Helping Each One Be Their Best

The objective of Progress Review at NiBS is to enhance the learning experiences of our children while inspiring and guiding them to do their best.

The basic thrust of our approach is to provide detailed, timely and actionable feedback about the gaps in each child’s learning and to work together with parents to close those gaps in the best possible ways. In doing so, we make every effort to ensure that all aspects of a student’s learning are considered academic, co-curricular and those relating to values, life-skills, self-awareness, peer interactions and a sound work ethic. Care is also taken to ensure that our Progress Review process is continuous in nature and takes place throughout the year, rather than being focused on just a few select occasions.

A safe, non-threatening environment

To help children learn in a safe, non-threatening environment during their years of exploration and discovery, we do not conduct any examinations till grade V. However a formatively motivated, continuous and comprehensive internal review process continues to take place. Teachers diligently conduct end of unit assessments, and maintain detailed observation records of classwork, homework and in-class participation. These sources together provide action research data for them and help ensure that student gaps in understanding are not perpetuated. Conducted as part of regular classroom routine, end of unit assessments are usually a combination of traditional pen and paper worksheets, and a variety of authentic, real-world modes such as debates, observations, displays, projects, oral questions and presentations.

Gradual introduction to exams

Formal examinations are introduced in grade VI, three years before students graduate to Senior School. Our purpose at this level is to gently introduce children to both, summary evaluations, and the relevance of test-taking life-skills such as time-management, planning and scheduling.

In Senior School, Progress Review strictly follows the Continuous and Comprehensive Evaluation (CCE) pattern prescribed by the CBSE. In academic areas, assessments are balanced between the formative and summative modes. Co-scholastic areas such as life skills, the visual and performing arts, attitudes, values and various co-curricular activities are also assessed.

Parent-teacher conferences

Parent-teacher conferences or Nirmal Panchayats are organised twice a year at the end of the reporting terms in October and March. During these conferences, a detailed Progress Review Card containing analytical rubrics and a showcase folder, My Best Work Portfolio, containing samples of the student’s very best work are used as the bases for discussion and review. The conference format encourages a constructive three-way discussion of performance with the child’s self-evaluation being considered a valuable input.

Individual meetings with parents are also held during both the non-reporting quarters in April and December. The purpose of these is to discuss each child’s all round progress in detail and develop an individualized plan for him/her.

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