Healthy–Mind International School (HIS) rests on the bedrock of the true essence of education, which is – to make a child an eminently valuable contributor to the world we live in. Our goal is to build a new generation of lifelong learners, whose specialization or career is just a by-product of their evolved mind, to become not just ordinary, but extraordinary adults with high order thinking skills that will help them to attain professional as well as personal success.
We believe that the real key to education is to unlock the mind and to make it open, accepting, and curious. We also believe that the true meaning of education is not to pour into you what you do not need but to bring out what you already have and help you to enhance it to become the best that you can. At HIS, every child will have access to professional training and coaching in the sphere of Tennis, Swimming, Football, and other allied sports with world-class facilities. Along with sports and academics, the child’s sense modalities will be stimulated through a host of co-curricular activities like dance, music, theatre, yoga, art, etc. Our professionally trained teachers will create a joyful learning environment to focus on unique talent/s in every child rather than focusing merely on filling up their minds with textbook knowledge. For far too long, the belief has been that career building is the quintessence of education, but we challenge this age-old redundant notion. Instead, our goal is to build a new generation of lifelong learners who will become global citizens and leaders in their individual professions.
To empower our Students, Faculty, and Parents to become Lifelong Learners and Masters of their lives with an INFINITE Vision to Excel professionally as well personally by discovering their unique TALENTS & INFINITE possibilities.
At HIS, we understand that assessment is a dynamic and reflective process that is focused on exploring, nurturing and maximizing learner potential. Assessment involves collaboration between learners, parents, facilitators and the entire learning community. In addition to our assessment, we encourage learners to engage in a continuous and lifelong process of self-reflection which empowers them to improve and grow as individuals.
New learners at HIS go through a pre-assessment process to determine their present capabilities and knowledge base. This is also useful to identify any educational needs they may have. The pre-assessment process involves spending time with learners and engaging them with age-appropriate activities. Learners in the early years are taken through Montessori activities to determine some basic capabilities such as hand-eye coordination, spatial awareness, orientation skills, general perception and more. Learners beyond the early years are taken through basic Math, English and Science activities to determine their prior knowledge and capabilities. Once pre-assessment is complete, learners are ready for the assessment that takes place in the learning environment.
Assessment at HIS is largely formative and is focused on continuously monitoring and documenting learner progress to help maximize the potential of each individual. Learner progress is determined through evolving learner attitudes, developments in their knowledge base, the increasing depth of their conceptual understandings, their mastery of certain skills and their ability to amalgamate all of these into constructive action. Because we understand that every learner is unique and has strengths in certain areas, learner progress is assessed individually and not in comparison to other learners. Within the classroom, learners are encouraged to set their own learning goals and revisit them throughout the unit in order to reflect on their progress and improve.
Parents receive monthly progress reports that detail learner development of certain skills, actions they have taken and any other observations that may aid learning. This process provides continuous and timely feedback to parents and facilitators and helps keep the entire learning community informed to enhance and personalize learning.
Assessment informs teaching and learning and is used:
- To allow learners to demonstrate their learning.
- To provide an opportunity for learners to understand where they are at a point in time.
- To aid students in challenging themselves and planning for their learning journey.
- To provide learners with the chance to comprehend, set and achieve learning goals.
- To determine prior learner knowledge and allow learners to connect to what they are about to learn.
- To identify the learning abilities of each learner and areas for improvement.
- To give learners the opportunity to be partners in the learning process.
- To provide accurate information regarding learner progress.
- To offer detailed information on academic strengths and areas for improvement.
It is essential to follow certain guiding principles when assessing learning. Assessment at HIS:
- Enhances student learning: Assessments at our school are set out to measure intended learning effects. Assessments are used as tools of learning and for learning.
- Acknowledges learning differences: Keeping in mind that learners vary largely in areas of interests, aptitudes and development, our assessment tasks offer opportunities for all students to showcase their skills and understanding.
- Is valid, reliable and consistent: Our facilitators use assessments to directly and regularly examine what they are intended to measure.
- Is judicious and ethical: Our assessments examine what students have learnt. They are presented in a way that considers all the different cultures and backgrounds of each learner, and do not infringe on student’s individual rights and freedom.
- Is collaborative: Facilitators work together to suggest successful strategies and best practices in assessment research.
- Is ongoing with clear and accurate records: Student learning is fostered when assessment involves a linked series of activities and avenues over time. Learners are monitored regularly and records of evidence are maintained through portfolios.
- Monthly Learner Progress Assessments: Learner progress is measured through-out the week and recorded in a Learner Progress Sheet that details the development of thinking skills, research skills, social skills, communication skills and self-management skills. Development of skills is measured through learner actions and interactions during the course of the week. This formative monthly assessment also includes learner profile and personality developments, as well as actions taken by learners and any other observations that may be relevant to enhance learning. Learner Progress Sheets are sent out to parents every week.
- In-class Assessments: A variety of assessment tools are used within the classroom. Learners write reflections during and at the end of units as a form of self-assessment. For learners in the early years, we employ strategies such as checklists, the Traffic Light or the Smiley Face Assessment. Learners also make presentations on their findings within a unit and answer questions other learners may have for them. This serves as an excellent way for learners to receive peer feedback.
- Anecdotal Reports: A comprehensive report is prepared at the end of every academic term for each learner using anecdotal records from the term. This report details the progress that learners have made throughout the term with a strong emphasis placed on skill and personality developments.
- Portfolios: Work done by learners is kept in individual portfolios by the homeroom facilitator.
- Parent-facilitator-learner meeting: A three-way conference is held prior to the end of each term to discuss learner progress and programme developments.
- Student-led conferences: Learners engage in mini class exhibitions to share their learning with peers, parents, facilitators and others.
We use assessment data to personalize learning and tailor it to the individual needs of each learner. Our monthly Learner Progress Sheets offer an insight into overall learner development and allow us to give learners more attention wherever they might need it. In this manner, they act as forms of feedback which help to feed-forward and enhance learning.
Instructions are differentiated in a clear and concise manner to meet the individual needs of special education learners. Learners are assessed based on their strengths, and areas for improvement are identified to strengthen their learning. Learners are also assessed on collaborative activities and peer coaching to determine their ability to learn alongside others and help develop positive interpersonal relationships.
Continual reflection and revision are essential to enhance the learning experience and stay current with any advancement. To this end, we revise and update our policies at the beginning of each academic year.
Current revision: August 2021