Assessment & Reporting
At Paragon ISC, assessment is purposeful, fair and focused on learning. We use assessment to help teachers plan better lessons, to give students clear next steps, and to keep parents well-informed about progress. Our approach balances day-to-day formative checks with regular summative measures and externally recognised qualifications, so every student builds knowledge, skills and confidence.
Our assessment philosophy
Assessment is assessment for learning, not simply of learning. We prioritise frequent, low-stakes checks that inform teaching and help students improve, alongside termly and external summative checks that record achievement and readiness for the next stage.
Types of assessment we use
- Formative assessment — daily checks, questioning, exit tickets, in-class tasks and feedback that shape the next lesson. Teachers use this to adapt teaching in real time.
- Summative assessmentM — end-of-unit, term and year exams that measure mastery against curriculum standards. Primary campus reporting is quarterly; Secondary reporting is termly.
- Standardised and diagnostic tools — CAT4, PASS, and others — to understand learning potential, motivation, and barriers so that we can personalise support.
- External Cambridge assessments — IGCSE, AS and A Levels for students on Cambridge pathways; school-run Cambridge mocks where appropriate.
How we record and track progress
Completing the Award gives students:
- A decisive advantage when applying to international universities
- A recognised certificate valued in more than 130 countries
- More compelling scholarship applications
- Experiences to speak about in interviews
- A deeper understanding of their strengths, interests, and abilities
A deeper understanding of their strengths, interests, and abilities
Bronze Level: Your Starting Point
All teachers record achievement and evidence of learning in our Student Achievement Tracker (SAT). Data is reviewed in regular data meetings so Heads of Department, Grade Level Coordinators and Academic Coordinators can spot students or groups who need support and plan interventions. This is part of our cycle of review, moderation and targeted action.
Quality assurance and moderation
To ensure fair and reliable assessment across subjects and grades, we use:
- Work moderation across departments and divisions.
- Lesson observations that consider assessment practice against our Teaching Standards.
- Calibration meetings to align teacher judgements with external standards and expectations.
These steps protect the validity of grades and ensure consistency school-wide.
Marking, feedback and next steps
Feedback is timely, constructive and linked to clear success criteria. Marking is paired with opportunities for students to act on the feedback, through correction tasks, redrafting or short reflection activities. We use a variety of feedback methods — written, verbal, peer and self-assessment — to develop student ownership of learning.
Reporting to parents
We report regularly and transparently so families can support learning at home:
- Primary: formal reports issued quarterly, plus interim updates and parent–teacher conferences.
- Secondary: formal reports issued each term, alongside subject teacher comments and next-step targets.
- Teachers communicate via the SIS, emails and scheduled parent meetings. For high-stakes assessments (IGCSE/A-Level) we provide detailed grade breakdowns and university guidance where relevant.
Supporting every learner
Assessment data drives personalised support:
- Students identified as needing extra help are supported through Learning Support plans, ESL intervention or targeted tutoring.
- Gifted learners receive extension tasks and enrichment.
- Interventions are monitored and reviewed in the SAT and at data meetings. If a student’s needs exceed our in-school provision, we work with parents and external specialists to find the best solution.
Academic integrity
We expect honesty and uphold strict academic integrity. Teachers follow clear procedures for handling incidents of malpractice. First incidents are used as learning opportunities; repeated or serious breaches may result in academic penalties.
Roles & responsibilities
- Teachers design and deliver assessments, mark work promptly and give clear next steps.
- Heads of Department/Grade-Level Coordinators moderate assessments, analyse data, and coordinate interventions.
- Academic Coordinators / SLT review whole-school patterns, lead policy, and report on standards and progress.
- Parents support learning routines at home and engage with reports and meetings.
Assessment calendar
- Diagnostic tests (CAT4, PASS) early in the year
- Ongoing formative checks every lesson
- Summative assessments at the end of units and each term/quarter
- Cambridge exam sessions as timetabled for IGCSE/AS/A-Level candidates
School-wide dates and exam timetables are published each term via the SIS and the school calendar.
How we use assessment data
Assessment data is not just a grade. We use it to:
- Guide personalised teaching and support plans.
- Identify cohort trends and curriculum gaps.
- Inform professional development for teachers.
- Help students and families set realistic, ambitious targets.
Want to know more?
For full details, see our Assessment & Grading, Marking & Feedback and Teaching & Learning policies. If you have questions about your child’s progress or our assessment calendar, contact your child’s homeroom teacher or the Academic Office via:
