Teaching, Learning, and Assessment

Home/Teaching, Learning, and Assessment
Teaching, Learning, and Assessment

At DIPS-G Teaching, Learning and Assessment ensure teachers provide differentiated instructional opportunities to meet the needs of diverse students in their classes and to make all students feel that they are included and accepted within their classes. This attention and accommodation provided to these students makes them feel included and pushes their academic achievement forward. On another level, the diversity in the school and the diversity among the different cultures of both teachers and students enable teachers to discuss culturally focused lessons (mainly through the English Social Studies program) which also impacts students academically. These culturally focused lessons are instructed and assessed as per DIPS-G assessment procedures. Being familiar with the different cultural views of different families, DIPS-G always makes sure that teachers always provide students with opportunities to collaborate and cooperate by working in groups to fulfil tasks in all different subjects taught at school, prepare and give presentations, and organize projects relevant to specific subject areas. These practices – which are implemented and guaranteed by the

DIPS-G Teaching and Learning Methodology – help teachers restructure lessons and provide opportunities where diverse students learn from each other. All this is done within an environment which is characterized with respect and integrity to maximize students’ academic achievement since this environment increases their belongingness and productivity levels.

Curriculum standards in all subjects are deconstructed into 3-layered learning outcomes (I-CAN Statements). These learning outcomes are evident in all daily lesson plans, Board View, worksheets, and assessments. DIPS-G incorporates regular assessment and reporting

DIPS-G believes that assessment for learning, assessments of learning and assessment as learning are integral to the achievement of high-quality learning outcomes. All stakeholders receive valid reliable and up to date information about students’ academic, personal and social development and are actively involved in raising students’ achievement in and outside school.

The purposes of Assessment at DIPS-G are:
  • students demonstrate their knowledge, understanding and application of their learning
  • students understand their current level and their next steps in learning
  • teachers plan work that accurately reflects the needs of individual students
  • track attainment and progress of individual students, groups and cohorts of students and thus inform future planning
  • provide the next teacher with information which will ensure smooth transition and promote continuity and progression across the school
  • provide receiving schools with information to ensure children’s swift transfer and continuous progress
  • provide the Senior Leadership Team with information which allows them to monitor and make judgements about the effectiveness of the school and identify strengths and weaknesses in the curriculum and teaching, utilising this information to inform school improvement planning
  • provide Subject Leaders with information which allows them to monitor and make judgements about the effectiveness of practice within their subject area
  • provide Stakeholders with information on the school’s performance which will aid their monitoring procedures
  • provide regular information for parents which will enable them to support their child’s learning
  • provide parents with information about the performance of the school

All the students from KG to Grade 12 sit for external exams to benchmark their performance against international standards. The external assessments program at DIPS -G includes the following:

Grade Assessment
3 MAP & CAT4
5 MAP & CAT4
6 MAP & CAT4
7 MAP & CAT4
9 MAP & CAT4


All assessment results are analysed and used by school leaders and teachers to inform all instructional and curriculum decisions.

Regular Professional Development sessions are conducted to help teachers use the data collected from various external exams in order to drive Instructional practices.


A standardized assessment test called ‘Measures of Academic Progress’ – (MAP).  The DIS-G uses the MAP standardized tests for Elementary and Middle School students Grades 3 to 9. The DIS-G administers the assessment tests three times during the academic year; once in the fall and once in the winter and once in the spring. MAP is one of the mandatory requirements for the National Agenda Parameter and one of the basic requirements for school inspection with KHDA.

The MAP test helps the DIS-G educational professionals determine your child’s instructional level and measure academic growth throughout the school year, and from year to year in the areas of reading, mathematics and language usage.

A Normative Data chart is a part of your child’s scores, which shows the average (mean) RIT scores for your child, in comparison to the average for UAE students and all students who took the test worldwide.

A RIT score is a different type of measure than a typical test that provides a percentage correct. It is also different from many tests that provide results based on your child’s score compared to others in his or her grade (a percentile ranking). Instead, the RIT score is an equal interval scale, like feet and inches, which is independent of grade level. MAP is not a class ranking system. The test focuses on student learning growth.

MAP tests are unique in that they adapt to be appropriate for your child’s level of learning. As a result, each student has the same opportunity to succeed and maintain a positive attitude towards testing.  With MAP tests, we can administer shorter tests and use less class time while still receiving detailed, accurate information about your child’s growth.

Please find the You Tube links about MAP explanation below:

Part 1


Part 2


Part 3