Monitoring Student Progress in Mathematics and Science
Two fundamental objectives of the education system in Abu Dhabi are raising student achievement levels to international standards and elevating student attainment in core subjects. While academic progress is supported by curriculum and pedagogy, the National Assessment Program provides an important platform for gathering data and subsequently measuring the improvement of both the education system and the students within it. National assessments include Performance Indicators in Primary Schools (PIPS) and the External Measurement of Student Achievement (EMSA).
PIPS is an annual assessment, administered to KG1, KG2, and Grade 2 students in ADEC schools. It is a customized Arabic language version of the original computer adaptive assessment developed by the Centre for Evaluation and Monitoring (CEM). The assessment measures both student and school performance in Mathematics, English Reading, and Phonological Awareness. Student achievement is measured using both raw and standardized scores and reported using various techniques.
The External Measurement of Student Achievement (EMSA) is an annual assessment, administered to students in Grades 3 to 12 in ADEC schools in core subjects. The EMSA science assessment is administered in Grades 3 to 9. Established in 2008, the EMSA is the ADEC’s external standardized assessment program. Assessments are developed against ADEC curriculum standards and are produced, scored, and analyzed by the Australian Council for Educational Research (ACER). Achievement is indicated by raw scores, standardized scores, and proficiency level descriptors. A variety of data reports is subsequently generated both to inform policy making at the systemic level, and teaching and learning by practitioners.18