Assessment, Feedback, & Progress Monitoring Archives - Deira International School (DIS)

What is the Impact of Emirati Achievement Trackers on Student Progress?

Charlotte Tibbetts

Tracking the progress of Emirati students in Reading, Writing, Maths and Well-being is essential to understanding how effectively schools in the UAE are supporting student development. This research identifies strengths and gaps in learning, helping educators tailor interventions that improve outcomes.

Whole-Class Texts: The Impact of Teaching Reading Using Full Novels on Student Enjoyment of the Subject

Abigail Gardiner

Within Diera International School, there is a concern that children are not building the same level of excitement or investment in texts as they might through longer-form reading, possibly due to the high proportion of ELL background. Research suggests that engagement with complete novels can increase motivation and deepen comprehension, particularly when pupils are given the time and space to immerse themselves in a narrative.

The Impact of Actionable Feedback on Student Performance and Engagement in Visual Arts

Alina Nistor and Domanie Denniston

Bridging the Gap: Effective Multiple Choice Assessment Strategies

Nadia Joueid

This action research investigates the alignment between internal assessment results and external standardized test scores, focusing on the effectiveness of multiple-choice questions.

Showing Progress in Lessons in a Primary School

Neil Brown and Mathew Prosser

This article reviews an action research pilot study into how to effectively show children’s learning progress during the course of lessons at a British Curriculum primary school in Dubai, awarded Outstanding status by the Dubai School Inspection Board (DSIB), 2024. Whilst the school showed outstanding progress through its summative data and external assessments, it was noted by the inspectorate that it was not always clear whether, during the course of a lesson, children were making clear progress against the learning goals of that session.

Using Student Self-Report Data to Rxplore KS2 and KS3 Ecoliteracy Learner Outcomes

Benedict Hren

Arbor School was founded with a succinct and compelling vision, “Enough for all, forever.” The school delivers a rigorous and challenging curriculum, grounded in the National Curriculum for England and the requirements of the Dubai KHDA. While standardised assessments provide one measure of academic progress and attainment, there are no similar tools to assess Ecoliteracy outcomes.

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