Assessment
CIV promotes curricular assessment according to two distinct points of observation: internal evaluation and external evaluation. Regarding the former, the priority is given more to the evaluation of processes and less to content. More important than reproducing information about the content from a teaching unit, is to assess the capacity demonstrated by the students to know about, represent or solve problems. The contents are taken into account as development processes.
With regard to summative assessments, a policy of general evaluation of the student’s skills is followed at times of transition between the different levels of education. In a more formal approach, the assessment may take the form of internal examinations, written or verbal, but always focused on evaluating the skills that the students are expected to have acquired at a given level of education. The results are always disclosed and reflected internally.
The diagnostic assessment and the formative assessment are key methodologies at CIV and represent an important means in the definition of the most effective educational paths according to the needs of each group.
Self-assessment is promoted from kindergarten, as it constitutes a core skill in the students’ progress - metacognitive ability for the learning process. The ability to make judgements regarding their own skills, knowledge and struggles is essential in the learning process.
Parents or Guardians follow the academic progress of their children, namely through quarterly student progress and performance analysis reports, through mid-term and end of term assessment forms, or through weekly meetings with the class teacher. Meetings with the teachers of each class, with the school coordinator and with the educational director can also be scheduled, when appropriate.
Research Projects
Research projects are used as a methodology to promote students’ learning. Teachers develop various research projects in the field of science, mathematics, the arts, philosophy, literature and first and foreign languages.
The research projects at CIV emerge from a dynamic research environment created by staff which has resulted in reflection and a consequent paradigm shift. CIV´s proposal for a twenty-first century school includes the encouragement of a cross curricula approach; the organisation of skills and the application of current knowledge. This is promoted through autonomy, cooperative learning, committing to life-long learning and keeping updated with information and communication technologies.
Through individual and group research projects students ask questions, research, consult and challenge various sources of information, test hypotheses, summarise information and present their findings through various media. The formal presentation of the projects reinforces cooperative learning whilst promoting the overall development and enhancing the entire learning process.
The teacher has the role of mediator/advisor, which is essential in defining the student's research route in order to build knowledge.
Problem Solving
CIV's Educational Programme is aimed at the development of mathematical and language thinking, which complement and enhance each other across the entire curriculum.
In 2011, the Problem-Solving Programme emerged in CIV’s Kindergarten, aiming to develop the student's ability to think and activate complex cognitive processes, skills considered necessary in becoming a conscious and critical citizen.
Problem solving is a productive activity which involves the ability to explore, understand verbal and written statements, paraphrase, formulate hypotheses, organise knowledge from various fields, reconsider solutions, share information and work together in a group. The implementation of a project of this nature requires that staff and students engage in permanent discussion.
This is a productive and rigorous programme confirmed by the quality of teaching practices, which encourage verbal communication, leading students to verbalise their reasoning, analysing, explaining and systematically confronting processes and results.
Besides the many challenges faced by students and staff, this project develops trust and a positive attitude towards Mathematics, promoting autonomy and cooperation amongst peers.
Currently the project is active throughout Kindergarten, 1º Ciclo and Primary School and is being considered for secondary school.