Case Studies

Discover how schools like yours have used our assessments to better understand their pupils and inform differentiated teaching and learning.

Featured | Case Studies

CAT4 and PASS : right questions at the American International School

The American International School (AISA) in Abu Dhabi knows about cultural diversity.

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St George’s British International School

St George’s consists of three parts: two junior schools, one of which is located in the city centre, and a secondary school on a green-field site with the other junior just on the edge of the city

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Identifying fragile learners at GEMS Wellington Primary School with PASS

‘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

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Empowering life-long learners to follow their own path

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

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Case Study

Using NGRT to support literacy interventions: The Edron Academy, Mexico City

The Edron Academy is one of the leading British bi-cultural schools in Mexico City, known for its high academic standards, broad curriculum and unique core values. With over 1,000 students, aged 2-18 years, the school follows the English National Curriculum alongside key parts of the Mexican National Curriculum, offering iGCSE courses and the IB Diploma.

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Case Study

Using assessment data effectively across the school: Doha College, Qatar

Doha College is one of the leading British curriculum schools in Qatar, offering an outstanding education to more than 2000 students from over 70 different nationalities, aged 3 to 18. The school was the first in the world to gain a High Performance Learning accreditation in June 2018.  This approach puts mastery at the heart of the curriculum, instilling thinking skills and a growth mindset in students, in an enquiry-based learning environment.

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Case Study

Introducing and monitoring strategies to improve student engagement and wellbeing: Jumeira Baccalaureate School, Dubai

Jumeira Baccalaureate School in Dubai is an IB World School teaching to approximately 800 students from 65 different nationalities. The school offers students from pre-Kindergarten to Grade 12 a world-class, inquiry-based education, encouraging a life-long love of learning and a capability for independent thinking.

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Case Study

Understanding how your students learn best: R N Shah International School

R N Shah International School (RNSIS) is a Cambridge International Centre, teaching children from Nursery through to A Level. The school encourages students to be knowledge-enriched, reach-confident, wisdom-reflecting, responsible individuals, preparing them for a dynamic and competitive global environment.

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Case Study

Empowering teachers to use data effectively: The British School, New Delhi

The British School, New Delhi is a top international, multicultural school with around 1,200 students representing more than 55 nationalities. The school follows the National Curriculum for England, adapted for the Indian context, with students studying for IGCSE and the IB Diploma Programme (DP).

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Triangulating data to form a whole-student view: Edubridge International School, Mumbai

Edubridge International School in Mumbai is an IB World School, teaching the Primary Years Programme (PYP), Middle Years Programme (MYP) and Diploma Programme (DP). Offering a quality international education to children aged 3 to 18, the school provides a safe and nurturing environment, encouraging all of its students to develop a genuine love for learning and to strive for academic success.

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Case Study

Using assessment to personalise learning: Amity School, Dubai

Amity School Dubai is a CBSE school, educating children from Pre-Kindergarten through to Grade 7. Aligned to meet the highest standard of Indian Education, the school offers learning that is interdisciplinary, engaging and challenging, fostering a leadership culture to push students towards a pioneering mindset in all their endeavours.

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Case Study

Child-led and data-informed: The Riverside School, Prague

Graeme Chisholm, Principal, and Matthew Dagan, Deputy Principal, Assessment, at Riverside Primary School in Prague, explain how the school put data triangulation at the heart of their new management structure and why this led on to the development of their own web-based application to share data.

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Case Study

Data driven dialogues: developing mastery in mathematics

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.

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Case Study

Identifying Academic Needs and Strategies for Intervention

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.

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