, and where they want to improve. They are in a position to be able to set their own goals, derive their own action plan, and establish criteria for measuring success. All these evaluations serve to be able to ensure individual support in cooperation with all teachers and the student´s parents. Our aim support every child’s strengths and weaknesses to provide each student with the opportunity to realize his or her full potential.