📋 How will I be assessed this year?

This year we won’t only check if you know “the content.”

We will check how you use what you know to solve real situations and new challenges.

This is called competence-based assessment.

1. What does “competence-based assessment” mean?

It means we look at:

• What you can do with what you know (skills).

• How you do it (strategies, organization, communication, creativity).

• How you act during the process (effort, teamwork, responsibility).

2. What will be assessed?

Every activity, project or experiment is connected to specific competences.

Before starting, you will always know:

• The learning objectives (ability + knowledge + purpose).

• The assessment criteria (action + knowledge + context).

3. How will I know if I’m doing well?

We will use a rubric with four levels:

1. Not achieved – I cannot do it without help.

2. Satisfactory – I can do it, but with some mistakes or some help.

3. Notable – I can do it correctly and on my own.

4. Excellent – I can do it correctly, on my own, and I add improvements or my own ideas.

👉 You will also get feedback to know what to improve and how to do it.

4. What types of activities count?

• Class tasks and experiments 🧪

• Projects and real-life challenges 🌍

• Oral and written presentations 🗣️✍️

• Self-assessment and peer-assessment 🔄

• Participation and daily work 💡

5. How is the final grade decided?

• We add your progress in each competence.

• We value your improvement during the year.

• The most important thing is not one exam, but the whole set of evidence (tasks, projects, participation, tests…).

🔄 Recovery if you don’t pass a term

1. Continuous recovery

   • You don’t need to wait until the end: if something is not achieved, you can repeat or improve it in the same period, with teacher feedback.

   • You may get extra reinforcement activities (extra exercises, guided practices, short research).

2. Personal improvement plan

   • You will get a clear list of pending criteria and resources to work on them (notes, videos, adapted experiments).

   • A deadline will be set to present your improvements.

3. Recovery test or project

   • If at the end of the term there are still things not achieved, you can do a practical/theoretical test or an applied project.

   • It will always be connected to real-life situations, not only memorization.

4. Final recovery

   • At the end of the year, there is a last chance to show that you achieved all competences worked during the course.

🌱 Diversity and learning strategies

To make sure all students can learn and progress, we use different measures:

1. Adapted materials and activities

• Visual aids, diagrams, videos, concrete examples.

• Activities with different levels of difficulty.

• Digital accessibility tools (screen readers, translators, magnifiers).

2. Flexible groupings

• Work alone, in pairs or in groups, depending on the task.

• Roles inside the group to use everyone’s strengths.

3. Varied and inclusive assessment

• Different ways to show learning: oral presentations, digital products, models, written reports.

• Extra time or different test formats if necessary.

• Final grade = average of competences, so progress is fair and balanced.

4. Personalized support

• Individual plans or curricular adaptations if needed.

• Coordination with the support team and families.

5. Scaffolds and support strategies

Cognitive:

• Learning from mistakes with guided corrections.

• Hints and guiding questions.

• Graphic organizers (concept maps, tables).

• Breaking problems into simple steps.

Linguistic:

• Visual glossaries and simple science vocabulary.

• Key formulas and expressions.

• Checklists for problem solving.

• Example scientific answers (models).

Social & collaborative:

• Cooperative learning with roles.

• Peer tutoring.

• Group debates and reflections.

Technological:

• Simulations and virtual labs.

• Videos with subtitles and pauses.

• Interactive platforms for self-assessment.

Metacognitive:

• Science diary to reflect on learning.

• Clear rubrics to understand criteria.

• Reflection activities before and after experiments.

📌 Remember: The main goal is not only to get good grades, but to learn, improve, and apply what you know in real challenges.