Teaching and Learning

Evaluating Students Learning During Distance Learning and Diversifying Assessment Methods for the Future

Schools are recommended to use diagnostic and formative assessments to identify gaps in learning.

Schools are advised to conduct formative assessments to evaluate learning for students who will continue to stay home.

Summative assessments, unless high-stakes in which case travel to the exam site will be mandatory, are not recommended for low-stakes purposes (especially considering that some students will continue to remain offsite).

Advice on Universal Promotion

Student promotion should be privileged to maintain a student within his/her original cohort in line with Policy 46 of the Private Schools Policy and Guidance Manual 2014-2015. Schools should address learning loss through spiraling/remediation.

Preparing Students for Higher Education Entrance Exams and Applications

Schools shall refer to the examination body relevant to their curriculum/curricula to determine changes to exam schedules, content requirements, protocols for assessment, and technological requirements.

For any independent Higher Education entrance tests (i.e. TOEFL, IELTS, etc.), students should refer to the test provider websites to be informed of changes to schedules, requirements, or processes.

Examination Officers and Higher Education/Careers Guidance Counsellors are expected to be informed of changes to application processes across systems and shall advise students accordingly.

ADEK's Policy on National Examinations, University Entrance Tests/Processes in the UAE

Schools shall follow the Ministry of Education’s announcements regarding any changes to dates or processes for the national exams (EMSAT).

For information regarding university admissions, students should refer to the university websites to be informed of changes to application schedules, requirements, and processes.

Advice on Conducting Exams

Low-Stakes Exams

For details regarding assessments during the distance learning period, see 1st section on this page titled "Evaluating Students Learning During Distance Learning and Diversifying Assessment Methods for the Future/in case of Further School Closures". 

If a low-stakes summative assessment is necessary, teachers are asked to reduce the length of the assessment as much as possible.

Students should be placed 1.5 m apart.

Students of Determination must be allowed examination accommodations relevant to their needs, i.e. extra time, reader, scribe, etc., without discrimination. The arrangement should be outlined on the IEP and considered through the Risk Assessment process.

High-Stakes Exams

Details may vary depending on the specificities of each exam (i.e. exam requirements, materials to bring, examination protocol), however, schools shall adhere to the following common standards: 

• Exam rooms must be fitted with ventilation systems that have been inspected recently.
• Cleaning and disinfection of the exam room and prior to the time of the exam.
• Placement of contactless sanitizing hand gels and wipes at the entrance.
• If possible, the room should have two separate access points: one for entry and one for exit. The directions assigned to each should be indicated according to the time of day (entry for exam start, exit for exam end)
• Desks should be spaced 1.5 m apart, facing forward, and installed with hooks to hang personal belongings.
• Temperature checks must be administered when entering the exam room (unless already completed when entering the school premises). 
• Students should sanitize their hands when entering and leaving the room.
• Signed self-declarations that examinees do not have COVID-19 symptoms nor have been in close contact with any suspected or positive cases should be collected. If such is the case, medical clearance via testing is required. These must be placed upon the examiners desk upon entrance
• Only examinees, examiners, and other persons authorized by the examining body may enter the exam room.
• No waiting is allowed within the exam room nor its immediate premises (i.e. within a school or an independent exam center). This applies to students who have completed their exams and anyone accompanying them.
• Student identity check is mandatory for logging as well as fraud prevention purposes.
• Students of Determination must be allowed examination accommodations relevant to their needs i.e., extra time, reader, scribe, etc. without discrimination. The arrangement should be outlined on the IEP and considered through the Risk Assessment process.