Assessment is the word used for the evaluation of an ESL student's progress in learning English. The table below shows how we assess the four skill areas of listening, speaking, reading and writing, plus grammar and vocabulary. The formal assessment is usually by means of tests at the end of each term; the informal assessment is based on the day-to-day observation by the ESL teacher of your child’s performance in ESL classwork and homework.

	FORMAL	INFORMAL
Speaking	speeches, oral presentations	asking and responding to questions, participation in group or class discussions
Listening	showing evidence of understanding recorded material or videos	understanding questions and instructions, showing ability to follow oral presentations
Reading	various reading comprehension exercises	showing evidence of understanding texts read in ESL and other classes
Writing	extended writing sample	analysis of other writing done in ESL and mainstream subjects, particularly journal writing

At the end of the semester your child will receive a written report on his or her progress and current English proficiency. The report contains a number grade which represents a summary of this progress. We use a 7-1 system at FIS, with 7 as the highest and 1 as the lowest grade. The semester grade is based 50% on end of semester formal assessments and 50% on graded homework and other assessments set during the term.

Students with very limited proficiency in English on joining FIS are awarded a (P)ass or (F)ail grade instead of the normal 7-1 grade. [More information about the Pass/Fail grading system.]

The assessment of your child’s progress in English is not only carried out on the basis of work done in ESL lessons. An essential part of the profile that we build up on your child’s developing ability in the language is derived from his or her performance in the regular subject lessons. The assessment of this performance is mainly informal and is based on observations by the ESL teacher and/or the subject teacher in the areas listed in the right side of the table shown above. The child’s performance in subject tests, and the degree to which results have been achieved independent of extra ESL or parental support, is a further important part of this profile.

Your child’s self-evaluation of his or her strengths and weaknesses is the final part of our assessment process.