Methods and principles that we employ
It is recognized that different children respond to different learning styles, and a conscious effort is made in lesson preparation to ensure that different learning styles are catered for. In addition to different learning styles, attention is paid to the different kinds of intelligences, developed by Dr. Howard Gardner. At Clifton we understand and appreciate that pupils of the iGeneration learn differently, and if the child does not learn the way we teach, then we must teach the way the child learns.
Continuous assessment forms the core of our evaluation process. The assessment of pupil’s progress is throughout the year rather than exclusively by examinations at the end of it.
We use rubrics as a means of communicating expectations for a task or assignment. It is a document that articulates the expectations for an assignment by listing the criteria, or what counts, and describing levels of quality from excellent to poor. Rubrics are often used to evaluate pupil’s work but they can serve another, more important, role as well: Rubrics can teach as well as evaluate. When used as part of a formative, student-centred approach to assessment, rubric have the potential to help students develop understanding and skill, as well as make dependable judgments about the quality of their own work. Students should be able to use rubrics in many of the same ways that teachers use them to clarify the standards for a quality performance, and to guide ongoing feedback about progress toward those standards.
Tests and Cambridge Examinations
Our Standard Five, Six, and Seven classes write a series of tests in June and November of each year. Our Standard Sevens also write the Cambridge International Primary Checkpoint Examinations for English, Mathematics, and Science.