PYP Assessment

PYP Assessment

AL-Rayan International School promotes using a range of assessment strategies designed to give a clear picture of a student’s progress.

Assessment is carried out to

  • To provide information about how students learn by determining what knowledge and skills they have acquired and understood, and therefore to guide further instruction.
  • To determine learning preferences and student needs.
  • To ensure that learning outcomes are in alignment with curriculum objectives and goals.
  • To act as a feedback mechanism for curriculum development.


  • Differing learning styles
  • Different cultural experiences, expectations and needs; Perform differently according to the context of learning;
  • See self-assessment and peer assessment as a natural part of the learning process;
  • Need to know their achievements and areas for improvement in the learning process;
  • Should receive feedback that is positive and constructive.

At ARIS, we promote using various assessment tools and strategies to give a clear picture of a student’s prior knowledge and progress. Examples of these include anecdotal records, checklists, portfolios, and rubrics. Homeroom teachers and specialist teachers will assess each student.


3-Way and 2-Way

Parents, teachers and students are all viewed as partners in learning. Progress in learning is reported in a variety of ways: parent-teacher conferences, three-way conferences, student-led conferences, and semester reports. Parents are expected to attend all of the conferences. Parents are always welcome to arrange conferences at school and likewise, the school may initiate a conference with parents at any time during the year. Written reports are published on Toddle two times a year to inform you of your child’s progress in all subjects. If you have any questions or concerns regarding your child’s report, please do not hesitate to speak to the teacher concerned.

Parent workshops
The beliefs, values and approaches of the PYP can be different compared to the curriculum that many families are used to. For this reason, ARIS believes strongly in communicating both the theory and the practices of the PYP. Parent workshops are organized throughout the year for parents to attend and learn more about the program. We do hope that you will come to parent workshops and take the time to read the regular newsletters to stay informed about the PYP.

PYP students create a portfolio on Toddle based on a range of experiences. The portfolio is a collection of work selected by the students and teachers and is a record of students’ involvement in learning. It is a celebration of each student’s active mind at work and provides a picture of progress and development over a period of time. It is designed to demonstrate success, growth, thinking skills, creativity, assessment strategies and reflection. Portfolios enable students to reflect with teachers, parents and peers to identify their strengths and growth as well as areas for improvement.

Learning support
Special educational needs are addressed with the help of learning support teachers. The inclusion model is used at ARIS so learning support staff work alongside class teachers in class with identified students. Students who need extra practice in some basic skills may spend time with the classroom teacher during Lang C lessons outside the classroom to enable them to meet particular goals. This practice is exceptional and will be regularly reviewed. Support will be communicated with parents. Staff are always happy to discuss children’s individual needs with parents by appointment. External referrals may be made when necessary.

MAP Test
MAP Growth test is a trusted and innovative assessment for measuring achievement and growth in math, reading, language usage, and science. It provides teachers with accurate, actionable evidence to help inform instructional strategies regardless of how far students are above or below grade level. In PYP, Years 3 to 6 sit for a MAP test twice a year, in October and March. MAP Growth student reports present realistic learning goals by subject areas so that, through a teacher’s guidance, students can individually see their progress and be inspired to take charge of their own learning.