Discover how schools like yours have used our assessments to better understand their pupils and inform differentiated teaching and learning.
The American International School (AISA) in Abu Dhabi knows about cultural diversity.
‘Success for all’ is the ethos at GEMS Wellington Primary School in Dubai. By drilling down into children’s attitudes to learning, the school ensures it is equipped to meet this goal
The innovative Nagoya International School, which follows the IB curriculum, is embracing its own philosophy of critical and creative thinking by using CAT4 and PASS to get a holistic view of their students
Iain Hope, the Deputy Head of Primary at the British School Jakarta, explains how a combination of data from Progress Tests and teacher informed ‘data driven dialogues’, can be used to create next steps in learning on an individual, cohort and school level to create true ‘data informed’ action plans. Within this, Iain Hope focuses on the example of development of ‘mastery’ in mathematics.
Iain Hope, the Deputy Head of Primary at the British School Jakarta, explains how a school can use a combination of data from the Progress Test Series ® (PT Series) and Cognitive Abilities Test ® (CAT4) to identify specific needs or ‘dips’ in academic progress.
Intuitive Education Consultants, establishes and manages successful international schools across the Middle East. An essential part of their work is establishing standards that will deliver excellence, and they are achieving this goal by creating a common framework for assessment.
The Regent Primary School in Abuja, Nigeria, prides itself on its high standards and on its personalised approach to teaching and learning. It recently became the first school in Abuja and only the fourth in the whole of Nigeria to be accredited against BSO (British School Overseas).
Identifying students entitled to additional access arrangements in their exams, and supporting applications
Helping to provide an internationally recognised standard of education that develops our young people academically, emotionally and socially
How to focus on assessment of potential and capability rather than knowledge