From the year of its inception, we at Kumarans have not believed in using formal tests or rote learning methods for the assessment of students. Thus we very consciously don’t have formal tests and examinations till Class V based on the following beliefs:

• Children learn better when the pressure of formal tests and exams are removed.
• It also minimizes “burn out” in children at a very early age when they don't have formal testing systems and they perform to their best potential later in life.

Our school recognizes the fact that assessing the students, based on their performance in written worksheets and tests alone is not a comprehensive one. With the same principle in mind we have now introduced the continuous skill based assessment programme for Standards IV and V because we feel that this is a stage where various skills and abilities can be developed.

This programme helps us assess the student on a continuous basis, in various skills that pertain to mental organization, creativity and critical thinking. For instance ,students are assessed based on oral expression and listening skills in Languages, the skills of observation and application of scientific concepts in General Science, the skills of estimation, collection, analysis and interpretation in Mathematics and skills of chronological representation, being able to contrast and compare regions and analysis and interpretation and finally appreciation in social studies.

This approach not only helps us find out the potential of each child, but also helps us identify his or her weaknesses and work on them. This kind of an assessment nurtures the specific talents of the students and helps them grow into well rounded individuals, and in the process, learning becomes more relevant, meaningful and enjoyable.

In class VI and VII, we introduce the children to formal tests and exams apart from other summative and formative assessments. Due weightage is given to all tests, examinations, internal assessments and projects when we finalise the final report of the child at the end of each term. One interesting part of our assessment is awarding grades for non-scholastic subjects for each term. We also have another section called Personality Traits and behaviour where we observe children in various areas like cleanliness, attitude towards friends and teachers and interaction in class.