-To facilitate students in recognizing their academic strengths and weaknesses.

-To promote improvement in learning through constructive feedback provided by educators.

-To ensure students are aware of the objectives they are expected to achieve and to guide them on how to optimize their performance.

-To assess and diagnose students' academic strengths and weaknesses effectively.

-To offer insightful feedback and specific recommendations to students, thereby fostering their academic growth.

-To engage in data analysis to evaluate and refine existing educational objectives, expectations for student performance, curriculum design and content, as well as instructional strategies and activities. This process aims to ensure alignment with students’ needs and capabilities, ultimately enhancing the effectiveness of teaching and learning.

-To provide parents with a comprehensive understanding of their children's academic strengths and weaknesses.

-To empower parents to assist their children in enhancing their learning outcomes.

-To establish realistic and appropriate expectations for their children’s academic achievements.

The school employs a systematic approach to formative assessment through the meticulous documentation of assessment data derived from daily homework evaluations, pre-class preparation activities, and independent learning tasks. This systematic recording serves to facilitate the organization, analysis, and documentation of students’ learning progress and performance, thereby enabling educators to make informed adjustments to instructional pacing to better address the diverse needs of students.

A comprehensive array of assessment methodologies is utilized to accurately diagnose students' learning performance. These methodologies encompass ongoing observational assessments, strategic questioning, collaborative group activities, peer self-assessment and peer evaluation, commentary on current events, homework assignments, school-based projects, quizzes, assessment tasks, unit evaluations, project-based learning initiatives, and practical applications of knowledge.

Throughout the academic year, two formative assessments and one practical assessment are conducted to enhance student learning outcomes. Specifically, in the subjects of Chinese, English, and Mathematics, three progress assessments are administered. The primary objective of these assessments is to provide both students and parents with a clear understanding of each student's learning trajectory. Should any student exhibit a need for improvement in particular learning domains, educators are equipped to design targeted follow-up activities that address these needs. This approach empowers students to gain a comprehensive awareness of their strengths and weaknesses, allowing them to concentrate their efforts on areas that require additional focus, thereby maximizing the efficacy of their learning experiences.

Three summative examinations are administered throughout the academic year, occurring at the conclusion of each instructional phase. These examinations serve to encapsulate students’ overall learning performance and provide valuable insights that assist educators in refining instructional methodologies. Furthermore, these assessments offer parents a detailed perspective on their children's academic progress, thereby facilitating appropriate support and intervention as needed. Note: For Primary 1, there is one diverse assessment (non-paper-based) and two summative assessments conducted throughout the academic year.

Formative Assessments

Summative Assessment

Chinese, English, and Mathematics

All subjects   #1,2,3

October, *February, May

November, March, June

Each assessment is designed to be completed in no more than 30 minutes.

A week leading up to the assessments. The accumulation of continuous assessment scores

Music (Practical Examination), Computer Studies (Practical Examination) Physical Education and Visual Arts

Chinese Language, English Language, Mathematics, General Studies, Putonghua, Bible Studies, Computer Studies (Written Examination), Music (Written Examination)

The scores obtained in the assessments will not be included in the summative evaluation. *Note: This applies to practical assessments.

Each subject will be assessed on a scale of 100 marks, or alternatively, grades may be assigned to reflect student performance.

Following the distribution of assessment papers, students are required to make corrections and obtain a parent’s signature. After the corrections have been reviewed by the teacher, the assessment papers will be returned to students for storage in their respective subject folders.

For assessments that have been distributed, students must make corrections and secure a parent’s signature. Once the corrections have been verified by the teacher, the papers will be submitted to the school for safekeeping.

#1 Transition to Primary Education

First Term Assessment for Primary One (November)

The first term assessment for Primary One will consist of a diverse range of evaluations (non-paper-based). The subjects included are Chinese, English, Mathematics, General Studies, Bible Studies, Music, Putonghua, and Computer Studies. Assessment feedback will be provided exclusively in written form to evaluate student performance.

Second Term Assessment for Primary One (March)

During the second term assessment, the supervising teacher will read through the examination paper. For the Primary One second term examination (June), the supervising teacher will read aloud the main questions to ensure that students fully understand the requirements of the assessment.

#2 Internal Assessments

Internal Assessments are conducted in accordance with the "Secondary School Places Allocation”. The examinations will take place as follows: once in the second term of Primary Five and once in both the first and second terms of Primary Six. The results will be reported to the Education Bureau's Secondary School Placement Division and will serve as a basis for student placement in secondary schools. The subjects assessed include Chinese, English, Mathematics, General Studies, Music, and Visual Arts.

First Term  Assessment (November)

Second Term Assessment (March)

Second Term Examination (June)

Primary 2 -5

30%

35%

35%

Primary 6

35%

35%

30%

Grade/Subject

Chinese

English

Mathematics

General Studies

Bible Studies

Music

Visual Arts

PE

Putonghua

Computer Studies

Subject Weight

3

3

3

2

---

---

---

---

---

---

Score Representation

Scores

Scores

Scores

Scores

Grades

Grades

Grades

Grades

Grades

Grades

Grade/Subject

Chinese

English

Mathematics

General Studies

Bible Studies

Music

Visual Arts

PE

Putonghua

Computer Studies

Subject Weight

9

9

9

6

---

2

3

---

---

---

Score Representation

Grades

Grades

Grades

Grades

Grades

Grades

Grades

Grades

Grades

Grades

Grade/Sub-paper

Reading

Composition

Speaking

Listening

Dictation

P.1- P.3

50%

20%

10%

10%

10%

P.4- P.6

60%

30%

- - -

- - -

10%

Grade/Sub-paper

Reading (combined with Composition)

Speaking

Listening

Dictation

P.1- P.6

70%

10%

10%

10%

School Level:

Since 2011, our school has participated in the Hong Kong Examinations and Assessment Authority’s "The Quality Assessment Management Accreditation Scheme (QAMAS) " to ensure the continuous optimization of our internal assessment policies.

The key areas of evaluation include:

- Assessment Management/Training and Professional Development:

This encompasses the content of the school’s assessment policies and the implementation status, as well as records of teacher participation in assessment-related training.

- Assessment Experience of School Staff:

This includes experiences in roles such as subject committee members, examiners, invigilators, assessment administrators, and oral examination examiners.

- Facility Maintenance:

This refers to the facilities provided by the school for assessment activities.

- Operational Processes:

This includes the procedures and specific arrangements for conducting assessment activities.

- Continuous Improvement:

Collaborations with higher education institutions to regularly review and update assessment policies.

Subject Level:

Subject teachers hold meetings and collaborative planning sessions to analyze examination performance. Assessment data is used to diagnose and evaluate teaching effectiveness, facilitating discussions with students about their strengths and weaknesses in learning and assessment performance. This helps students gain a better understanding of their learning situations.

Subject Teacher Level:

Teachers analyze student assessment performance, explore effective feedback strategies, and diagnose learning difficulties to improve teaching and learning. Follow-up actions may include classroom discussions, reinforcement worksheets, and classroom activities.

Student Level:

Consolidation weeks for Chinese, English, and Mathematics are organized to address students' learning challenges and enhance their learning capabilities. Feedback days are also arranged to cultivate students' examination attitudes.

Parent Level:

Three parent seminars are held each academic year for parents of junior primary students to familiarize them with the assessment criteria for Chinese, English, and Mathematics. Through regular homework feedback, periodic assessment reports, summative assessment reports, and school-wide parent days, parents are informed of their children’s learning progress.

Issue

Participation in External Competitions

Late Arrival

Sick Leave

Internal Assessments are conducted in accordance with the "Secondary School Places Allocation” (Sick Leave)

Follow-up

Makeup examination on the same day.

Makeup examination on the same day.

Makeup examination within three school days after returning to school.

Makeup examination within three school days after returning to school.

Students and Parents

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Students must provide a sick leave certificate.

Students must provide a sick leave certificate along with a letter from a parent addressed to the principal.

Encouragement and support prior to the examination from our teachers