Assessment Policy

At DPS New Chandigarh, assessment is a shared commitment that guides and informs our entire learning community: students, teachers, and families. We believe assessment is a continuous, reflective process that strengthens learning across the Programme of Inquiry and within all disciplinary areas. It enables us to understand each learner’s growth by gathering, organising, and analysing evidence of learning, and using this information to refine teaching practices and improve learning outcomes.

As an international school, we view assessment as inseparable from teaching and learning. It is a purposeful and collaborative process that helps learners understand where they are in their learning, identify where they need to go next, and determine how best to get there. All stakeholders are supported to develop clarity around what is being assessed, why it matters, and the methods and tools used to evaluate learning.

We strive to cultivate assessment capable learners who take ownership of their progress. Through co-constructed success criteria, clear learning goals, and opportunities for self-assessment and peer feedback, students develop the metacognitive skills needed for self-regulation, reflection, and meaningful goal-setting. In this way, assessment becomes a vehicle for student agency, empowering learners to make informed decisions, reflect on their actions, and monitor their own growth.

Our philosophy places equal value on both the process and product of learning. Assessment practices are continuously reviewed to ensure they reflect our intentions and accurately capture students’ knowledge, conceptual understanding, attitudes, and the development of approaches to learning. We use assessment not only to measure progress but also to analyse the effectiveness of the learning experiences we design, enabling a programme that is responsive, inclusive, and aligned with the needs of our learners.

Rooted in the original meaning of the word assidere, which means “to sit beside,” our assessment approach embodies partnership. Teachers and students work alongside one another to reflect, engage in dialogue, and build shared understanding. Assessment at DPS New Chandigarh is not about ranking or comparison. It is about supporting growth, nurturing confidence, and building a culture of coaching and collaboration.

Ultimately, our assessment philosophy reflects our belief that learners are capable, curious, and active participants in their educational journey. By ensuring assessment remains authentic, purposeful, and learner centred, we aim to foster thoughtful, responsible individuals who are prepared to take action, inquire deeply, and contribute positively to their community and the world.

DPS New Chandigarh, recognizes that every learner brings unique strengths, interests, and approaches to learning. To honour this diversity, we commit to using a wide range of assessment strategies and tools that respond to varied learning styles, developmental needs, and levels of readiness. Our assessment practices are designed to capture a holistic picture of student learning and to support growth for every child.

We believe that assessment should nurture student agency and strengthen a sense of self-efficacy. Learners are encouraged to explore ideas, take intellectual risks, embrace challenges, and experience success through persistence. Mistakes are viewed as valuable learning opportunities, helping students refine their understanding and develop resilience.

Feedback lies at the heart of all effective assessment. At DPS Mohali, assessment is always followed by timely, specific, and constructive feedback that guides students with clarity about their current progress and the next steps in their learning. The learning community intentionally creates opportunities for students to notice their misconceptions, reflect on their experiences, and make thoughtful corrections.

Assessment practices are aligned with programme requirements and developmentally appropriate expectations at different stages of student growth. A balanced approach is maintained by integrating assessment as learning, for learning, and of learning. These three modes help ensure that assessment not only measures achievement but also strengthens reflection, informs instruction, and supports continuous improvement.

Instructional planning embeds assessment throughout the learning process so that monitoring, reflection, and growth are ongoing. Summative assessments provide opportunities to demonstrate mastery of knowledge, skills, and conceptual understanding, while formative assessments guide day-to-day teaching decisions. All assessments remain rigorous, authentic, and aligned with relevant programme frameworks and subject guidelines.

Personal learning goals and success criteria are co-created with learners at the outset of an inquiry. These criteria are communicated clearly, used consistently, and documented within the PYP planner to ensure transparency and shared understanding among teachers and students.

Our assessment processes prioritize student learning through thoughtful analysis, meaningful feedback, and actionable feedforward. The purpose of assessment is not to focus solely on final attainment but to enhance learning throughout the entire cycle.

The assessment policy is a living and working document, developed collaboratively, and aligns with the Standards and Practices as well as the programme requirements of the PYP and Cambridge programmes. It reflects the school’s shared beliefs and processes around assessment.

WHY DO WE ASSESS

Assessment at DPS New Chandigarh serves a clear purpose: to support, guide, and celebrate learning for every member of the school community. The primary aim of assessing student learning and performance is to provide meaningful feedback that empowers growth, strengthens teaching practices, and fosters collaborative partnerships.

ForStudents

Assessment helps learners:

• develop habits of lifelong learning built on curiosity, reflection, and continuous improvement
• recognize their strengths and identify areas that need further development through ongoing reflection
• take responsibility for their learning and build self-regulation skills
• understand learning goals and success criteria so they can monitor their own progress
• gain confidence by seeing learning as a journey, not a final destination

For Teachers

Assessment enables teachers to:

• plan and design purposeful learning experiences based on students’ needs
• adjust instruction to ensure learning is accessible, challenging, and meaningful
• gather evidence of understanding to guide next steps in the inquiry
• provide targeted feedback and feedforward that supports deeper learning
• reflect on and improve teaching practices to enhance programme effectiveness

For Parents

Assessment supports families by helping them:

• understand their child’s development, progress, and areas of focus
• stay informed about learning goals, classroom expectations, and growth over time
• engage in meaningful conversations with their children about learning
• work in partnership with teachers to reinforce learning at home
• celebrate their child’s achievements and support them during challenges

For the Learning Community

Assessment strengthens the wider school community by:

• ensuring clarity and shared understanding of learning expectations
• fostering a culture of reflection, collaboration, and continuous improvement
• supporting school-wide decision-making through reliable evidence of learning
• promoting transparency in reporting practices and academic standards
• reinforcing the school’s commitment to developing knowledgeable, capable, and internationally minded learners

WHAT DO WE ASSESS

At DPS New Chandigarh, assessment is grounded in clarity of purpose and alignment with both the IB Primary Years Programme and the Cambridge Middle School framework. Across all programmes, our focus remains on evaluating what students know, understand, and are able to do, ensuring that learning is meaningful, coherent, and developmentally appropriate.

Core elements of learning we assess

We assess student learning to gain evidence of growth in the following key areas:

• Conceptual understanding Students demonstrate their grasp of big ideas and enduring understandings that transcend through individual subjects.
• Knowledge a cquisition Students build and apply disciplinary knowledge that supports inquiry, problem-solving, and real-world connections.
• Approaches to Learning (ATL) skills Students develop essential skills such as research, communication, thinking, social, and self-management, which enable them to become independent, reflective learners.
• Evidence-based decision making Students use data, observations, and reasoning to make informed choices, justify their ideas, and refine their work.
• Taking meaningful a ction Students apply their learning in authentic contexts, demonstrating responsibility, initiative, and the ability to contribute positively to their environment.
• Learner Profile attributes Students grow as balanced, principled, caring, open-minded, knowledgeable, inquiring, and reflective individuals.

Subject areas assessed in the PYP

Students are assessed in all PYP subject areas, including:

• Languages: English, Hindi, Punjabi or French
• Mathematics
• Science
• Social Studies
• Personal, Social, and Physical Education (PSPE)
• Arts: Visual Arts, Performing Arts (Music, Dance, Drama)

Subject areas assessed in Cambridge Lower Secondary (Grades 6-8)

Assessment in Cambridge-aligned middle school emphasizes disciplinary rigour, skill progression, and conceptual understanding. Students are assessed in:

• English (reading, writing, speaking and listening)
• Mathematics (number, algebra, geometry, statistics, problem-solving)
• Sciences (biology, chemistry, physics, scientific inquiry)
• Global Perspectives (critical thinking, research, collaboration, reflection)
• Languages (Hindi, French, Punjabi or other offered languages)
• Computing and Digital Literacy
• Humanities/Social Studies
• Physical Education
• Visual and Performing Arts

Each subject area follows Cambridge progression frameworks and learning objectives, ensuring continuity and a clear developmental trajectory.

Clarity of focus in planning and a. ssessment

As a school, we believe that clarity is foundational to effective teaching and assessment. During planning, teachers in both the PYP and Cambridge Middle School programmes:

• identify the knowledge, skills, concepts, and attitudes that students are expected to develop
• align learning goals with age-appropriate curriculum frameworks
• co-construct success criteria with students using clear, action-oriented verbs such as identify, analyze, justify, solve, design, or create
• ensure that learning intentions and assessment expectations are transparent and measurable

Assessment always begins with a shared guiding question:

What will students know, understand, and be able to do as a result of this learning experience?

This common approach ensures that assessments across the school are purposeful, consistent, age-appropriate, and aligned with our philosophy of supporting every learner’s holistic growth.

HOW DO WE ASSESS?

The assessment component in our school’s curriculum is structured around four key dimensions: monitoring, documenting, measuring, and reporting on learning. Each dimension serves a distinct purpose, yet together they provide comprehensive evidence to inform and improve both teaching and learning. While the dimensions are not equally weighted, each holds its own value and importance. In line with the PYP philosophy, our school places particular emphasis on monitoring and documenting learning, as these dimensions are critical in offering timely and actionable feedback that supports students’ ongoing growth.

The four dimensions of assessment (Teaching & Learning Pg:76)

Monitoring learning

At DPS New Chandigarh, monitoring learning is a central component of assessment and is aimed at tracking each student’s progress against personal learning goals. It is an ongoing, reflective process that provides teachers and students with the information needed to make informed decisions about next steps in learning. Monitoring is designed to be holistic, incorporating multiple strategies to ensure a balanced and complete view of each learner’s development.

Key Approaches to Monitoring Learning:

• Observations: Teachers observe students frequently and systematically. Observation can range from a broad, panoramic perspective, focusing on the whole class, to a proximate view, focusing on an individual student or activity. Teachers may adopt varying roles, from non-participant (observing from outside the group) to participant (engaging within the group), to gain insights into both learning processes and student engagement.
• Reflection: Students are encouraged to engage in reflective practices, articulating their understanding, learning processes, and areas for growth. These reflections help teachers tailor instruction to meet diverse needs and foster metacognitive skills. Reflection also supports the development of attributes of the IB Learner Profile, such as being reflective, inquiring, and principled.
• Collaboration with peers and teachers: Ongoing dialogue between teachers and students creates a supportive environment for discussing progress, setting goals, and providing feedback. Peer collaboration through group projects and cooperative learning tasks allows students to monitor understanding collectively, exchange ideas, and develop communication and social skills.
• Feedback and Feedforward: Teachers provide timely, specific, and constructive feedback, highlighting strengths and identifying areas for improvement. Students are also encouraged to give peer feedback and engage in self-assessment, promoting a culture of shared understanding, responsibility, and continuous improvement. Feedback is forward-looking, guiding students on how to enhance their learning and take ownership of their progress.
• Evidence-based insights: Monitoring integrates multiple sources of information, including observations, student reflections, peer interactions, learning journals, portfolios, and artifacts from tasks and inquiries. This comprehensive approach ensures a rich understanding of student learning over time.

By integrating these strategies, monitoring learning at DPS New Chandigarh supports a learner-centred environment where students are empowered to take responsibility for their learning. It enables teachers to make evidence-based instructional decisions, differentiate learning experiences, and promote a culture of continuous growth. Ultimately, monitoring learning develops assessment-capable learners who reflect critically on their learning journey, set meaningful goals, and engage actively in the learning process within a supportive, collaborative educational community.

Documenting Learning

At DPS New Chandigarh, documenting learning is a deliberate and systematic process that captures students’ progress, achievements, and inquiries over time. It provides a holistic view of learning, supporting reflection, goal-setting, feedback, and informed instructional planning. Documentation makes the learning process visible to students, teachers, and the wider school community, fostering accountability, reflection, and student agency.

Key Methods for Documenting Learning:

• Performance-Based Assessments
• Process-Focused Assessments
• Open-Ended Tasks
• Selected Response Assessments
• Constructed Response Assessments
• Portfolios

Essential guidelines for p. ortfolios

• Every student maintains a portfolio in their homeroom, accessible for reflection and review.
• Portfolios are shared with parents during scheduled conferences and taken home at the end of the year.
• Entries should include work demonstrating growth, not just the final product, and be accompanied by reflections from both students and teachers.
• All work must be dated, signed, and appropriately acknowledged by teachers.

• PYP Exhibition

Documenting learning ensures that assessment is reflective, comprehensive, and student-centred. It provides a permanent record of student progress, fosters metacognition, encourages self-regulated learning, and informs instructional decisions. By systematically capturing evidence of learning, DPS New Chandigarh promotes a culture of growth, transparency, and continuous improvement aligned with the philosophy and principles of the PYP.

Measuring Learning

At DPS New Chandigarh, measuring learning provides “point-in-time” data that reflects students’ achievement, understanding, and progress at a specific moment in their learning journey. While recognising that not all learning can or should be measured, the school uses a range of carefully selected assessment tools and strategies to compile an accurate and comprehensive picture of each student’s knowledge, skills, and conceptual understanding. The active participation of students in the measurement process develops their assessment capability and fosters ownership of learning.

Assessment tools for measuring learning

• Checklists: Lists of information, attributes, or elements that should be present in student work to track completion and progress.
• Exemplars: Samples of student work that provide concrete standards for judging other examples.
• Rubrics: Criteria-based tools with descriptors that guide assessment of student performance across predetermined scales.
• Anecdotal records: Brief written notes based on teacher observations of student behaviour, engagement, or responses.
• Continuums: Visual representations of learning stages, showing progress, developmental levels, or positioning in a learning process.

WHEN DO WE ASSESS?

Prior knowledge or diagnostic assessments. At DPS New Chandigarh, assessment is an ongoing and integral part of the learning process, conducted at different points to inform teaching and support student growth. Prior knowledge or diagnostic assessments are used at the start of a unit or learning sequence to identify students’ existing understanding and inform planning. Assessment for learning (formative assessment) occurs continuously during lessons to guide instruction, provide feedback, and support students in developing skills and conceptual understanding. Assessment as learning is embedded in daily classroom activities, enabling students to reflect, set goals, and monitor their own progress. Assessment of learning (summative assessment) takes place at the end of a unit or inquiry to measure students’ mastery of knowledge, skills, and concepts.

• Prior Knowledge / Diagnostic / Baseline Assessments
• Assessment for Learning (Formative Assessment)

• Assessment of Learning (Summative Assessment)

• Assessment as Learning (Ongoing Assessments)

Measuring learning at DPS New Chandigarh is integral to informed teaching and meaningful learning. By combining diagnostic, formative, summative, and ongoing self- and peer-assessments, teachers gather actionable evidence to support student growth. All measurement practices are designed to be inclusive, transparent, and reflective, providing a clear picture of student understanding while promoting student agency, reflection, and continuous improvement.

Reporting Learning

At DPS New Chandigarh, reporting is an integral part of the assessment cycle, designed to keep parents informed about their child’s learning progress, achievements, and areas for growth. The school employs multiple reporting methods, including structured conferences, digital report cards, and student-led presentations, to ensure transparency, collaboration, and shared responsibility for learning.

Reporting at DPS Mohali aims to:

• Involve parents, students, and teachers as partners in the learning process.
• Reflect what the school community values in terms of learning, growth, and development.
• Be comprehensive, honest, fair, and credible.
• Be clear and accessible, using language that is understandable to all stakeholders.
• Enable teachers to incorporate insights from the reporting process into future planning and instruction.

When do we report

• The school follows two reporting terms :
• Progress is reported to parents/guardians at the end of each term.
• Digital platforms for reporting- Toddle is used in Primary Years. Digital report cards are shared with parents and archived on the school’s education platform.

Additional reporting practices

• Individual Meetings: Parents may request meetings with teachers at any point during the academic year to discuss concerns or queries.

How do we report

six learning community conferences. The school conducts six learning community conferences annually, each lasting approximately 10-15 minutes, involving the homeroom teacher, the student, and the parents. These conferences provide meaningful dialogue about student progress and foster collaboration between home and school.

• Three-Way Conferences - Goal Setting Meeting: Held at the beginning of the academic year, this conference involves the parent, student, and homeroom teacher. Together, they set broad goals and establish SMART objectives, identifying the student’s strengths and areas for improvement. Students from Grade 1 onwards actively participate in the goal-setting process, fostering early ownership of learning.
• Inquiry trails: Conducted once a year for Early Years and Primary Years, these formal conferences provide students with an opportunity to showcase their learning and understanding through presentations and demonstrations to parents.
• Parent-Teacher Meetings (PTMs): Held four times a year, PTMs allow educators and parents to collaboratively review student progress, discuss individualized learning needs, and plan strategies for continued support, promoting a holistic approach to student development.
• Student-Led Conferences (SLCs):

Reporting platform

The school uses Toddle to record attainment in skill-based assessments. Progress is captured through clearly defined descriptors, which are adapted for each learning outcome in alignment with assessment practices.

Initiating

The learner is beginning to engage with new concepts, skills, and understandings. With encouragement and guidance, they explore ideas, take first steps in applying learning, and begin to express their curiosity. At this stage, they are building confidence to participate actively, experimenting with early strategies, and showing a willingness to learn from experiences. Their journey reflects the foundation of independence, inquiry, and growing enthusiasm for discovery.

Progressing

The learner shows steady growth and increasing confidence in applying knowledge and skills. They demonstrate an emerging ability to connect ideas, refine strategies, and reflect on their learning process. At this stage, they display perseverance, begin to take initiative in tasks, and show a positive attitude toward challenges. They are strengthening conceptual understandings, applying skills with greater independence, and beginning to make meaningful connections between classroom learning and the world around them.

Demonstrating

The learner consistently applies knowledge, skills, and conceptual understandings with independence and clarity. They confidently express their ideas, reflect thoughtfully, and transfer their learning across different contexts. At this stage, they show collaborative spirit, responsibility, and initiative in both individual and group settings. Their ability to evaluate their own progress, celebrate achievements, and respond constructively to feedback demonstrates maturity and ownership of their learning journey.

Innovating

The learner extends their thinking creatively and applies knowledge and skills across diverse and real-world contexts. They demonstrate originality in ideas, take initiative to lead or inspire, and go beyond set expectations. At this stage, they embrace challenges with confidence, seek multiple perspectives, and design imaginative solutions. Their learning journey reflects a strong sense of agency, leadership, and the ability to influence others positively. They not only apply knowledge meaningfully but also inspire new possibilities, making connections that shape their growth as future-ready learners.

What do we report

Written reports provide a comprehensive summary of students’ summative assessment records and overall progress. These reports highlight each learner’s strengths, areas for improvement, level of participation, and development across disciplines. All reports are shared with parents in digital format to ensure timely and accessible communication.

Reports are issued twice a year. Written feedback for subjects are included in the report card.

For coherence and clarity, reports are compiled in the following sequence:

• Unit of Inquiry 1, 2 and 3 (with comments)
• Language
• Mathematics
• PSPE
• Arts (Music, Visual Arts, Drama)
• AdditionalLanguages (Hindi, Punjabi, French)
• ATL
• Elements of Early Years (only for EY 1, 2 and 3)
• Homeroom Facilitator Comment- Overall

This structured reporting system ensures that parents receive a clear, holistic, and organised overview of their child’s learning journey.

Differentiated assessments

At DPS, New Chandigarh, the Primary Years Programme (PYP) recognises that each student learns in unique ways. Differentiated assessment ensures that all learners have equitable opportunities to demonstrate their understanding, skills, and conceptual growth. It is a flexible approach that responds to individual strengths, learning styles, interests, and needs.

Differentiated assessment aims to:

• Provide multiple ways for students to demonstrate learning.
• Support individual learning needs and promote student agency.
• Foster engagement by valuing diverse ways of thinking and expression.

Key p. rinciples

• Variety of methods: Teachers employ a mix of strategies including observations, open-ended tasks, performance-based assessments, portfolios, peer and self-assessments.
• Flexible task design: Assessment tasks offer choices in topics, formats, or presentation modes to match students’ readiness and interests.
• Adapted success criteria: Learning goals remain consistent while success criteria can be tailored to individual abilities.
• Formative feedback: Ongoing feedback guides students toward higher levels of understanding and skill mastery.
• Inclusive practices: Tasks are designed to be accessible to all learners, ensuring fairness and authenticity.

Examples

• Choice-based projects aligned with unit inquiries.
• Tiered tasks of varying complexity.
• Flexible groupings for collaborative learning.
• Portfolios showcasing selected work with reflective annotations.
• Alternative modalities such as oral, visual, digital, or written presentations.

Exploration tables/Learning stations

At DPS, New Chandigarh, assessment in the Early Years (EY) is central to understanding and supporting each child’s learning and development. We prioritize the acquisition of foundational milestones essential for future academic success while fostering curiosity, confidence, and a love for learning. Our approach is holistic, child-centered, and inquiry-driven, recognizing that young learners develop at different rates across cognitive, social, emotional, and physical domains.

Assessment in EY aims to:

• Understand each child’s development across multiple domains and support individual learning needs.
• Identify students’ interests, strengths, and areas for growth to inform tailored learning engagements.
• Encourage student agency through reflection, choice, and active participation.
• Engage parents as partners, fostering transparency and collaboration in supporting children’s learning.

Practices

Observation: Teachers regularly observe children during play, inquiry, and group activities to understand development, engagement, and interactions.

Play and Inquiry documentation: Learning experiences are captured through learning stories, photos, audio/video recordings, and classroom displays to provide authentic evidence of progress.

Collaborative analysis: Teachers work together to interpret observations and documentation, guiding individualized and differentiated learning.

Portfolios: Portfolios showcase work samples, reflections, and documentation over time, supporting student agency and parent engagement.

Ongoing assessment: Embedded in daily activities, ongoing assessment monitors progress, informs teaching, and provides timely feedback to support continuous learning.

Student reflection and agency: Children reflect on their learning through discussions, drawings, storytelling, and self-assessment, fostering early metacognitive skills.

Parent engagement: Regular communication and conferences ensure parents are partners in celebrating achievements and supporting growth.

Assessment tools in Early Years

• Observations and anecdotal records
• Learning stories and reflection journals
• Play- and inquiry-based documentation
• Checklists and observation sheets
• Portfolios with work samples and reflections
• Photographs, audio, and video recordings
• Play-based tasks and creative expressions

At DPS, New Chandigarh, assessment in Cambridge Lower Secondary is a structured and systematic process designed to evaluate students’ knowledge, skills, and understanding against clearly defined curriculum standards. It provides both teachers and students with concrete evidence of learning, helping to identify areas of strength and areas requiring additional support. This approach ensures that instruction is targeted and effective, while enabling students to take responsibility for their own progress. Assessment is embedded within the broader teaching and learning cycle, supporting consistent monitoring, informed planning, and preparation for subsequent stages of academic growth.

How we assess

Assessment in lower secondary at DPS, New Chandigarh, follows the Cambridge internationally recognized assessment cycle:

• Assess: Baseline assessments identify student potential and areas requiring support.
• Plan: Teachers use assessment data to adapt lessons and learning activities to meet individual and group needs.
• Do: Students engage in structured learning activities designed to build knowledge and skills.
• Review: Formative assessments track ongoing progress, while summative assessments evaluate mastery at the end of a unit, term, or stage.

All assessments follow a consistent framework:

• Qualification design
• Assessment development
• Assessment delivery
• Marking and grading
• Awarding and certification

Teachers also participate in professional development aligned with Cambridge standards, ensuring robust assessment practices and quality in item design and evaluation.

Why we assess

At DPS, New Chandigarh, assessment in Cambridge Lower Secondary is designed to:

• Understand students’ current knowledge, skills, and aptitudes to inform teaching and learning.
• Identify strengths, areas for improvement, and individual learning needs.
• Support meaningful progression through the curriculum and foster lifelong learning skills.
• Provide students, teachers, and parents with timely, actionable feedback to guide learning.
• Ensure that assessment aligns with international standards, promoting fairness, validity, and reliability in evaluating student achievement.

What we assess

Assessment in Cambridge Lower Secondary focuses on:

• Knowledge acquisition: Understanding of subject content in English, mathematics, science, and other disciplines.
• Skills development: Critical thinking, problem-solving, collaboration, research, and communication skills.
• Application of learning: Ability to transfer knowledge and skills in real-world and interdisciplinary contexts.
• Progress and performance: Mastery of curriculum objectives and readiness for subsequent learning stages.

When we assess

• Baseline assessments: Conducted at the start of a learning stage to gauge students’ existing skills in core areas, helping teachers set realistic targets and tailor instruction.
• Formative assessments: Ongoing assessments throughout the learning process to monitor progress, provide feedback, and guide instructional adjustments. Examples include quizzes, oral responses, class tasks, peer assessments, and teacher observations.
• Summative assessments: End-of-unit or end-of-stage assessments that evaluate overall mastery of content and skills. Examples include:

• Assessment outcomes are communicated to parents through two reporting terms : term 1 (April-September) and term 2 (October-March).
• Reports are shared digitally via school pad , providing clear, comprehensive, and actionable insights into student progress.
• Reporting involves students, teachers, and parents as partners, fostering transparency and collaboration in supporting learning.

The DPS New Chandigarh Assessment Policy came into effect from August 2025 and will be reviewed every two years or earlier as needed by the policy review committee and the Pedagogical Leadership Team (PLT).

Policy creation and first review. August 2025

Second iteration. September 2025

Third iteration. November 2025

Framed by. Shruti Chawla, Tanmayi Sevak, Eshitav Sharma, Komal Goel, Kanika Garg, Kanchandeep Kaur, Gurpinder Kaur

Reviewed by. All teaching staff, (student name), (parent name) and PLT

Next Review: Academic session- 2027. 28 (Or as required)

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