We cannot evaluate any unassessed developments. Therefore, evaluation is an indispensable part of the learning environment. The “learning process” lies at the heart of our assessment-evaluation approach.
We accept the fact that every study and activity we do in the course for process evaluation is an assessment and evaluation tool. Not only the exams in the end of the semester/end of the year evaluation defined as the student’s ‘final evaluation’ play an important role, but any study carried out in and out of the classroom from the beginning of the year is of importance. This final evaluation includes various studies such as in-class group activities, presentations and projects.
In this process, it is essential to create self-assessment opportunities for the student to evaluate the studies and learning process. Our teachers give feedback to our students at regular intervals. For students and parents to follow this development in preschool-school; at the end of each academic semester, weekly anecdotes and progress reports, that are determined according to the student’s age and developmental characteristics, are prepared for each academic year including social-emotional, cognitive, language, gross and fine motor skills, self-care skills. These reports also include comments of class teachers expanding on the student’s individual development. In addition, a holistic evaluation on our students is shared in the periodic meetings with the parents.
The complementary assessment-evaluation, self-assessment group-peer evaluations provide an environment for the development of skills such as critical thinking, problem solving, permanent learning, contribution to their sensory and social development, sense of belonging to a group, respect for others, communication, teacher-independent learning, risk-taking.
The test tool of the assessment evaluation is planned to analyze the learning process. With the understanding that students can be successful regardless of exams as long as they learn how to learn, our assessment and evaluation tools aim to control the development processes of our students and provide them with the opportunity to complete their deficiencies and to enrich their learning experience.
In addition, we have a program planned from the beginning of the year with our 7th and 8th grade students in the preparation process for national exams. Accordingly, trial and screening exams are applied at regular intervals to our students who prefer to participate in the exam preparation process and individual gain scorecards are created according to their results. Study programs are organized on demand.