Assessment & Reporting

Assessment is the engine that drives the learning process by allowing learners to become more engaged and responsible in their learning and growth. Through the different assessment processes in the Bhutan Baccalaureate, learners build trust and confidence in assessment as a means to support their individual growth in the Five Areas of Development. The assessment process encourages learners to learn from themselves by looking within. It requires learners to build on their own experiences on the basis of learning and introspection, so that they are continuously in a learning mode.

Every learner is unique, and therefore their ways of thinking and the ways they learn are also different. Therefore, Bhutan Baccalaureate assessment system caters to this diversity through various individualised assessments such as reflection, roadmaps, review and feedback that allows learners to continuously grow as individuals. Such assessment practices enable learners to connect with themselves and help them understand what they cherish and achieve in life.

1. Roadmap

In Bhutan Baccalaureate, roadmaps are important tools for not only planning and preparation, but also for ongoing assessment by capturing a learner’s goals, progress, and reflections across the Five Areas of Development-Cerebral, Emotional, Physical, Social, and Spiritual. These roadmaps are personalized and dynamic, enabling learners to set clear goals, identify indicators of success, and document evidence of their growth in skills, processes, and watermarks. Through regular reflection and mentoring conversations, learners assess their strengths, challenges, and progress, while mentors provide guidance and feedback. This continuous and holistic approach to assessment ensures that learning is meaningful, learner-driven, and focused on overall development rather than just academic outcomes.

2. Self-Reflection

Self-reflection is a key component of assessment in the Bhutan Baccalaureate learning process. It encourages learners to think deeply about their learning experiences, progress, and personal growth. Through self-reflection, students evaluate their strengths and areas for improvement across the Five Areas of Development-Cerebral, Emotional, Physical, Social, and Spiritual. This

process helps them make sense of what they are learning, why it matters, and how it connects to their goals. By regularly engaging in self-reflection, learners become more self-aware, take ownership of their learning, and make informed decisions about their next steps. It also provides valuable insights for mentors to support learners effectively, making assessment a meaningful and collaborative process.

3. Peer Assessment

Peer assessment is a valuable strategy in the Bhutan Baccalaureate that allows learners to evaluate each other’s work using teacher-provided rubrics. It promotes responsibility, critical thinking, and collaboration as students give and receive constructive feedback. This process helps deepen understanding, encourages reflection, and supports both individual and group learning progress.

4. Domain Teacher Assessment

Teachers are responsible for assessing students in domain subjects such as English, Dzongkha, Life Science, Social Science, Technology, Aesthetics and Sports. Domain teachers observe learners in various settings—working individually, in pairs, or in groups-inside and outside the classroom. These observations help gather valuable insights into learners’ academic progress, comprehension, participation, collaboration, and work ethic. Teachers review students’ classwork, homework, projects, practicals, and research tasks using standardised rubrics to ensure consistency and objectivity. They record this information on the Motherboard and provide timely feedback during one-on-one sessions. This feedback loop allows learners to reflect, understand areas for improvement, and take informed steps forward in their academic journey.

5. Mentor Assessment

Mentors assess learners' growth in the Five Areas of Development—Cerebral, Emotional, Social, Physical, and Spiritual—through continuous observation and one-on-one conversations. Using standard rubrics, they review each learner’s Roadmap to track progress, reflect on goals, and assess indicators of success. Feedback is recorded on the Motherboard and shared with learners to support self-awareness, personal growth, and meaningful development beyond academics.

6. Reviews

Reviews are a form of assessment carried out periodically to evaluate learners’ understanding of concepts and the development of skills within a specific domain or across multiple domains. In the Bhutan Baccalaureate, review practices help identify strengths, gaps, and next steps in learning. Some common review practices include:

6.1. 108 Learning Experience Review

The 108 Learning Experience Review is a reflective assessment conducted after completing 108 learning experiences, either individually or in groups across mentee groups or grade levels. Learners choose a learning area of interest and may seek support from domain teachers or mentors to gather or improvise necessary materials. Conducted over one to two days, the review offers an opportunity for learners to reflect deeply on their learning, assess their growth, and improve their Roadmaps. It fosters self-awareness, encourages goal setting, and enhances ownership of the learning journey.

6.2. Individualised Review

Individualised review is a written test in which the questions are set to suit the learner’s aptitude and learning progress. The domain teachers conduct individualised reviews periodically. The teachers write qualitative feedback on the learner’s performance in the review against the items. The performance in the review is also discussed through a teacher-learner conference, and the way forward is planned for improvement. The learner’s performance is reported in the motherboard for reference and to prepare for subsequent reviews.

6.3. Cross-Pollinated?Non-Silo Review

Cross-pollination or non-silo reviews are designed by teachers using prompts that integrate knowledge from various Areas of Development and Domains, while applying relevant Skills, Processes, and Watermarks. These reviews assess learners’ competencies by requiring them to respond to questions that draw on multiple subjects and interconnected concepts. Emphasising interdisciplinary thinking, such reviews highlight the relationships across domains and are conducted at least twice a year, with flexibility for schools to adapt based on their specific needs.

6.4. Weekly Review

Weekly reviews are conducted by domain teachers to enhance students’ academic performance. These assessments, usually out of 20 marks, are administered during the zero period each week. Beyond testing academic knowledge, the weekly reviews serve as baseline data for further deliberation and planning of learning experiences. They help teachers identify learning gaps, track progress, inform instructional strategies, and tailor support to address the diverse needs of students. Through this consistent monitoring, weekly reviews contribute significantly to targeted interventions and improved learning outcomes.

7. Centralised Assessment

Centralised assessments are conducted in the form of external examinations at the national level, take place at the end of grade 10 and 12 in our case. These assessments are designed to evaluate the overall standards of education and play a crucial role in determining learners’ promotion to the next grade, as well as their eligibility for higher education. A recognised assessment body is responsible for developing standardised question papers, while schools facilitate the administration of these examinations under the body’s guidance. Notably, the centralised assessments in Grades X and XII are certified and serve as official credentials for employment or further academic pursuits.

8. Reporting

Reporting is the process of sharing information on learners’ performance and growth with learners, parents, teachers, and other stakeholders. It helps track progress and informs decisions related to placement and support. In the Bhutan Baccalaureate, teachers use various reporting methods such as narrative reports, one-on-one conversations, parent meetings, and updates on the motherboard. These approaches ensure continuous communication and support the learner’s holistic development.

8.1. Progress Letters

Progress Letters are produced twice a year, at the end of Learning Cycles 1 and 2, alongside two comprehensive reports at the end of Learning Cycles 2 and 3. Mentors write these letters based on their own observations and anecdotal feedback from other teachers, providing concise updates

on learners’ progress across the Five Areas of Development and Domains, as well as their growth through self-reflection and roadmap improvement. These progress letters are sent to parents at the conclusion of each learning cycle, totaling two communications annually, keeping parents well-informed about their children’s performance and development.

8.2. Progress Reports

These comprehensive progress reports provide detailed descriptions of learners’ performance in the Five Areas of Development, eight domains, and their growth through self-reflection and roadmaps. The mid-term and end-of-year reports track a learner’s progress throughout the learning cycles. These reports, along with Progress Letters, include feedback from mentors and subject teachers recorded in the motherboard and are sent to parents twice a year to keep them informed of their child’s learning journey.

8.3. Learners Portraits

The Learner’s Portrait is a detailed documentation about a student’s growth and achievements, created at the end of Grade 12 (Development Stage Six). It draws on feedback and assessments recorded in the motherboard and helps guide future learning and career decisions. Each learner contributes to their portrait, which is validated by the school. For those leaving early, an exit portrait is provided. The portrait complements academic transcripts by highlighting achievements in all areas of development with supporting evidence, and serves as recommendation letters along with an academic transcript.