Assessment aims to comprehensively collect evidence of student learning in knowledge, skills, values, and attitudes through diverse modes (e.g., observation of daily performance, self-assessment, peer assessment, parent assessment, project-based learning, classroom performance, formative assessment, and summative assessment). This is intended to promote students' continuous progress and optimise teaching strategies.

1.1 Role of Assessment for Students:

• Helps students recognise their learning strengths and areas for improvement, and develop self-reflection skills.
• Enables students to understand their own learning progress and set appropriate learning goals and improvement strategies.
• Through teacher feedback, students adjust learning methods, enhance self-directed learning effectiveness, and realise their potential.
   

1.2 Role of Assessment for Teachers and the School:

• Diagnoses students' learning performance, identifying their strengths and areas requiring support.
• Provides timely, specific feedback and suggestions to guide students in improving their learning.
• Reviews and refines teaching design, including curriculum objectives, content, teaching strategies, and assessment methods, to ensure they meet students' diverse learning needs and enhance overall teaching and learning effectiveness.

1.3 Role of Assessment for Parents:

• Enables parents to clearly understand their children's learning progress, including ability development and areas for improvement.
• Assists parents in formulating appropriate support strategies to work with the school in promoting their children's growth.
• Promotes home-school cooperation, helping parents establish reasonable expectations and create a positive learning environment.

In alignment with the Hong Kong Education Bureau's "Assessment for Learning" philosophy, the school adopts diversified assessment models, encompassing formative assessment, summative assessment, and external public assessments, to comprehensively review students' development in knowledge, skills, and attitudes, and to align with curriculum guidelines to enhance learning and teaching strategies.

2.1 Formative Assessment: Formative assessment focuses on the learning process. It collects information on students' learning performance through various means and provides immediate feedback to help students improve. Assessment methods include:

• Classroom Performance: Observation of students' participation and performance in question-and-answer sessions, classwork, group discussions, presentations, and sharing activities.
• Daily Assignments: Each subject designs targeted assignments according to school-based policies to consolidate learning and review understanding.
• Special Assignments:
  • Cross-disciplinary project-based learning (to develop inquiry and integrated application skills)
  • School-based unit writing (to enhance language expression and imagination)
  • Technology inquiry activities (to develop STEAM skills)
  • Self-directed learning journals (to cultivate self-directed learning habits)
• Unit Tests: Periodic quizzes in each subject to follow up on learning progress in a timely manner.
• Dictation Challenge Booklet: Integrated with learning units and the "Dictation Refuelling Station" (to encourage students to actively accumulate vocabulary and enhance language ability).
• Diverse Assessment Modes: Introduction of student self-assessment, peer assessment, and parent assessment to promote reflection and home-school collaboration.
• E-platform Assessment: Google Classroom, various subject online platforms.

2.2 Summative Assessment: Summative assessment aims to systematically evaluate students' overall learning effectiveness at specific stages, with assessment modes adjusted according to students' developmental needs:

• Primary 1: The entire academic year uses diverse formative assessments to reduce examination pressure and allow gradual adaptation to the assessment model.
• Primary 2 to 6: There are three assessment periods: "First Term Assessment," "Second Term Assessment," and "Third Term Assessment," providing a comprehensive evaluation of student learning performance.

2.3 External Public Assessments: Participation in external public assessments helps students understand their own performance levels:

• Territory-wide System Assessment (TSA): Primary 3 and Primary 6 (assessing basic competencies in Chinese, English, and Mathematics).

3.1 Formative and Summative Assessment Data Analysis:

• Continuously collect and analyse assessment data to review and revise teaching design and strategies in a timely manner, thereby enhancing teaching and learning effectiveness.
• Analyse assessment performance and grade data for each class and provide recommendations for improvement.

3.2 Territory-wide System Assessment (TSA) Data Analysis:

• Subject panel heads lead teachers in jointly analysing the data and information provided by the Hong Kong Examinations and Assessment Authority (HKEAA) to optimise school-based curriculum planning and teaching and learning strategies.

4.1 Daily Encouragement and Positive Education

• Immediate Praise: Teachers use verbal recognition, specific feedback, and non-verbal encouragement to reinforce positive learning behaviours.
• School-based Reward Mechanisms: Utilisation of diverse positive reinforcement tools, including:
  ClassDojo e-reward platform (accumulate points for rewards)
  ● Personalised comments (written encouragement focusing on students' effort, progress, or unique performance)
  ● Outstanding work display (displayed in classrooms or on school platforms to set learning examples)
  ●  Integration of Positive Education principles to cultivate students' Growth Mindset, emphasising the value of "effort" and "progress."
   

4.2 School-wide Reward Programmes

• Diverse Award Structure: A reward system covering academics, character, service, arts and sports, and Buddhist virtues, including:
• Academic Performance Awards: Academic Awards, Language Excellence & Progress Awards, Mathematics Awards, Subject Achievement Awards, Progress Awards
• Character and Service Awards: Conduct Awards, Service Awards, Outstanding Prefect Awards, Hong Shan Honour Student Awards
• Arts and Sports Awards: Hong Shan Arts and Sports Development Fund, Hong Kong Hua Yen Buddhist Association Scholarship, Buddhist Min Sheng Hall Scholarship
• Buddhist Virtue Awards: Affiliated Primary Schools Scholarship

5.1 Identification of Special Educational Needs (SEN)

• Data-driven Identification Mechanism:
• Comprehensive analysis of formative, summative, and external assessment data, combined with teacher observations and professional assessment tools (e.g., Educational Psychologist reports), to scientifically identify students with SEN (e.g., dyslexia, attention deficit, etc.).
• Establish a "Student Learning Profile" to continuously track learning performance and growth progress.

5.2 Provision of Differentiated Learning Support

• Gifted Education:
  Design "Gifted Training Programmes" for high-achieving students, including pull-out teaching and external gifted education networks (e.g., HKAGE programmes).
  ●  Provide interdisciplinary challenging tasks to develop higher-order thinking skills.
• Learning Support:
  Arrange "After-school Tutoring Groups" or "Peer Tutoring Programmes" for students needing consolidation of fundamentals.
  ●  Design tiered assignments to adjust task difficulty according to students' abilities.
   

5.3 Examination Accommodation Arrangements

• Support for SEN Students:
  According to the Education Bureau's "SEN Guidelines" and professional assessment recommendations, provide reasonable accommodations for SEN students, such as:
        ●    Extended examination time
        ●    Enlarged question papers or read-aloud arrangements
        ●    Provision of a quiet examination environment
        ●    Permission to use assistive tools (e.g., typing on a computer instead of handwriting)
• Regularly review the effectiveness of accommodation measures and adjust in collaboration with parents and professional teams.

Primary 1:

In line with the Education Bureau's "Primary Education Curriculum Guide" (2022) recommendations, the entire academic year uses diverse formative assessments.

• No ranking for performance in any area.
• A "Learning Performance Report" and a "Student Behaviour Report" are issued for each term.

Primary 2:

• An "Academic Performance Report" and a "Student Behaviour Report" are issued for each term.
• Ethics/Religious Studies and Putonghua are formatively assessed only; grades are shown as levels and do not carry weighting.

Primary 2 Subject Weightings:

Primary 3:

• An "Academic Performance Report" and a "Student Behaviour Report" are issued for each term.
• Ethics/Religious Studies, Putonghua, Computer Studies, and Physical Education are formatively assessed only; grades are shown as levels and do not carry weighting.
• The third term assessment of Primary 5 is the SSPA (Secondary School Places Allocation) discretionary place assessment.

Primary 3 Subject Weightings:

Primary 4, and 5:

• An "Academic Performance Report" and a "Student Behaviour Report" are issued for each term.
• Ethics/Religious Studies and Putonghua are formatively assessed only; grades are shown as levels and do not carry weighting.
• The third assessment of P.5 is for submitting scores for Secondary School Place Allocation

Primary 4, and 5 Subject Weightings:

Primary 6:

• An "Academic Performance Report" and a "Student Behaviour Report" are issued for each term.
• Ethics/Religious Studies, Putonghua, Computer Studies, and Physical Education are formatively assessed only; grades are shown as levels and do not carry weighting.
• The first and second term assessments of Primary 6 are the SSPA (Secondary School Places Allocation) discretionary place assessments.
• The third term assessment of Primary 6 is the HKAT (Hong Kong Attainment Test) Mock.

Primary 6 Subject Weightings:

Remarks:

• A circular will be issued two weeks before assessments to inform students of the assessment scope.
• For absence due to illness, a medical certificate must be provided. The school will decide whether to arrange a make-up assessment based on the circumstances. Failure to provide a medical certificate will result in a zero mark for the missed assessment.
• If school closure occurs during the assessment period, the scheduled assessment will be postponed to the first day after resumption.
• Absence for personal reasons will not be eligible for a make-up assessment; the subject will be marked as zero, and no ranking will be shown.
• The report card shows grades for all subjects and the rank of the top one-third of the year level for the term grade.
• Missing any assessment component will result in no ranking for that assessment period.
• Conduct grades are shown for each assessment period; comments are given in the third term assessment.
• Five latenesses or ten late submissions of homework will result in a demerit, which will be shown on the report card.
• One merit will be given for submitting all homework on time in each term, and it will be shown on the report card.