The assessment of pupils takes two forms; formative and summative.


Formative assessment takes place on a daily basis. It enables teachers to monitor the children’s progress in all subjects and ensures they receive the feedback they need to make good progress. This information also forms an integral part of planning for future learning.


Summative assessments are like a snapshot of performance and are most likely to be carried out at the end of a term, unit of work or at the end of the year. At the British International School of Stockholm, to ensure the data we collect is as reliable as possible, we use three measures, two from standardised and internationally recognised testing systems and Teacher Assessment. The data is triangulated and helps us assess our teaching and learning and analyse the progress the children are making.


Foundation Stage and Year 1 children use baseline assessment, particularly in phonics, which provides the teacher with valuable information about each child’s ‘starting point’. A similar assessment is undertaken at the end of the year to enable school to track progress.


Pupils from Year 2 participate in InCAS produced by the Curriculum, Evaluation and Management (CEM) centre at the University of Durham at the beginning of the Year. At the end of the year, they then complete the National Foundation for Educational Research (NFER) Progress in Maths (PIM) and Progress in English (PIE) tests.