The UAE has introduced extensive revisions to student evaluation policies at all educational levels. "These policy updates, rooted in evidence and best practices, aim to improve the quality of educational outcomes in line with the UAE leadership's vision," said Sarah Al Amiri, Minister of State for Public Education and Advanced Technology, on Tuesday.
The revisions encompass alterations to assessment policies, particularly the adjustments in the weightings of the three academic terms and the equilibrium between formative and summative assessments. Notably, traditional exams are being replaced with skill-based evaluations for students in the second cycle, specifically those in grades five through eight. Instead of year-end exams, these students will now undergo project-based assessments that emphasize the practical application of their theoretical knowledge, as reported by Khaleej Times earlier.
Al Amiri elaborated: "The second-term central exam for Cycle 2 students has been substituted with a project-based assessment that focuses on skill measurement and aids students in applying theoretical knowledge, thereby enhancing their learning outcomes."
Here are the key points about the evaluation weightings for the upcoming academic year:
Q: How will the weightings for the academic terms change for students in Cycles 2 and 3?
A: The evaluation weightings have been revised to 35% for the first term, 30% for the second term, and 35% for the third term. This new structure more accurately reflects the duration and academic expectations of each term.
Q: Why were the weightings adjusted?
A: The adjustments were made to align more closely with the number of school days and the expected outcomes for each term, ensuring a more balanced and reflective evaluation of student performance.
Q: What changes have been made to formative and central assessments for Cycles 2 and 3?
A: For students in Cycles 2 and 3, the Ministry of Education has changed the assessment percentages to 40% for formative assessments and 60% for central assessments conducted at the end of each term. This modification underscores the importance of ongoing assessment throughout the year, rather than just relying on end-of-term exams.
Q: What led to these updates in assessment weightings?
A: The updates stem from an analysis of student results, highlighting the importance of continuous assessment and the measurement of academic and skill-development outcomes throughout the year. This approach seeks to offer a more holistic evaluation of student progress beyond just end-of-term central exams.
In addition to the assessment policy updates, the authority has also made significant improvements to educational infrastructure. The Ministry has inaugurated 25 new schools—12 brand new and 13 reopening after maintenance.
