“Education” determines 4 types of assessments for students of all stages for the current academic year

The Ministry of Education has identified four types of assessments for students in public and private schools that apply the current academic general curriculum 2025-2026, and is represented in the unparalleled formative evaluation, “training” is intended for class, school final evaluation, and central evaluation.

The first type

In detail, the Ministry clarified through the student evaluation policy for the academic year 2025-2026, which was seen by “Emirates Today” that the formative evaluation is not intended for the degree represents the first type of assessments, as it is implemented through working papers, class activities and observations recorded by the teacher during the session, and this type aims to support learning and enhance the student’s progress without its results be counted within the academic rate, which is It gives him a guiding role that helps improve performance.

The second type

As for the formative evaluation, it is prepared for the second type, and it is applied through the production of writing, the achievement file, the projects and reports assigned to students. This type is an essential aspect of performance measurement, as its results are directly within the academic student, which makes it part of the official evaluation throughout the year.

The final evaluation

The final school evaluation is (SSAThe third type, which is applied twice in the academic year to all the group subjects (A). This evaluation is a comprehensive opportunity to measure the student’s level in the main courses, and its results are counted within the ministry specified in the evaluation policy.

The fourth type

The fourth type is the central evaluation, which includes a set of tests such as diagnostic tests and end -of -semester tests, in addition to project -based evaluation. This type also includes the repetition test for students who have not achieved the minimum success, which gives them an additional opportunity to remedy the educational loss and achieve the required academic progress.

Diagnostic tests

The Ministry explained that the diagnostic tests in the Arabic language, the English language and mathematics are implemented at the beginning of the school year to diagnose students ’levels, and the teachers during the first three weeks prepare tight tests according to central criteria, which help to determine the level of each student and develop early individual support plans.

The results of the students are classified into three levels: the able student who is able to absorb the curriculum, the student who needs additional support, and the unable student who requires special educational plans focusing on basic skills.

4 pivotal ends

The Ministry of Education reported 4 pivotal goals achieved by assessments throughout the academic year, this came in the guideline of the student evaluation policy for the academic year 2025-2026, which is a qualitative step aimed at developing the educational process and enhancing justice and transparency in the evaluation, and ensuring its comprehensiveness for all classes of students.

Diversity of measurement methods

The four goals are the diversity of measurement methods, as the ministry explained that the use of various tools in the evaluation enables teachers to accurately diagnose students ’levels, and helps in identifying educational loss early, which enhances the chances of rapid intervention to address weaknesses.

As for the second goal, it is to monitor the progress and classification of students, as the continuous evaluation system contributes to following up the performance of each student periodically, and classifying it according to multiple levels that take into account the individual differences between learners, providing fair opportunities for development and improvement.

Learning plans

The third goal comes to focus on supporting teachers in building teaching and learning plans, as the continuous evaluation provides an accurate database that helps teachers design flexible and adaptive educational programs with the needs of students, which guarantees greater effectiveness in achieving educational goals,

While the fourth goal is to enhance the basic skills of students, as the evidence indicates that the assessments are not limited to academic achievement, but also extend to the development of critical thinking skills, cooperation, problem solving, and responsibility, which contributes to preparing a generation capable of facing future challenges.

The student evaluation policy comes to be an essential reference for schools and teachers in applying the best educational practices in measurement and tests, in line with the state’s aspirations to build a pioneering educational system,

Effective evaluation

It aims to enable schools to apply effective evaluation methods that support students learning and develop their skills and knowledge, in addition to defining the general evaluation criteria for each seminar, including the relative weights of the components of the evaluation and the time review of the classroom. As well as integrating school, central and normal assessments, in an integrated framework that enhances the learning process and enables teachers to develop data -based teaching plans.

Continuous evaluation

The ministry explained that the continuous evaluation is applied throughout the school year to be centered around the student, as it allows measuring the level of academic progress accurately, and addresses educational losses through individual plans that suit the needs of students. This type of evaluation also guarantees the comprehensiveness of the measurement and its connection to the educational trip and its requirements, taking into account the nature of the academic content and the characteristics of learners.

Quality shift

The Ministry stressed that the new evaluation policy is not limited to measuring academic achievement, but also aims to develop the student’s personality and life skills through various measurement tools that take into account individual differences and ensure the continuity of cognitive and behavioral development. This policy also provides an accurate database for teachers that help them actively plan educational programs.