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At CRESCENT ENGLISH HIGH SCHOOL we have a strong belief in having a system for measuring attainment that is clear, easy to understand and consistent across the whole school. The CEHS attainment chart allows parents to ‘monitor’ their child’s attainment across the whole school. Our assurance to parents is that at any point in the year our teachers will be able to inform you of how much progress your child is making and what score they are attaining on the CEHS attainment chart..
CEHS will monitor and assess individual student achievement and evaluate it against international benchmarks and exam results. An organized process will be used to support teachers in making consistent judgments.
The process and method of moderation in order to strengthen teacher consistency, judgment, and comparability of reported results.
CEHS uses international assessments objectives, externally assessed examinations and Moderated Internal Assessment objectives, for benchmarking students’ progress and/ or exiting CEHS.
The chart below highlights all the internal, external and international examinations for the school:
Assessment in Kindergarten is an ongoing, child-centred process that helps us understand each child’s learning, development and individual needs. Through purposeful observation, conversations and the documentation of children’s work, teachers build a picture of each child’s strengths, interests and progress.
This information guides curriculum planning and personalised support, ensuring that learning experiences are meaningful and developmentally appropriate. It also helps teachers communicate with parents and families about their child’s growth and next steps in learning.
Evidence of learning is gathered through observation records, checklists, children’s journals, classroom work and digital portfolios. Age-appropriate self-reflection and peer feedback encourage children to recognise their achievements and celebrate the learning of others.
In KG2, ongoing formative assessment is complemented by formal pen-and-paper assessments called Cycle Exams. These form part of the transition plan to Grade 1, helping children become familiar with structured assessment routines and develop confidence as they prepare for the next stage of learning.
Assessment takes place throughout the year as part of everyday play, classroom activities and guided learning. Teachers use informal observations alongside planned, age-appropriate assessment opportunities to recognise progress and identify next steps.
In addition to this ongoing formative assessment, KG2 children undertake four Cycle Exams during the academic year. Tentative dates will be communicated to parents in advance and included in the school’s KHDA academic calendar. Any changes to the schedule will be shared with parents in a timely manner.
In Primary, assessment is guided by the learning objectives of the CBSE curriculum. Teachers use a range of approaches—including observation, questioning, classroom discussions, practical tasks and the review of students’ work—to identify what students know, understand and can apply.
Assessment helps teachers recognise achievement, identify gaps in understanding and plan appropriate support and challenge. The Crescent Attainment Chart supports the tracking of progress over time, while constructive feedback helps students understand their strengths and take the next steps in their learning.
Formal assessments complement ongoing classroom assessment and provide further evidence of students’ learning against curriculum objectives. Students are familiarised with assessment formats and expectations so that they can demonstrate their learning with confidence.
At Crescent, we value each student’s holistic development. Alongside academic learning, students have opportunities to demonstrate their skills, creativity, participation and personal growth through Work Education, Art Education, and Health and Physical Education, including relevant sports and co-curricular activities.
Assessment is embedded in teaching and learning throughout the year through both formative and formal approaches. Ongoing formative assessment enables teachers to check understanding, provide timely feedback and adapt instruction to students’ needs.
Formal assessments are scheduled as follows:
Tentative dates for formal assessments will be communicated to parents in advance and included in the school’s KHDA academic calendar. Any changes to the schedule will be shared with parents in a timely manner. Progress and attainment are evaluated using a range of evidence, including classroom work, projects, practical activities and formal assessments. Together, these provide a balanced picture of each student’s achievement and development.
At Crescent English High School, assessment in Grades 6–8 is a continuous and purposeful process aligned with CBSE learning outcomes and competency-based learning. We use a balanced range of diagnostic, formative and summative assessments—including class activities, questioning, projects, investigations, presentations, quizzes, written tasks and periodic examinations—to monitor students’ attainment and progress. Assessment evidence is carefully reviewed to identify individual strengths, learning gaps and areas for further development, enabling teachers to adapt instruction, provide timely support and extend learning through appropriate challenge. Students receive clear, constructive feedback and are encouraged to reflect on their learning, set achievable goals and take increasing responsibility for their progress. This approach supports personalised, inclusive and student-centered learning, while developing conceptual understanding, critical thinking, application, communication and problem-solving skills. Through systematic tracking of progress and meaningful assessment, we ensure that every learner is supported to make sustained progress and develop the confidence and competencies needed for future academic success.
Assessment in Grades 6–8 is structured across two terms to monitor students’ learning, attainment and progress throughout the academic year. At the beginning of the academic year, a diagnostic assessment is conducted to identify students’ prior knowledge, strengths, learning gaps and individual learning needs. The findings help teachers plan differentiated instruction, provide targeted support, address foundational gaps and set appropriate learning goals, enabling students to make a strong start and achieve better learning outcomes. Term 1 comprises Periodic Test 1 (PT-1) and the Half-Yearly Examination, while Term 2 includes Periodic Test 2 (PT-2) and the Annual Examination. Alongside these scheduled assessments, teachers continuously monitor learning through classroom participation, assignments, projects, practical activities and ongoing feedback. Assessment evidence is used to adapt teaching, strengthen conceptual understanding, provide timely intervention and extend learning, enabling every student to make consistent progress and develop the knowledge, skills and competencies aligned with the CBSE curriculum.
Assessment in the Secondary and Senior Secondary stages is aligned with clearly defined learning priorities. Teachers are well‑versed in administering age‑appropriate and curriculum‑aligned assessment tasks. The NCERT framework ensures uniformity and coherence in assessment structures, while CBSE guidelines provide direction for school‑wide expectations.
Teachers collaboratively analyse student achievement data to set meaningful learning goals. Regular monitoring supports flexible grouping, ensures learning needs are met, and guides course planning and programme implementation across Grades 9–12.
Assessment is embedded throughout the year through continuous formative assessment and scheduled formal examinations. Formative assessment enables teachers to monitor understanding, provide timely feedback, and adjust instruction to meet learner needs. Formal assessments evaluate mastery, readiness, and overall progress at planned intervals.