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Assessment
Our long-term aim is the successful education of our students and as such, assessing their progress and providing 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 is an important developmental goal for BMS students. The latter includes building critical reflection skills and learning to accept and apply important feedback to the learning process. This is particularly important at the Pimary level because it is here that we provide the foundation for an academically challenging path that begins with the transition to BMS Secondary.
Learning assessments, evaluations, and measuring development should, however, always be applied with a sense of proportion, as each child learns and develops at their own pace. Here, too, the focus of our work is on the child with their individual character and skills. As with the Primary School curriculum, the development of a consistent, target-oriented assessment process is derived from the learning targets set at critical points during Secondary School. To achieve as strong sense of coherency between the Primary and Secondary years, we continuously 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. These channels of evaluation serve to be able to ensure individual support in cooperation with both teachers and parents. Our aim is to support every child’s strengths and weaknesses to provide each student with the opportunity to realize his or her full potential.