The school’s assessment philosophy considers that assessment is the process of gathering information from multiple and diverse sources, in order to develop a deep understanding of what students know, understand, and can do with their knowledge.Our assessment system is based on recording and reporting the results periodically and regularly, so as to ensure that a systematic approach is taken and the children are benefited in the same way.Assessment is an integral part of a student’s educational experience. The primary goal of assessment is to improve student learning. Therefore, teachers need to apply their knowledge and skills necessary to create, administer, and interpret assessments. Any one assessment is a limited source of information and must be used in conjunction with other types of assessment and collected student data.

In order to increase student achievement and create an environment that supports lifelong learning, teachers must form a partnership with students and parents by involving them in the assessment and evaluation process. When assessments are used and interpreted properly, the results provide information that is valuable in designing educational opportunities that promote student achievement that will meet the needs of all learners.

A variety of assessment tools, including tests, projects, performances, debates and examinations will be considered in the determination of summative grades for all students.

The American International School has clear rules and guidelines for administrating the assessments. The school’s assessment policy and procedures are shared and reviewed with all stakeholders to ensure an efficient evaluation system. There is also a clear set of performance criteria based on which the students’ achievements are measured.

The objective of the assessment policy at AIS is to provide data/ information on students’ learning, to help the teacher in understanding where improvement needs to be made in terms of teaching and learning andto identify areas of weakness and strengths of the student.This also allows the teacher to chart the progress of a student, and to give constructive feedback to parents regarding the child’s progress.

The assessment system provides information for teachers and administrators on improving programs and student achievement. The assessment plan aims to:

  • provide information that helps teachers plan instruction effectively to meet the needs of individual students
  • provide information to administrators for evaluating progress pertaining to improving student achievement
  • provide information to administrators for types of assessment evaluating strategies for school improvement
  • assist parents in understanding their child’s achievement of academic standards
  • establish goals for professional development

In AIS, we have three types of internal assessments: the first one is the diagnostic test that takes place at the beginning of each term. The results are used to determine the students’ current level and assess previous knowledge.The second is the formative assessment that plays a key role in a continual ongoing assessment. In addition to that, our formative assessment builds on strengths and develops strategies for overcoming weaknesses and provides regular meaningful feedback to the learner.

The third is summative assessment that measures the overall performance of the student at the end of a unit of work, end of term and at the end of the year.

Formative and summative assessments are the backbone of any classroom. They provide teachers with the information they need in order to measure student progress in the class. Teachers are expected to use formative and summative assessments to guide and analyze their teaching in order to provide the best Learning asks the question: how can we user assessment to help students learn more?

Formative assessments should be informal and frequent. Class discussions, homework questions and quizzes are all examples of formative assessments. Summative assessments are more formal, such as tests, essays and projects. They usually happen at the end of a unit of study. Formative assessment is a learning tool; it allows teachers to identify whether lesson objectives have been met and adapt instruction appropriately before finishing a unit. Since the main purpose of formative assessments is to gather data, grades received on such assessments should be used to differentiate lessons based on grouping students by how much they already know. Formative assessments can be used as diagnostic tools to identify student strengths and weaknesses. Teachers are expected to use formative assessments throughout the school year to determine how much the students understand about key topics. Formative assessments indicate how students are progressing with their understanding of a topic.

Varied Assessments

Another means of ensuring continuous assessment as well as ensuring that all students are given a fair and equal opportunity to achieve and learn is through varied assessments. Teachers and departments are required to plan lessons that are well rounded enough to appeal to the various learning styles. In order for assessments to be applicable to the various learning styles, they must also be varied. Hands-on interactive assessments are also frequently used. Students are required to delve into their creative, imaginative side in order to reach the highest levels of Bloom’s hierarchy and that is to ‘create.’ By requiring students to use their creative intuitions, we are allowing those with various strengths to rise and flourish. Students who may not necessarily be strong performers in more formal assessments are able to show their concept attainment through other means. In essence, the student is also gaining life skills: public speaking, team work and much more. These assessments are planned into the lessons on a daily basis and they are also incorporated into unit plans on a much larger scale. This methodology of assessment is a great tool allowing for differentiation because it allows the teacher to vary tasks according to student strengths and abilities challenging each student on his or her own level.

Examination /assessment marking policy

Students can earn grades in the following:

  1. Tests
  2. Homework
  3. Short Quizzes
  4. Special Projects
  5. Oral tests, Portfolios, Class work, Behavior and Attitude.
  • At AIS, we aim to constantly track student’s progress throughout each term and year.
  • Ongoing assessment is used to assess student learning and permit timely constructive intervention.
  • Students are assessed weekly to measure and monitor their knowledge continuously in every concept taught.
  • Detailed method of assessment and grading policy can be found in our curriculum guide.
  • Pop quizzes will be administered without prior announcement. Students will not be allowed to make it up unless they have a medical report.
  • Make-up quizzes will be administered a week after test date.

The student information system used at American International School allows teachers to access student records on the school’s network. Accurate analysis of assessment data andcareful monitoring of progressallows administrators and teachers to identify learning difficulties at the earliest possible stage thus enabling them to provide the learning supports needed to deal with these.Reporting to parents on children’s learning is vital. Parents have access to their child’s record via the school’s network allowing them to monitor progress and support the learning of their child. American International School is also committed to providing appropriate feedback to children on their own progress as well as provide them with the support they need to improve. A written report for each child is sent to parents at the end of each semester. The report includes grades and comments from each teacher on a student’s academic performance. The use of record keeping supports effective use of assessment and is extremely important. Record keeping should be an effective and efficient means of promoting and monitoring pupil progress. The school reports promote and provide:

  • Good home /school relationships
  • Information for parents
  • An opportunity for discussion with parents
  • Targets for the children

Parents are invited to attend formal meetings with teachers during parent/teacher conferences organized once a semester. Should the need arise; parents are welcome to discuss the progress of their child with the teacher or the Head of Department at other times. Assessment, recording and reporting procedures are monitored regularly in order for them to remain meaningful and manageable. Policies and procedures may change in light of any new initiatives imposed by KHDA.

Letter Grades

The following chart shows the percentage boundaries for each letter grade as well as the Grade Point Average (G.P.A.) equivalents.

Grades Grades (%) Course Grade conversion points “GPA”
A+ 97 – 100 4.00
A 93 – 96 4.00
A- 90 – 92 3.70
B+ 87 – 89 3.30
B 83 – 86 3.00
B- 80 – 82 2.70
C+ 77 – 79 2.30
C 73 – 76 2.00
C- 70 – 72 1.70
D+ 67 – 69 1.30
D 65 – 66 1.00
D- 60 – 64 0.50
E/F 59 and below 0.00
AP/IB courses An addition of 0.25 to the standard weighting


Grading Policy

Grade points are numerical values assigned to each letter grade earned by the student. A student’s grade point average (G.P.A.) will be included on the official school transcript.

Honor Roll

An honor roll containing the names of students who have done excellent work or shown superior effort is established two times a year at the end of each markingperiod. There are three types of honors:

  • High Honor Roll designates those students who have an A- average (3.7 G.P.A.) or better, with no grade lower than B in any subject.
  • Honor Roll designates those students earning a B average (3.0 G.P.A.), with no grade lower than C- in any subject.


At the end of each semester, parents will receive report cards with cumulative data on their children’s performance and progress.

The purpose of this policy is to provide the guidelines for promotion and retention of students. In providing these guidelines, American International School demonstrates its commitment to several key objectives:

  • promoting high educational standards for its students
  • ensuring that there is consistency in the educational opportunities provided to all students
  • implementing system wide monitoring used in making promotion decisions

Students will be promoted to the next grade if they possess the knowledge and skills appropriate to their grade levels as demonstrated on multiple measurements such as academic performance, attendance, teacher recommendations,portfolio, social maturity and other information deemed necessary. The school reserves the right to denyre-enrollment to any student whose academic or personal conduct has been deficient and is not in line with the academic and behavioral standards set by the school.

Elementary Promotion Criteria


  1. Final report card should reflect that the child is proficient or working towards meeting the standards and benchmarks set for Kindergarten.
  2. Students will not be retained in KG1 /KG2 without parental approval. The teacher recommends promotion based on satisfactory achievement on the grade level adopted standards, classroom work, observations, tests, and other relevant achievement data.

Grade 1 – 5 Criteria for Promotion / Detention

A student in any elementary grade, who does not meet levels of performance on assessments in reading, writing, science, and mathematics, and fails to meet satisfactory grade level on adopted standards, assessments, tests, classroom work, observations, and other relevant data may be retained with approval of the principal and with written notification to the parent/guardian. A student who is retained will not be promoted to the next grade level and must undergo an intensive program that is different from the previous year’s program taking into account the student’s learning style. School personnel must use all available resources to achieve parent understanding and cooperation regarding the student’s grade placement. It is the ongoing responsibility of the teacher to identify those students who do not appear to be making satisfactory progress towards achieving course objectives and notify the principal and parents/guardians of that child as soon as possible. For those students, the teacher should reference the school’s progress monitoring plan in interventions. When the Progress Monitoring Plan is unsuccessful in meeting the student’s needs, the student should be referred to the school’s Problem Solving Team (PST). This team will further analyze barriers to academic success, develop targeted interventions, monitor the student’s response to interventions, and refer for evaluation if deemed appropriate. Satisfactory course completion is based on the student meeting the following criteria:

  1. Demonstrate acceptable progress toward the identified student performance standards as aligned with the adopted standards for each course used to satisfy course requirements. Teacher observation of student products indicating knowledge, teacher tests, and other teacher-devised means can be used to determine student progress.
  2. Pass each of the core courses based on the school adopted grade scale.
  3. Maintain attendance as prescribed by school policy. In order to be promoted a student must make acceptable progress in the following core courses: Arabic, English, Islamic Studies, Mathematics and Science.

Retention Committee

For Promotion Passes: English 60% or above, Math 60% or above, Science 60% or above, Arabic/ Islamic 50% or above.

A panel of teachers, Principals and Senior Management will convene to review files of all students who did not meet the promotion criteria. The panel will review all information deemed appropriate. Students in grades 1-5 can be retained for a second year only once.

Parent Notification

Parents will be notified within one week of the promotional decisions of the school. Parents wishing to keep their children enrolled in the school will be asked to sign a letter stating their approval with the school’s policy of retention at that time. As part of the appeal process, parents will be provided with evidence and records to support the school’s decision. The parents may provide evidence of any additional information regarding their child that might justify waiving the requirements set forth in the policy.


Promotion Requirements for Grades 6, 7 And 8

To be promoted to the next grade level, a student must pass the following courses:

Subject Mark
English 60% or above
Mathematics 60% or above
Science 60% or above
Arabic 60% or above
Islamic Studies for
Muslim students
50% or above
Social Studies 60% or above
Arabic Social Studies 60% or above
Computer Studies 60% or above

Promotion Requirements for Grades 9 And 10

To be promoted to the next grade level, a student must pass the following courses:

Subject Mark
English 60% or above
Mathematics 60% or above
Physics 60% or above
Chemistry or Biology 60% or above
Social Studies 60% or above
Arabic 60% or above
Islamic Studies for
Muslim students
50% or above
Computer Studies 60% or above

Promotion Requirements for Grade 11

To be promoted to the next grade level, a student must pass the following courses:

Subject Mark
English 60% or above
Mathematics 60% or above
Any 2 Sciences 60% or above
Arabic 60% or above
Islamic Studies for
Muslim students
50% or above

Graduation Requirements for Grade 12

To graduate with a high school diploma, a student must pass (minimum of 60%) the following courses:

  • English
  • Mathematics
  • One Science
  • Two other electives of their choice
  • Arabic
  • Islamic Studies for Muslim students

In addition to passing the above courses, in order for a student to qualify for graduation, he/she must complete the American International School graduation requirements outlined on the following page in grades 9 to 12. If a student does not pass the required number of courses, he/she will be required to retake an exam for the failed course(s) that academic year. American International School also offers Advanced Placement courses to students who are enrolled in grades 11 or 12. In order for a student to be eligible for an AP course, the student must have a recommendation from the teacher who teaches the pre-AP course. The student must also achieve a minimum grade determined by the department in his/her current class. Finally, the student must attain approval from the advisor, school counselor, and school principal.

All courses listed are 1-credit, year-long courses unless otherwise indicated in the American International School Course Catalogue. Year-long courses earning “0.5 credits” normally meet half the hours of the 1-credit courses. All semester length courses earn 0.5 credits. One half credits are awarded for the successful completion of a course taken beyond eighth grade which meets on a full-time basis for one semester. Final grades for a yearlong course will be the average of the semester grades to determine if full credit is given for a course. For transfer students, credits earned elsewhere will be evaluated by the school principal and school counselor to determine how their courses will be applied towards American International SchoolGraduation Requirements.


  • Re-take of an exam is given in the case of an excused absence only on the Principal’s approval
  • Students have 7 days to re-take any quiz.


Absence of Students during Test/Evaluation time

No re-tests are conducted for any student unless the student produces a valid medical certificate or authorized document (accident report etc) citing the reason for his or her absence from school during exam or test times.

Proof of absentee reason for a test/evaluation should be submitted to the Vice Principal.

The examination panel will evaluate the case of the concerned student and decide whether the student will be allowed for a re-test. Their decision will be considered final.

In case of an approval from the examination panel, the student will be informed of the date and time of the re-test.

Absence of Students during Exams

A valid reason is to be provided by the student for his/ her absence on prior to, on the day or day after the concerned exam. No reason will be entertained by the school after the stipulated period.

The school will notify the absence of any student with or without prior permission to the Ministry of Education.

In case of an approval from the Ministry of Education, the student will be informed of the date and time of the re-test.

Contact Info
Drop in or get in touch with us with the information given below or send us a query through the contact form
  • P O Box 87727, Al Qusais1,
  • Dubai, United Arab Emirates
  • +971-4-2988666