OAssessment Documentation For Students'

Learning in Mathematics For Grades (5–12)

Assessment Documentation
For Students' Learning in
Second Field Subjects
Grades (1–4)
Content
October 2022

1
 Content

Subject Page No.

Introduction 3
CHAPTER ONE
1: Definitions 4
2: Formal Moderation 8
3: Performance Reports & Certificates 8
CHAPTER TWO
1: Stages and Steps of Continuous Assessment 10
2: Assessment Objectives 13
3: Planning for Assessment Tools 18
CHAPTER THREE
1: Tools for Continuous Assessment 20
2: Mark Distribution for the Assessment Tools (Science) 21
3: Mark Distribution for the Assessment Tools (Mathematics) 22
4: Definitions of Continuous Assessment Tools 23
4-1: Oral Work 23
4-2: Homework 28
4-3: Short Written Questions 33
4-4: Short Test 35
4-5: Project 37
4-6: Practical Activities 40
Appendices

2
 Introduction

The Ministry of Education stresses the importance of teacher planning

and preparation for implementing the formative and summative assessment
tools throughout the academic year 2022/2023. The teachers need to carefully
plan and prepare assessment tools that align with the teaching methods being
employed traditional face-to-face teaching methods or the on-line learning.

The aim of assessment is to provide useful information about students’

learning. Therefore, assessment focuses on the learning outcomes which
students are expected to achieve. Assessment of students’ achievement of these
learning outcomes is based on the conscious and systematic gathering of
information. A wide variety of sources of information are available. Each of
these sources has its own strengths and weaknesses, so in order to arrive at a
properly balanced picture, teachers should make use of as many different
sources as possible.

For teachers to effectively apply the Continuous Assessment (CA)

tools, teachers need to refer to the following documents (The list is as follows):
- The General Document for Evaluating Student Learning for Grades 1 - 12
(Version 2021/2022).
- The General Operational Framework for Schools in Oman for the academic
year (Version 2021/2022).
- The Ministry of Education (MOE) Regulations for E-Learning for the
academic year (Version 2021/2022).
- Teacher Manual (Google classroom).
- E-applications Manual.
-Assessment Tools Manual for Google classroom.

3
 1-Definitions

· Continuous Assessment

Assessment that is conducted in schools, by teachers throughout the school

year, rather than just at the end. Provides a fairer, more balanced picture of
student's attainment. Also, allows the inclusion of skills (e.g. communication)
which are difficult (practically) to assess by means of formal testing. It can be
used for both formative and summative purposes.

· Summative Assessment

Assessment of student learning. Its purpose is to measure and report on

standards of learning. Typically done by awarding marks and grades. Also,
involves reporting to the Ministry and to parents.

· Formative Assessment

Assessment for student's learning. Its purpose is to improve students'

learning. Typically done by giving feedback through different tools such as of
tests, quizzes, homework, oral work, projects, etc.

· E-Assessment

Defined as: the process of employing information networks, computer

equipment, educational software and materials from multiple sources, as well
as using assessment to collect and analyze student responses, which in return
help teachers to discuss the impacts of programs and activities on educational
process and define them in order to reach a codified judgment based on
quantitative or qualitative data related to academic achievement (Al-Gharib
Zaher Ismail-2009).

4
 In this case, electronic assessment may be employed by school according
to usual regular education system (traditional), or remotely in which various
continuous assessment tools can be used such as: oral dialogue, projects,
reports, and homework’s which can be achieved through electronic educational
programs and platforms in accordance with specific regulations and standards
used for each tool to ensure consistency and reliability.

· Learning Differentiation

A set of measures to manage the education process so that the student

integrates with educational tasks commensurate with his\her own needs,
abilities, cognitive and mental levels and learning pattern to achieve the goals
through activities, teaching method, teaching tools, teaching materials, etc.
Thus, every student is given the opportunity to advance his\her educational
achievement.

·Distance Assessment

Is one type of electronic assessment which was implanted to keep up with

what is known as distance learning where assessment relies on information and
communication technology and its modern applications such as satellite
channels, satellites, computers, internet, and smart phones.

However, distance learning in educational institutions differs from regular

education in two areas:
- First: characterized by absence of direct confrontation between teacher
and students during teaching and learning process
- Second: characterized by distance between teacher or the source of
teaching and learning, the teacher and students are not united in a specific
place and time.

The assessment process is carried out remotely through several channels,

which are the same channels that help in education and learning such as:
correspondence system (via regular mail) or e-mail), phone assessment, and

5
 assessment via satellite channels, as well as online and computer managed
assessment (Dr. Rafidah Al Hariri 2012).

Electronic Continuous Assessment (E-CA) Tools

It is vitally important when implementing Electronic Continuous

Assessment (E-CA) for Grades (1-12) inclusive that teachers, supported by their
Senior Teacher and/or Regional Supervisor activate the various IT resources
such as educational platforms (Google Classroom/ Google Meet) and,
(Wordwall or Handwriting Apps) in measuring students' learning outcomes and
acquired skills. This could be conducted in parallel by providing feedback for
students' formally assigned work.

There are Four important considerations when assessing student learning

outcomes:

1) Assessment tools and specifications are the same in blended learning,

distance learning and face to face learning for all grades (1-12).

2) Teachers should be able to apply all the Continuous Assessment (CA)

tools electronically.

3) Teachers should train students in acquiring the requisite skills and

should also provide constructive feedback so that students achieve the
intended learning outcomes (ILO's).

4) During the time that students are at home, teachers must provide
students with tasks that can be assessed through the educational
platforms (Google Classroom, Google Meet, Google Drive or other
alternative methods such as email or other available Apps such as
WordWall/Handwriting. Therefore, teachers should plan these
activities well in advance to achieve the learning outcomes.

6
The Benefits of Continuous Assessments

The most important ways in which Continuous Assessment (CA) can be

beneficial are:

➢ It encourages teachers to have good idea about the performance of all

their students and to closely observe individual student’s on-going
progress and development.

➢ It, possibly, motivates students to work hard consistently, if they know

that their everyday work in class contributes to their report card
assessment.

➢ It is based on a positive view of assessment as a natural part of the

teaching learning process.

➢ It allows assessment of learning outcomes which are, for practical

reasons, difficult to assess by means of formal testing.

7
 2- Formal Moderation

Moderation is defined as the follow-up process to ensure the proper

application of continuous assessment tools, and the credibility of the marks
given to students considering the technical standards and specifications
contained in the student learning assessment documents. Moderation will be
applied in this academic year in accordance with the previous objectives and
mechanisms set out in the general document for the evaluation of students'
learning.

3-Performance Reports and Certificates

The student's performance level is monitored continuously throughout the year
as follows:

Grades Report

✓ An electronic descriptive report of student's

performance submitted in the middle of school year.
(1-4)
✓ Student transcript submitted at the end of the academic year.

8
Chapter 2

9
 1. Stages and Steps of Continuous Assessment

When conducting a student’s learning assessment, the teacher must follow the
following:

1-1: Planning for Assessment

That is to be aware of the objectives of the subject because this is necessary to

achieve effective teaching and evaluation. The teacher is requested to refer to
the curriculum's outputs/targets. Planning should also consider the knowledge,
skills, values and trends to be covered in the curriculum, while at the same time
taking into account the students’ old and current experiences, abilities and
potential.

Planning is important because it enables the teacher to:

✓ Preparation of activities associated with learning objectives, and distance
from random in the process of evaluating students’ learning, so that these
tools are built according to the relative weights of the outputs.

✓ Ensure that students are given activities that help with cognitive and skill
development, are sometimes challenging and innovative, are not
extremely difficult, and are appropriate to the students’ level.

✓ Provide opportunities for each student to re-evaluate (formative

assessment) in the educational outlet his\her has not achieved.

✓ Use a variety of assessment tools and methods.

✓ Students will be handed a form setting a date for delivering their work
such as: projects, reports and other works to be evaluated, and it must be
ensured that all work of the closing assessment tools are completed by the
end of the school year.

10
1-2: Effective practice of Assessment during the implementation of daily
classroom activities

The assessment should be done in a timely manner during the learning process,
considering some factors such as students’ readiness and the nature of the
objectives that are evaluated when determining the time and type of assessment.
In some cases, the assessment is final; at the end of a particular subject or study
module, while in other cases some learning outputs are evaluated at an
advanced stage of the learning process, taking into account the continuity of the
assessment process.

1-3: Accuracy in monitoring and recording students’ levels in an

appropriate and convincing manner

Monitoring and recording grades are vital as a basis for helping teachers:
➢ Identifying students’ needs.
➢ Provide students with feedback that reverses their level of progress.
➢ Provide parents with reports indicating their children's achievement.
➢ Provide indicators and data useful in evaluating the effectiveness of the
educational program and its tools and teaching methods used.

Monitoring grades and determining levels of achievement should be easy and

uncomplicated. It is also important that teachers monitor important grades that
clearly reflect a student’s learning according to clear and specific performance
criteria preceded by considerable training and feeding of the student’s work. In
order to be accurate and honest, it is important to include information gathered
through regular daily activities and information from assessment tools.

11
1-4: Giving feedback to students, parents and other teachers through
performance reports

The term "performance report" includes considering what students have done,
which is traditionally the goal of school reports, and thus serves as a basis for
dialogue between school and parents. However, performance reports can be
employed more comprehensively by:
➢ Students receive oral and written feedback on their work, which will help
them to evaluate what they have done so that they are aware of what to do
or need next.

➢ Provide clear information on each student's past achievement and

progress, including strengths and weaknesses, for future student’s
teachers to achieve the principle of communication and continuity in
education and learning.

12
 2. Assessment Objectives

When achieving learning goals/objectives, students will be able to acquire

assessment goals, and these goals can be organized into three groups:
knowledge, application and reasoning.

The abilities within these three objectives include the necessary processes in the
teaching of science\mathematics subjects that are taught at this stage, while at
the same time representing the basic skills that the student is required to acquire
by studying the course in any class and thus form the basis for evaluating the
students’ performance.

The branching abilities of these objectives are as follows:

2-1: Science

Knowledge

Make or identify accurate statements about science facts,

Recall/ relationships, processes, and concepts; identify the
1 Recognize characteristics or properties of specific organisms,
materials, and processes.

Provide or identify definitions of scientific terms; recognize

2 Define and use scientific vocabulary, symbols, abbreviations, units,
and scales in relevant contexts.

Describe organisms, physical materials, and science

3 Describe processes that demonstrate knowledge of properties,
structure, function, and relationships.

Support or clarify statements of facts or concepts with

4 Illustrate with appropriate examples; identify or provide specific examples
Examples to illustrate knowledge of general concepts.

Demonstrate
5 knowledge of Demonstrate knowledge of how to use science Apparatus,
scientific equipment, tools, measurement devices, and scales.
instruments

13

Compare /
1 Contrast / Classify
Application
Identify or describe similarities and differences between
groups of organisms, materials, or processes; distinguish,
classify, or order individual objects, materials, organisms, and
processes based on given characteristics and properties.

Use a diagram or model to demonstrate understanding of a

Use science concept, structure, relationship, process, or biological
2 or physical system or cycle (e.g., food web, electrical circuit,
Models
water cycle, solar system, atomic structure).

Relate knowledge of an underlying biological or physical

3 Relate concept to an observed or inferred property, behavior, or
use of objects, organisms, or materials.

Interpret Interpret relevant textual, tabular, or graphical information

4
Information considering a science concept or principle.

Identify or use a science relationship, equations, or

5 Find Solutions formulas to find a qualitative or quantitative solution
involving the direct application/demonstration of a
concept.

Provide or identify an explanation for an observation or

6 Explain natural phenomenon, demonstrating understanding of
the underlying science concept, principle, law, or
theory.

Reasoning
Analyze problems to determine the relevant relationships,
1 Analyze concepts, and problem-solving steps; develop and explain
problem-solving strategies.

Provide solutions to problems that require consideration of

several different factors or related concepts; make
Integrate associations or connections between concepts in different
2 areas of science; demonstrate understanding of unified
/ concepts and themes across the domains of science;
Synthesize integrate mathematical concepts or procedures in the
solutions to science problems.

14
 Combine knowledge of science concepts with information
from experience or observation to formulate questions that
Hypothesize can be answered by investigation; formulate hypotheses as
testable assumptions using knowledge from observation
3 /
and/or analysis of scientific information and conceptual
Predict understanding; make predictions about the effects of
changes in biological or physical conditions in light of
evidence and scientific understanding.

Design or plan investigations appropriate for answering

scientific questions or testing hypotheses; describe or
recognize the characteristics of well- designed investigations
4 Design in terms of variables to be measured and controlled and
cause-and-effect relationships; make decisions about
measurements or procedures to be use in conducting
investigations.

Detect patterns in data, describe or summarize data trends,

and interpolate or extrapolate from data or given
Draw information; make valid inferences on the basis of evidence
5
Conclusions and/or understanding of science concepts; draw appropriate
conclusions that address questions or hypotheses, and
demonstrate understanding of cause and effect.

Make general conclusions that go beyond the

6 Generalize experimental or given conditions and apply those
conclusions to new situations; determine general
formulas for expressing physical relationships.

Weigh advantages and disadvantages to make decisions

about alternative processes, materials, and sources;
consider scientific and social factors to evaluate the impact
7 of science and technology on biological and physical
Evaluate systems; evaluate alternative explanations and problem-
solving strategies and solutions; evaluate results of
investigations with respect to sufficiency of data to support
conclusions.

15
2-2: Mathematics

Knowledge

Recalls mathematical information (definitions,

1 Recall terminology, measurement and coding units, numerical
and engineering characteristics)

Identify mathematical shapes, numbers, expressions,

quantities, shapes, etc., and identify objects that are
2 Define mathematically equivalent (e.g., fractions, decimal numbers
and descent). and different directions for simple geometric
forms).

Classification Classification and ranking of formats, numbers,

3 and mathematical expressions and quantities (by common
Arrangement characteristics).

Finding basic calculations (using mathematical

4 Calculation processes in total preparation) and direct algebraic
actions.

5 Extract information from drawings, tables, texts or any other

Extraction sources (and read them).

6 Measurement Use of measurement tools and selection of appropriate

measurement tools and measurement units.

Application

Identify appropriate/effective processes, strategies and tools

1 Identification to solve problems that use familiar ways to solve them. (and
solve them).

View data in tables or graphs. and the creation of equations,

Representation variations, geometric forms, or drawings of modelling the
/ problem's situations or attitudes. Generate equal
2
Modeling representations of mathematical relationships or entities given
(ideas, abstract ideas and concepts,...).

Implement or apply problem solving strategies and

3 Implementation processes that include familiar mathematical concepts and
procedures.

16
 Reasoning

Identification, description and use of relationships

1 Analysis
between numbers, expressions, quantities and forms.

Installation Linking areas of knowledge to solve problems (linking

2 different elements of knowledge, associated representations
/
and procedures to solve problems).
Integration

➢ Evaluate various possible strategies for solving

problems.
3 Evaluate
➢ Evaluate different solutions to problems.

Drawing Draw conclusions based on the information and evidence

4
conclusions provided.

Composition of phrases circulating a noticeable pattern, or

5 Generalization the formation of phrases that represent relationships in
general and more applicable ways.

Justify mathematical strategies and solutions or

6 Justification provide mathematical arguments or evidence
supporting strategies or solutions.

17
 3. Planning for Assessment Tools

Planning is of great importance in the assessment and is of benefit to the

student and the teacher. Planning organizes efforts to help the students to learn
and improve their level. Prior and thoughtful planning helps the teacher to
upgrade the profession by benefiting from feedback, developing her teaching
plan and achieving outcomes.

Proper planning of the application of the assessment tools requires the

teacher to find a balance between the relative weight of the course's content,
units and classes and the diversification of the assessment tools when evaluating
the performance of the students. The teacher must draw up the scheme he deems
appropriate according to the abilities of her students and the relative weight of
the educational goals/outputs to be achieved by teaching each study unit while
emphasizing the importance of diversifying the different assessment tools
because the aim of the evaluation method is to ensure that each goal is achieved.

The teacher remembers that when she employs assessment tools during
the daily teaching process, he practices a continuous formative assessment. This
does not mean an interest in monitoring grades from time to time, but what is
important is the continuous follow-up of the assessment of each tool and the
training of students on it, in order to reach a proper conviction about the true
level of the student, and then to monitor the appropriate degree in the light of
continuous feeding.

18
Chapter 3

19
 Tools for Continuous Assessment

This Section provides information and explanation regarding the various tools
and techniques, which can be used for assessment purposes in Science and
Mathematics during the academic year 2022-2023:

20
 Marks Distribution for The Assessment Tools (Science)

Grades (1-2) Grades (3-4)

Marks for Marks for Marks for Marks for

1st Semester 2nd Semester st
1 Semester 2nd Semester
Assessment Tools

Scientific Inquiries

Scientific Inquiries
Understanding

Understanding

Understanding

Understanding
Knowledge &

Knowledge &

Knowledge &

Knowledge &
Scientific

Scientific
Inquiries

Inquiries
Oral work 15 5 15 5 10 5 10 5

Homework 10 2 5 3 2 3 9 6

Short Questions 5 3 10 2 - - - -

Short Test - - - - 16 4 8 2

Practical Activities 3 7 3 7 3 7 3 7

Total Marks 50 50 50 50

Total Marks
100 100
at the end of the
academic year

*Note: The Total mark for the homework and practical activity does not distribute among the
units

21
 Marks Distribution for The Assessment Tools (Mathematics)

Grades (1-2) Grades (3-4)

Marks for Marks for Marks for Marks for

1st Semester 2nd Semester st
1 Semester 2nd Semester
Assessment Tools

Problem Solving

Problem Solving

Problem Solving

Problem Solving
Understanding

Understanding

Understanding

Understanding
Knowledge &

Knowledge &

Knowledge &

Knowledge &
Oral work 15 3 15 3 12 3 10 3

Homework 10 4 10 4 10 5 4 3

Short Questions 4 4 4 4 - - - -

Short Test - - - - 7 3 14 6

Project 4 6 4 6 4 6 4 6

Total Marks 50 50 50 50

Total Marks
100 100
at the end of the
academic year

*Note: The Total mark for the homework and project does not distribute among the units

22
Definition of Continuous Assessment Tools

4-1: Oral work

Oral work is applied through the teaching and learning process, and
through the responses to verbal discussion about an issue or a topic. It is applied
usually between two or more persons (between the teacher and the student or
between a group of students or between a student and a colleague). It includes
dialogues and presentations.

4-1-1: Oral dialogue

This tool is developed for the purpose of evaluating students, so the

teacher must plan, prepare and apply it in advance during different educational
situations to obtain scientific answers from students, considering the
followings:
➢ It must measure the learning outcomes of the subject syllabus.

➢ It may include short oral questions that require a specific answer.

➢ It should be accompanied to the daily teaching practices (during the

lessons).

➢ It may take the form of asking students questions or discussing ideas.

➢ Targeting, each time, a specific group/level of students if targeting all is

not possible.

➢ Considering learning cognitive levels (knowledge-application-reasoning).

23
4-1-2: Oral presentation

It is the form of evaluation that the teacher employs to give the students
different skills and the ability to dialogue, expression, confrontation and
develop their positive personality, by raising a subject or presenting an idea
(whether as a video recording or live presentation).

These are some important points proposed to operationalize this tool for
the purpose for which it was used:
➢ Pre-planning and thoughtful implementation of the synthesis assessment
and synthesis seal using oral presentation.

➢ Training students in oral presentation prior to students' performance.

➢ The duration of the presentation is between (5-10) minutes.

➢ The material presented for a new subject will not be explained in the
teacher's quota.

➢ The subject of the presentation should achieve the learning

outputs/objectives studied by the student in the class.

➢ The student can shoot a scientific visual display and attached to the
educational platform in compliance with the aforementioned conditions.

24
Teachers can take advantage of the following standards to give each student an
accurate mark according to his/ her participation during the lessons (teachers
can set up their own criteria).

Domain Description Marks

Using the language of mathematics (e.g., symbols,

terminology) to express mathematical ideas 1
Communication
precisely.
(2 marks)
Analyzing and evaluating the mathematical
1
thinking and strategies of others
Giving accurate answers to the questions of
1
knowledge
Taxonomy Giving accurate answers to the questions of the
1
(3 marks) application
Giving accurate answers to the questions of the
1
reasoning
Total 5

4-1-2: Objectives of mental strategies in Mathematics

Due to the importance of mental strategies in Mathematics for grades (1-

4), special marks have been established to evaluate the objectives of these
strategies.

Remark: The student is not evaluated using this tool based on the student's behavior in
the classroom or the written work in the student's file, preparation of educational aids,
dissolution of duties, or for his\her class attendance.

25
● Marks of oral work are assessed throughout each semester for grades
(1-4) according to the following tables:

Oral Works – Science

Oral Knowledge
Scientific
Semester Grades work &
Inquiries
marks Understanding

➢ 10 marks for Oral Dialogue and

the student is assessed twice
during the semester.
(1-2) 20
➢ 5 marks for Oral Presentation 5 marks
st
1 Semester and the student is assessed once for Oral
during the semester. Dialogue and the
&
student is
2nd ➢ 5 marks for Oral Dialogue and assessed once
Semester the student is assessed once during the
during the semester. semester
(3-4) 15
➢ 5 marks for Oral Presentation
and the student is assessed once
during the semester.

26
 Oral Works – Mathematics
Oral Knowledge
Problem
Semester Grades work &
Solving
marks Understanding
➢ 11 marks for Oral Dialogue and the
student is assessed 3 times during the
semester
(Remark: 3 marks for Mental Mathematics
(1-2) 18 Strategies)

➢ 4 marks for Oral Presentation and the

student is assessed once during the
1st Semester semester.
➢ 9 marks for Oral Dialogue and the student
is assessed 3 times during semester
(Remark: 3 marks for Mental Mathematics
Strategies)
(3-4) 15
3 marks
➢ 3 marks for Oral Presentation and the for Oral
student is assessed once during the Dialogue and
semester.
the student is
➢ 11 marks for Oral Dialogue and the assessed once
student is assessed 3 times during semester during the
semester
(Remark: 3 marks for Mental Mathematics
Strategies)
(1-2) 18

➢ 4 marks for Oral Presentation and the

student is assessed once during the
2nd semester.
Semester ➢ 7 marks for Oral Dialogue and the student
is assessed twice during the semester
(Remark: 3 marks for Mental Mathematics
Strategies)
(3-4) 13

➢ 3 marks for Oral Presentation and the

student is assessed once during the
semester.

27
4-2: HomeWorks

Defined as one of the assessment tools which are tasks that assigned to
students by their teachers to be done in their spare time at school or home. The
homework must be planned and the method of performance of the student
should be clear through the instructions provided by the teacher, and the teacher
must focus on the role of homework in learning and the appropriate amount of
homework for his\her students, and the correction of the homework should be
accompanied by feedback and appropriate guidance to help the student build,
configure and modify his knowledge and skills.

The following table can be used as a model for awarding students'

performance to this tool and does not prevent the teacher from preparing other
criteria that he deems appropriate, through which the standard and methodology
of the grades awarded are achieved:

Marks Description of Homework (Standards)

5
● The student solves Homework on an ongoing basis.
4 ● The student achieves the level of knowledge of what he learned in
the course.
3
● The student answers are correct and in precise steps.
2
● The student can re-resolve the homework in the educational
situation.
1
● The student benefits from feedback.

● The student's mark is not monitored on final homework, but the student is
given 5 marks at the end of each period if he/she achieves the five criteria
described in the table above in his\her solution for training homework, and is
given 4 marks if he\she achieves only four of the standards, ... And so forth.

28
 ● The teacher should ask some questions that show the extent to which the
student understands his\her homework solution.

● The student may be assigned homework to solve and resubmit the answer to
the virtual class, for example: Attach the homework in the form of a
document, presentation, or spreadsheet.

● In each student's portfolio, (2-3) samples of homework must be attached

depending on the semester specified, the subject(Science\Mathematics) and
the student’s grade.

● The mark of homework is assessed throughout each semester for grades

(1-4) according to the following table:

HomeWorks – Science
Home Knowledge
Semester Grades works & Scientific Inquiries
marks Understanding
➢ 10 marks and the students are 2 marks
(1-2) 12 assessed twice during the semester the students are assessed
each with 5 marks. once during the semester.
1st Semester
3 marks
➢ 2 marks and the students are assessed
(3-4) 5 the students are assessed
once during the semester.
once during the semester.

3 marks
➢ 5 marks and the students are assessed
(1-2) 8 the students are assessed
once during the semester.
once during the semester.
2nd Semester
6 marks
➢ 9 marks and the students are assessed the students are assessed
(3-4) 15 twice during the semester
twice during the semester
(4 marks , 5 marks).
each with 3 marks.

29
 HomeWorks – Mathematics
Home Knowledge
Semester Grades works & Problem Solving
marks Understanding

➢ 10 marks and the students are 4 marks

(1-2) 14 assessed twice during the semester the students are assessed
each with 5 marks. once during the semester.
1st Semester
➢ 10 marks and the students are 5 marks
(3-4) 15 assessed twice during the semester the students are assessed
each with 5 marks. once during the semester.

➢ 10 marks and the students are 4 marks

(1-2) 14 assessed twice during the semester the students are assessed
each with 5 marks. once during the semester.
2nd Semester
3 marks
➢ 4 mark and the students are assessed the students are assessed
(3-4) 7
once during the semester. twice during the semester
each with 3 marks.

30
The following standard can be used as a model to grade students’ performance
in Mathematic home works (knowledge and understanding part for first and
second grade:

Mark Pheasant Description

- Student always do home works correctly and accurately on a regular
basis with clear explanation, and can as well re-solve them whenever
14 Always requested to do so.
- Student always utilizes feedbacks given on previous home works, and
has the ability to solve future equivalent tasks
- Student usually do home works correctly and accurately on a regular
basis with clear explanation, and can re-solve them whenever requested to
11-13 Usually do so.
- Student usually utilizes feedbacks given on previous home works, and
has the ability to solve future equivalent tasks
- Student sometimes do home works correctly with clear explanation, and
can as well re-solve them whenever requested to do so.
7-10 Sometimes
- Student sometimes utilizes feedbacks given on previous home works,
and has the ability to solve future equivalent tasks
- Student rarely do home works correctly and accurately, answers are
explained, and can re-solve them whenever requested to do so.
4-6 Rarely
- Student rarely utilizes feedbacks given on previous home works, and
can re-solve future equivalent tasks
- Student rarely do home works correctly and accurately, answers are
rarely explained, and cannot re-solve them whenever requested to do so.
2-3 Seldom
- Student rarely utilizes feedbacks given on previous home works, and
does not have the ability to solve future equivalent tasks

1* Never Student do not do home works

* The student’s attendance is assessed and evaluated at this educational age level.

(The teacher can prepare another standard as he/she deems appropriate in order to
achieve normativity and methodology in awarded grades).

31
 The following standard can be used as a model to grade students’ homework
performance in knowledge & understanding skills in Science Subject for
grades (1-4):
Mark Pheasant Description
- Student always do home works correctly and accurately on a regular
basis with clear explanation, and can as well re-solve them whenever
5 Always requested to do so.
- Student always Utilizes feedbacks given on previous home works, and
has the ability to solve future equivalent tasks
- Student usually home works correctly and accurately on a regular basis
with clear explanation, and can re-solve them whenever requested to do
4 Usually so.
- Student usually utilizes feedbacks given on previous home works, and
has the ability to solve future equivalent tasks
- Student sometimes do home works correctly with clear explanation. and
can as well re-solve them whenever requested to do so.
3 Sometimes
- Student sometimes utilizes feedbacks given on previous home works,
and has the ability to solve future equivalent tasks
- Student rarely do home works correctly and accurately, answers as well
are seldom explained, and cannot re-solve them whenever requested to do
2 Seldom so.
- Student rarely utilizes feedbacks given on previous home works, and
does not have the ability to solve future equivalent tasks

1* Never Student do not do home works

* The student’s attendance is assessed and evaluated at this educational age level.

(The teacher is allowed to prepare another standard as he/she deems appropriate in order
to achieve normativity and methodology in awarded grades)

32
4-3: Written Short Questions

An evaluation tool that is used continuously during class to ensure that

student has achieved the required educational outcomes, followed by
appropriate feedback. An item is the smallest part in a question that can be
marked and has only one expected response. Each short question consists of
(3-5) items in a period of time between (10-15) minutes.

Written Short Question Specification for Grades (1-2)

• Short question consists of (3-5) different items (items could be: multiple-
choice, answer with one word, complete phrase, T\F or Yes\No without or
with interpretation, order and chain, matching, add information to network,
table or shape, interpretation).

• Each short question should be solved within (10-15) minutes.

• Teachers prepare the answer schemes for each short question.

• The question paper and its answer key must be prepared for each short
question.

• The cognitive levels (various assessment elements), difficulty levels and

variety of items must be taken into consideration.

• Each item measures one educational objective, such that the objectives
identified in short questions are not re-assessed in the rest of the tools
(HomeWorks and Short Tests).

33
 ● Marks of Short Question are assessed throughout each semester for
grades (1-4) according to the following tables:

Short Questions – Science

Short Knowledge
Semester Grades Question & Scientific Inquiries
marks Understanding
➢ 5 marks and the students are 3 marks
(1-2) 8 assessed once during the the students are assessed
1st Semester semester. once during the semester.

(3-4) 0 - -

➢ 10 marks and the students are 2 marks

(1-2) 12 assessed twice during the the students are assessed
2nd Semester semester each with 5 marks. once during the semester.

(3-4) 0 - -

Short Questions - Mathematics

Short Knowledge
Semester Grades Question & Problem Solving
marks Understanding

1st Semester ➢ 4 marks and the students are 4 marks

(1-2) 8 assessed once during the the students are assessed
& semester. once during the semester.
2nd Semester (3-4) 0 - -

34
4-4: Short Tests

Defined as one of the assessment tools that prepaid by the teacher during
the year applied at the end portion of the content. The short test duration for all
grades can be at most 30 minutes. The feedback should be given to the students
directly after the short test.

The following criteria must be taken into consideration while preparing the
short tests:

● There will be 3 short tests for the academic year 2022-2023 for grades
(3-4) only.
● The test grand total must be clearly shown on the student paper.
● An item is the smallest part in a question that can be marked and has
only one expected response.

Short Test Specifications for Grades (3-4)

• Short test consists of two parts: (Multiple-choice items and extended
response items).

• Answering instructions must be provided before each item (especially the

multiple-choice part).

• The level/type of the given questions must be divided into variant learning
levels/types (30% knowing, 50% applying, 20% reasoning).

• Items in the question paper should be arranged ascending order according to

difficulty levels so that easy knowing items come first, ending with hard
reasoning items.

• Teachers prepare the answer schemes where the level and marks are shown
for each item.

• The question paper and its answer key must be prepared for each short test.
35
 • Marks of Short Test are assessed throughout each semester for grades
(1-4) according to the following tables:

Short Tests – Science

Short Knowledge
Semester Grades Test & Scientific Inquiries
marks Understanding
(1-2) 0 - -

➢ Two Short Tests during the semester.

1st Semester ➢ The students are assessed twice each with 10 marks.
(3-4) 20 ➢ Marks for each test are distributed as follows :

8 marks. 2 marks

(1-2) 0 - -

➢ One Short Test during the semester.

2nd Semester ➢ The students are assessed once with 10 marks.
(3-4) 10 ➢ Marks are distributed as follows:

8 marks. 2 marks

Short Tests – Mathematics

Short Knowledge
Semester Grades Test & Problem Solving
marks Understanding
(1-2) 0 - -

➢ One Short Test during the semester.

st
1 Semester ➢ The students are assessed once with 10 marks.
(3-4) 10 ➢ Marks are distributed as follows:

7 marks. 3 marks

(1-2) 0 - -

➢ Two Short Tests during the semester.

nd
2 Semester ➢ The students are assessed twice each with 10 marks.
(3-4) 20 ➢ Marks for each test are distributed as follows:

7 marks. 3 marks

36
4-5: Project

School Project is one of the assessment tools that depend on investigation

and practical skills to reach scientific results & explanations can be done by one
student or more.

We can define that the project passes through some steps:

1. Select a title. 5. Evaluating results.
2. Determining a plan. 6. Writing reports.
3. Find tools/ways. 7. Exposing project.
4. Project Execution.

The following criteria should be taken into consideration while preparing

the project:
• Assessed once during each semester.
• Achieve the learning outcomes and related to the real-life situations.
• Suitable to students' mental abilities.
• Suitable to parents' abilities especially in the financial side.
• Grades (1-2): Teacher prepares one project task for all students.
• Grades (3-4): The teacher is free to prepare tasks of several projects
and the student selects from them or simply prepares one project for
all the students.
• The project must be as an application.
• Suitable time must be considered.
• Can be done under more than one subject if integration is there.
• Safety rules and criteria must be followed.
• Give clear instructions to help students.
• Steps of scientific research must be generally accordingly with student
level.

37
 • A unified sheet for each project to be marked equally with the same
criteria.

• Criteria must be written to be shown when required.

• Should be done under the Supervision of the teacher.

• It can be done by one or a group of (2 – 3) students with clearly specified

role for each.
• Teacher discusses with students the project because the oral evaluation
gives a clear picture of the effort that suits the student and his/her
participation in group work.

• More than one student can choose the same project topic but with
different data and handling for each student.

• The student should write a brief report, considering the following

points:
- Title of the project
- Aim or purpose
- Apparatus and Materials
- Procedures
- Answering questions (Observations & Results).

• Project marks will be given according to the following table:

Project – Mathematics
Knowledge
Project
Semester Grades & Problem Solving
marks
Understanding
➢ For each semester there is One Project.
1st Semester ➢ The students are assessed Once each semester.
& (1-4) 10 ➢ Marks for each project are 10 marks distributed as
follows :
2nd Semester
4 marks. 6 marks

38
 Project Marking Criteria

Assessment
Elements Description Marks
Objective

Planning Good & clear planning. 3

(Writing Aim,
Clear planning but it needs some modification. 2 Problem
Materials &
Solving
Procedure)
There is some planning, but it isn’t clear. 1
(3 Marks)

Application Work based on precise, good & clear evidences. 4

(Mathematical
Clear work but isn’t based on precise evidences. 2-3 Problem
processes &
Solving
modeling)
Unclear & imprecise work, with weak evidences. 1
(4 Marks)

Good & clear report, excellent answering with

3
Report & logically reasons.
Knowledge
Answering
Unclear report in some parts, good answering
2 &
Questions with some logically reasons.
Understanding
(3 Marks) Unclear report, poor answering & not logically
1
reasons.

Total 10

39
 4-6: Practical Activities

Practical activity refers to any teaching and learning activity

which at some point involves the students in observing or
manipulating the objects and materials they are studying. Such
activities can help improve the development of students' practical
laboratory skills and help them comprehend key scientific concepts
and phenomena.

The teacher should take the following into account:

⮚ Assess the student's performance during the practical
performance either in pairs or among group. The groups and the
students’ roles in the experiment should be changed during the
semester.
⮚ Teachers should use the following practical activity chart to
assess each student in the group once a semester with 10 marks.
⮚ The teacher should provide the students with the criteria of the
practical evaluation.

⮚ Practical Activity marks will be given according to the

following table:

Practical Activity – Science

Practical Knowledge
Semester Grades Activity & Scientific Enquiries
marks Understanding
➢ For each semester there is One Practical Activity.
1st Semester ➢ The students are assessed Once each semester.
& (1-4) 10 ➢ Marks for each practical activity are 10 marks
distributed as follows:
2nd Semester
3 marks. 7 marks

40
 Appendices

Content

First Semester

Science Assessment Sheet for Grades (1-2) – First Semester

Science Assessment Sheet for Grades (3-4) – First Semester

Mathematics Assessment Sheet for Grades (1-2) – First Semester

Mathematics Assessment Sheet for Grades (3-4) – First Semester

Second Semester

Science Assessment Sheet for Grades (1-2) – Second Semester

Science Assessment Sheet for Grades (3-4) – Second Semester

Mathematics Assessment Sheet for Grades (1-2) – Second Semester

Mathematics Assessment Sheet for Grades (3-4) – Second Semester

Mathematical Project Assessment Form

Practical Activity Assessment Form

41
First Semester

42
 Science Assessment Sheet - Grades (1-2) – First Semester
Assessment Sheet Grades (1-2) – 1st Semester School Name: ………………………………. Academic year: 20… / 20…

Subject: Science Teacher Name: ………………….………….. Grade: ………

Continuous Assessment Tools Knowledge & Understanding Scientific Inquiries

for 1st Semester

Oral
Oral Work

Final Marks
Work

Practical Activity

Practical Activity
Short Questions

Short Questions
TOTAL

TOTAL
HomeWorks

HomeWorks
Oral Presentation
Oral Dialogue

Oral Dialogue

Oral Dialogue
No. Names

5 5 5 5 5 5 3 33 5 2 3 7 17 50

43
 Science Assessment Sheet - Grades (3-4) – First Semester
Assessment Sheet Grades (3-4) – 1st Semester School Name: ………………………………. Academic year: 20… / 20…

Subject: Science Teacher Name: ………………….………….. Grade: ………

Continuous Assessment Tools Knowledge & Understanding Scientific Inquiries

for 1st Semester

Oral
Oral Work

Final Marks
Work

Practical Activity

Practical Activity
TOTAL

TOTAL
HomeWorks

HomeWorks
Oral Presentation

Short Tests
Short Tests
Oral Dialogue

Oral Dialogue
No. Names

5 5 2 8 8 3 31 5 3 2 2 7 19 50

44
 Mathematics Assessment Sheet - Grades (1-2) – First Semester
Assessment Sheet Grades (1-2) - 1st Semester School Name: ………………………………. Academic year: 20… / 20…

Subject: Mathematics Teacher Name: ………………….………….. Grade: ………

Continuous Assessment Tools Knowledge & Understanding Problem Solving

for 1st Semester

Oral
Oral Work

Final Marks
Work

Short Questions

Short Questions
TOTAL

TOTAL
HomeWorks

HomeWorks
Oral Presentation
Oral Dialogue

Oral Dialogue

Oral Dialogue

Oral Dialogue
Project

Project
No. Names

3* 4 4 4 5 5 4 4 33 3 4 4 6 17 50

*Mental Math Strategies

45
 Mathematics Assessment Sheet - Grades (3-4) – First Semester
Assessment Sheet Grades (3-4) - 1st Semester School Name: ………………………………. Academic year: 20… / 20…

Subject: Mathematics Teacher Name: ………………….………….. Grade: ………

Continuous Assessment Tools Knowledge & Understanding Problem Solving

for 1st Semester

Oral
Oral Work

Final Marks
Work

TOTAL

TOTAL
HomeWorks

HomeWorks
Oral Presentation

Short Test

Short Test
Oral Dialogue

Oral Dialogue

Oral Dialogue

Oral Dialogue
Project

Project
No. Names

3* 3 3 3 5 5 7 4 33 3 5 3 6 17 50

*Mental Math Strategies

46
Second Semester

47
 Science Assessment Sheet - Grades (1-2) – Second Semester
Assessment Sheet Grade (1-2) - 2nd Semester School Name: ………………………………. Academic year: 20… / 20…

Subject: Science Teacher Name: ………………….………….. Grade: ………

Continuous Assessment Tools Knowledge & Understanding Scientific Inquiries

Oral

For 2nd Semester

Oral Work

for 1st Semester

Final Mark
Work

Final Marks
Practical Activity
Practical Activity

Final Marks
Short Questions

Short Questions
TOTAL

TOTAL
HomeWorks

HomeWorks
Oral Presentation
Oral Dialogue

Oral Dialogue

Oral Dialogue
No. Names

5 5 5 5 5 5 3 33 5 3 2 7 17 50 50 100

48
 Science Assessment Sheet - Grades (3-4) – Second Semester
Assessment Sheet Grades (3-4) – 2nd Semester School Name: ………………………………. Academic year: 20… / 20…

Subject: Science Teacher Name: ………………….………….. Grade: ………

Continuous Assessment Tools Knowledge & Understanding Scientific Inquiries

Oral
Oral Work

for 2nd Semester

for 1st Semester

Final Mark
Work

Practical Activity

Practical Activity

Final Marks

Final Marks
TOTAL

TOTAL
HomeWorks

HomeWorks
Oral Presentation

Short Tests
Short Tests
Oral Dialogue

Oral Dialogue
No. Names

5 5 4 5 8 3 30 5 3 3 2 7 20 50 50 100

49
 Mathematics Assessment Sheet - Grades (1-2) – Second Semester
Assessment Sheet Grades (1-2) – 2nd Semester School Name: ………………………………. Academic year: 20… / 20…

Subject: Mathematics Teacher Name: ………………….………….. Grade: ………

Continuous Assessment Tools Knowledge & Understanding Problem Solving

Oral
Oral Work

for 2nd Semester

for 1st Semester

Final Mark
Work

Final Marks

Final Marks
Short Questions

Short Questions
TOTAL

TOTAL
HomeWorks

HomeWorks
Oral Presentation
Oral Dialogue

Oral Dialogue

Oral Dialogue

Oral Dialogue
Project

Project
No. Names

3* 4 4 4 5 5 4 4 33 3 4 4 6 17 50 50 100

*Mental Math Strategies 50

 Mathematics Assessment Sheet - Grades (3-4) – Second Semester
Assessment Sheet Grades (3-4) - 2nd Semester School Name: ………………………………. Academic year: 20… / 20…

Subject: Mathematics Teacher Name: ………………….………….. Grade: ………

Continuous Assessment Tools Knowledge & Understanding Problem Solving

Oral
Oral Work

for 2nd Semester

for 1st Semester

Final Mark
Work

Final Marks

Final Marks
TOTAL

TOTAL
HomeWorks

HomeWorks
Oral Presentation

Short Tests

Short Tests
Oral Dialogue

Oral Dialogue

Oral Dialogue
Project

Project
No. Names

3* 4 3 4 7 7 4 32 3 3 3 3 6 18 50 50 100

*Mental Math Strategies

51
 Mathematical Project Assessment Form

School Name: …………………………………………………………………………………...………………………………

Title of the Project:

…………………………………………………………………………………...………………………………

Student Information
Student
…………………………………………………………………………………...………………………………
Name

Grade: ……………... Date: ……………...

Assessment Student
Abilities Skills Marks
Objective Mark

Determine the project tools and a brief

1
plan to start the project.
Problem
Solving Determine the appropriate method of
Planning 1
data collection and present them.
(3 Marks)
Appropriate Use of the mathematical
1
concepts.
Implementation of the project with
2
appropriate tools
Problem
Application Use of the mathematical strategies
Solving 1
correctly.
(4 Marks) Apply the mathematical knowledge to
1
daily life activities.
Present results through drawings,
Knowledge 1
Report & tables, and diagrams
&
Answering Provide solutions if some changes are
Understanding 1
done to one of the project’s variables.
Questions
(3 Marks) Answering questions in correct and
1
clear ways.

Total 10

52
 Mathematical Project Assessment Form
School Name: …………………………………………………………………… Grade: …………..
Project No. : …………………………………………………………………… Date: ……………...
Title of the Project: ……………………………………………………………………
Students Information
No. Student Names

Std # 1 …………………………………………………………………………………...………………………………

…………………………………………………………………………………...………………………………
Std # 2
…………………………………………………………………………………...………………………………
Std # 3

Students Mark
Assessment

Std # 1

Std # 1

Std # 1
Abilities Skills Marks
Objective

Determine the project tools and a brief

plan to start the project.
1
Problem
Solving Determine the appropriate method
Planning 1
of data collection and present them.
(3 Marks)
Appropriate Use of the
1
mathematical concepts.
Implementation of the project with
appropriate tools
2
Problem
Application Use of the mathematical strategies
Solving 1
correctly.
(4 Marks) Apply the mathematical knowledge
1
to daily life activities.

Present results through drawings,

1
Knowledge tables, and diagrams
Report &
& Provide solutions if some changes
Answering are done to one of the project’s 1
Understanding
Questions variables.
(3 Marks) Answering questions in correct and
1
clear ways.

Total 10

53
 Practical Activity Assessment Form
School Name: …………………………………………………………………… Grade: …………….
Practical Activity No. : ……………………………………………………… Date: ……………...
Title of the Practical Activity: ……………………………………………………………………
Student Information
Student
…………………………………………………………………………………...………………………………
Name

Student
Abilities Skills Marks Mark

Initiating Determine the practical activity tools and a

1
& brief plan to start the activity.
Planning
Predict the results of the practical work. 1
( Knowledge &
Understanding) Collect data through experimenting idea. 1

Follow the steps of the practical activity step

Exploring 1
by step.
&
Recording Observe and record the variations that occurs
1
during the practical work.
(Scientific
Inquiries) Take measurements 1

Analyze the results 1

Analyzing
& Use scientific knowledge to provide
1
Interpreting explanations
Present results through drawings, tables, and
1
(Scientific diagrams
Inquiries)
Provide solutions 1

Total 10

54
 Practical Activity Assessment Form

School Name: …………………………………………………………………… Grade: …………

Practical Activity No. : ……………………………………………………… Date: ……………...
Title of the Practical Activity: ……………………………………………………………………
Students Information
No. Student Names

Std # 1 …………………………………………………………………………………...………………………………

Std # 2 …………………………………………………………………………………...………………………………

Std # 3 …………………………………………………………………………………...………………………………

Students
Mark

Abilities Skills Marks

Std # 1

Std # 1

Std # 1
Initiating Determine the practical activity tools and a
1
& brief plan to start the activity.
Planning Predict the results of the practical work. 1

( Knowledge & Collect data through experimenting idea. 1

Understanding)
Exploring Follow the steps of the practical activity step
1
& by step.
Recording Observe and record the variations that
1
occurs during the practical work.
(Scientific
Inquiries) Take measurements 1
Analyze the results 1
Analyzing
& Use scientific knowledge to provide
1
Interpreting explanations
Present results through drawings, tables, and
1
(Scientific diagrams
Inquiries) Provide solutions 1

Total 10

55
56