At CSM, assessment plays a key role in supporting student learning and development. It is designed not only to measure progress and achievement, but to guide teaching strategies, promote reflection, and encourage every student to reach their full potential.

Our Approach to Assessment

Effective assessment at CSM aims to:

• Monitor student progress and academic attainment across subjects
• Provide timely, constructive feedback to students and families
• Identify areas of strength and opportunities for improvement
• Inform teaching practice and curriculum planning

Understanding Our Learners

CSM students come from diverse international backgrounds, each bringing their own perspectives, prior experiences, and learning needs. Our assessment philosophy acknowledges that:

• Students may respond differently depending on learning contexts
• They benefit from clarity about what success looks like and how to achieve it
• Ongoing, supportive feedback is essential to sustain motivation and confidence

The Role of Our Teachers

CSM teachers are committed to:

• Encouraging students to pursue excellence and take ownership of their learning
• Using varied instructional and assessment strategies to meet diverse needs
• Differentiating learning goals and approaches to support individual growth
• Offering regular, high-quality feedback—both verbal and written
• Aligning assessment with MYP and IB Diploma Programme criteria where applicable

Assessment Practices

Our assessment framework includes both formative and summative elements, ensuring that learning is reviewed holistically throughout the year. Assessment at CSM is:

• Criterion-referenced, with levels aligned to MYP grading (G 9–10) and IB Diploma levels (G 11–12
• Balanced across written work, oral presentations, peer and self-assessment
• Feedback-focused, with clear guidance on how to improve and next steps
• Monitored, with teachers maintaining detailed records to track progress and adjust instruction accordingly
• Celebratory, with excellent work acknowledged through merit systems and teacher commendations
• Accountable, with any concerns regarding academic honesty followed up in line with our Academic Integrity Policy

Reports and Progress Tracking

To keep families informed and involved, students receive:

• Three Progress Cards per year, providing:
  • A Target Grade, established using adaptive testing and prior attainment
  • A Current Grade, based on classwork, assessments, and engagement
  • A Predicted Final Grade, estimating end-of-year achievement
  • An Attitude to Learning score, reflecting effort, behaviour, and responsibility

• One Full Report per year, offering narrative feedback, academic reflections, and next-step recommendations from each subject teacher

• Parent-Teacher Conferences, held annually, where academic progress and well-being are discussed collaboratively

Baseline data is generated through adaptive assessments that adjust question difficulty based on each student’s responses, giving educators a personalised projection of future performance.

Supporting Progress

Each student’s progress is reviewed regularly by tutors, teachers, and Heads of Section. Where students are excelling, their efforts are acknowledged and reinforced. Where support is needed, targeted strategies are introduced, such as:

• Individual mentoring and guidance
• Organisational skill-building
• Drop-in sessions for specific subjects
• Study groups or support cards monitored by tutors
• Involvement of pastoral care when appropriate

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Homework at CSM

Homework is an essential part of the learning journey at CSM. It is:

• Meaningful, relevant, and clearly linked to in-class learning
• Structured through a homework timetable to ensure a balanced workload
• Reviewed and monitored, with non-completion recorded on our management system

There is a consistent policy for repeated non-submission or poor-quality work, including a potential impact on Attitude to Learning scores in reports.