United Arab Emirates

School Inspection Framework

3. Teaching and assessment

3.1 Teaching for effective learning
Elements
3.1.1 Teachers’ knowledge of their subjects and how students learn them
3.1.2 Lesson planning, the learning environment and the use of time and resources
3.1.3 Teacher–student interactions including the use of questioning and dialogue
3.1.4 Teaching strategies to meet the needs of individuals and groups of students
3.1.5 Teaching to develop critical thinking, problem-solving, innovation and independent learning skills

Brief descriptors

Outstanding Very Good Good Acceptable Weak Very Weak

3.1.1 Teachers’ knowledge of their subjects and how students learn them
Most teachers expertly Most teachers Most teachers Most teachers A minority of teachers A large minority
apply their knowledge effectively apply their consistently apply demonstrate secure are insecure in their of teachers have
of their subjects and knowledge of their their knowledge of knowledge of their knowledge of their inadequate knowledge
how students learn subjects and how their subjects and how subjects and how subjects and / or how of their subjects and/
them. students learn them. students learn them. students learn them. students learn them. or how students learn
them.
3.1.2 Lesson planning, the learning environment and the use of time and resources
Teachers plan Teachers plan engaging Teachers plan Teachers plan lessons, Teachers’ planning, Teachers’ planning,
imaginative lessons, lessons, provide purposeful lessons, manage time and use time management and time management
provide inspiring motivating learning provide interesting resources appropriately use of resources are and use of resources
learning environments environments and use learning environments to provide environments variable. Teachers do are ineffective and the
and use time and time and resources and use time and where students not consistently provide learning environments
resources creatively skilfully to enable all resources effectively to can meet learning environments that are bleak and
to enable all groups of groups of students enable students to be expectations. encourage learning. uninspiring.
students to learn very to be very successful successful learners.
successfully. learners.
48
 United Arab Emirates
School Inspection Framework

3.1.3 Teacher–student interactions including the use of questioning and dialogue

Teachers’ interactions Teachers’ interactions Teachers’ interactions Teachers’ interactions Teachers’ interactions Teachers’ interactions
with students ensure with students ensure with students ensure with students ensure with students with students result
that they are always that they are keen to that they are engaged that they are willing result in disinterest. in demotivation and
active and focused learn. Questioning learners. Questioning learners. Questioning Questioning is not disengagement.
learners. Questioning promotes higher level promotes thought and and dialogue engages sufficiently challenging Questioning and
challenges students’ thinking and critical considered responses. students in meaningful and dialogue does dialogue are ineffective.
thinking and promotes responses. Dialogue Dialogue engages discussions. not engage students
insightful responses. engages students in students in meaningful effectively.
Dialogue engages thoughtful discussions discussions and
students in insightful and reflection. reflection.
discussions and
reflection.
3.1.4 Teaching strategies to meet the needs of individuals and groups of students
Teachers use strategies Teachers use strategies Teachers use Teachers use strategies Teachers do not use Teachers have low
that very successfully that are highly effective strategies that are that adequately meet strategies that meet expectations. They lack
meet the individual in meeting the individual effective in meeting the the needs of groups of the needs of groups of the knowledge and
needs of students. needs of the students. individual needs of the students. They provide students. They do not understanding of how
Teachers have high They consistently students. They provide challenge and support provide appropriate to meet the needs of
expectations of all provide specific levels of appropriate levels of generally but this is challenge and support. students. They do not
groups of students. challenge and support. challenge and support. not always sufficiently provide any challenge
They provide very personalised. or support.
challenging work and
excellent support.
3.1.5 Teaching to develop critical thinking, problem-solving, innovation and independent learning skills
Teachers skilfully Teachers purposefully Teachers systematically Teachers sometimes Teachers rarely develop Teachers do not
develop students’ develop students’ develop students’ develop students’ students’ critical develop students’
critical thinking, critical thinking, critical thinking, critical thinking, thinking, problem- critical thinking,
problem-solving, problem-solving, problem-solving, problem-solving, solving, innovation and problem-solving,
innovation and innovation and innovation and innovation and independent learning innovation and
independent learning independent learning independent learning independent learning skills. independent learning
skills. skills. skills. skills. skills.

49
 United Arab Emirates
School Inspection Framework

The quality of teaching illustrated below would be • Classrooms are well organised and the learning activities are
evaluated as outstanding. very well matched to the needs of individual students and
groups with differing learning needs and abilities. The tasks,
• Teachers have excellent subject knowledge and are able to activities and resources support and challenge all students
put it in a meaningful context for the learners. They understand to maximise their progress. Teachers’ expectations are
the difficulty of certain concepts and have a good repertoire consistently high and appropriate for students at all levels of
of examples to reinforce their relevance to students. attainment.
• Lessons are very effectively planned. The purpose of • Teachers expect students to take responsibility for their own
activities is clear and learning is reviewed as an integral learning. They promote collaborative and/or independent
part of the lesson. Lesson objectives are evident to all and learning, as appropriate. Problem-solving and opportunities
learners have a clear sense of achievement. There is a very for students to be innovative and engage in enterprise
good balance of activities with the use, where appropriate, activities are intrinsic parts of learning. Teachers give ample
of whole class, individual and group work. Time, activities time for reflection and require students to reason and think
and resources, including learning technologies are used to deeply.
optimum effect to ensure a strong momentum to learning.
Teachers make full and effective use of many resources to
vary their teaching and succeed in promoting outstanding
learning. Teachers create a positive learning environment,
where they encourage students to feel respected and that
their efforts are worthwhile.
• Teachers make highly-effective use of formative assessment
methods. They are skilled in their use of questions and
arouse students’ inquisitiveness, inspiring them to want to
find out more. Their questions are well focused and usually
individualised for particular students. Teachers adjust the
pace of learning as a result of students’ responses. As a
result, students make excellent progress in their learning.

50
 United Arab Emirates
School Inspection Framework

The quality of teaching illustrated below would be • Teachers are well aware that students have different needs
evaluated as good. and lessons are planned accordingly. Such planning takes
account of all groups of students, including those with
• Teachers have a thorough knowledge of their subjects and special educational needs. Teachers are mindful of students’
are able to convey their knowledge clearly and confidently potential and have good expectations of the students. They
to the learners. They understand how their students learn in set work that is demanding so that students are motivated
different ways, and so adapt their approaches well to ensure and enjoy learning.
that students make good progress.
• Teachers encourage students to take responsibility for their
• Lessons are planned carefully and with due consideration own learning by providing ample opportunities for students
for the needs of students. Teachers make sure that students reflect on their work and think for themselves. Teachers
are clear about what they should learn and that they have routinely provide work which involves problem-solving
enough time at the end of lessons to review how well they and research activities so that students gain confidence in
have learned. Teachers provide a range of learning activities their own abilities to innovate and rely increasingly less on
to ensure that students develop different skills, such as teachers.
collaboration and independence. Time and resources,
including the use of learning technologies are used creatively
to improve the opportunities for learning. Lessons are usually
interesting so that students concentrate well and work hard.
Teachers create positive learning environments, where
students feel relaxed and focus firmly on their work.
• Teachers use formative assessment well. They ask probing
questions that encourage students to reflect and think for
themselves. Their questions are well focused and often
modified for particular students. As a result, students gain
confidence in their new learning and make good progress in
the lessons.

51
 United Arab Emirates
School Inspection Framework

The quality of teaching below would be evaluated The quality of teaching illustrated below is
as acceptable. unlikely to be acceptable.
• Teachers have sufficient and secure subject knowledge and • Teachers have inadequate subject knowledge and they have
can share this at a suitable level with students. They appreciate little awareness of how students learn.
students’ needs and include appropriate examples in order
• Lessons are not planned adequately and time is used
to establish relevance.
unproductively. Lessons are monotonous with little variety.
• Lessons are planned effectively so that the purpose of Few resources are used other than textbooks or teacher-
activities is clear. There is variation and sufficient pace in talk. The learning environment does little to promote curiosity,
learning activities and time is allocated to review learning. understanding or learning.
Teachers make adequate use of additional resources
• Teachers are not skilled at using questions to check
beyond the textbooks. There is a positive climate for learning
understanding. Consequently, students are unlikely to make
where students are encouraged to learn from their mistakes.
progress.
Consequently, students’ learning skills are acceptable.
• Teachers do not meet all the learning needs of all groups and
• Teachers ensure that students are sufficiently engaged in
individuals, including those students requiring additional help
lessons. Teachers use a range of questions to test students’
with their learning. Not all groups of students make sufficient
understanding. Consequently, students make acceptable
progress.
progress.
• Teachers do not give students enough scope to develop their
• Teachers recognise that different groups and individuals,
own approaches to learning and to think for themselves.
including those students with special educational needs,
have different learning needs and they adapt their methods
and resources accordingly. As a result, students make steady
progress.

• Teachers expect students to think about their responses and

their work but students rely too much on adults for guidance.
Teaching strategies sometimes include opportunities for
students to think critically and be innovative.

52
 United Arab Emirates
School Inspection Framework

53
 United Arab Emirates
School Inspection Framework

3.2 Assessment
Elements
3.2.1 Internal assessment processes
3.2.2 External, national and international benchmarking
3.2.3 Analysis of assessment data to monitor students’ progress
3.2.4 Use of assessment information to influence teaching, the curriculum and students’ progress
3.2.5 Teachers’ knowledge of, and support for, students’ learning

Brief descriptors

Outstanding Very Good Good Acceptable Weak Very Weak

3.2.1 Internal assessment processes
Internal assessment Internal assessment Internal assessment Internal assessment Internal assessment The school does not
processes are processes are coherent processes are processes are processes are have effective systems
fully coherent and and consistent. They mainly coherent and consistent. They are inconsistent. They to provide accurate
consistent. They are are linked well to the consistent. They are generally linked to the may not produce valid measures of students’
directly linked to the school’s curriculum linked to the school’s school’s curriculum or reliable data. They progress.
school’s curriculum standards to provide curriculum standards to standards to provide may be restricted to
standards to provide valid, reliable and provide valid and clear appropriate measures measuring students’
valid, reliable and comprehensive measures of students’ of students’ progress. knowledge and have
comprehensive measures of students’ progress. limited use as measures
measures of students’ academic, personal and of progress.
academic, personal and social development.
social development.
3.2.2 External, national and international benchmarking
The school rigorously The school effectively The school The school benchmarks The school rarely or The school has little
benchmarks students’ benchmarks students’ benchmarks students’ students’ academic never benchmarks understanding of how
academic outcomes academic outcomes academic outcomes outcomes against students’ academic to benchmark students’
against a range of against appropriate against appropriate external, national outcomes against academic outcomes
external, national external, national and external, national and international appropriate against any external
and international international expecta- and international expectations but may external, national expectations.
54 expectations. tions. expectations. not do this consistently. and international
expectations.
 United Arab Emirates
School Inspection Framework

3.2.3 Analysis of assessment data to monitor students’ progress

Assessment data are Assessment data Assessment data are Assessment data Analysis of assessment There is little or no
rigorously analysed. are analysed well. analysed in some are analysed but data is limited and analysis of assessment
Information about stu- Information about depth. Information information about information about data and little
dents’ progress, as indi- students’ progress, about students’ students’ progress, students’ progress, information about
viduals and as groups is as individuals and as progress, as individuals as individuals and as individuals and as students’ progress.
accurate and compre- groups, is accurate and as groups, is as groups, may groups, is inadequate.
hensive. It is monitored and very detailed. It is accurate and detailed. It be superficial or
effectively. monitored well. is tracked over time. underdeveloped.
3.2.4 Use of assessment information to influence teaching, the curriculum and students’ progress
Assessment information Assessment information Assessment information Assessment information Assessment information Assessment information
is used skilfully and is used very effectively is used effectively to is used adequately to is not used adequately is not used to inform
effectively to influence to influence teaching influence teaching and inform teaching and to inform teaching or teaching or curriculum
teaching and the and the curriculum the curriculum in order curriculum planning in curriculum planning. planning and the needs
curriculum in order to in order to meet the to meet the learning order to meet the needs Consequently, the of students are not met.
meet the learning needs learning needs of all needs of all groups of of groups of students. needs of groups
of all groups of students groups of students students and enhance of students are not
and to optimise their and to enhance their their progress. adequately met.
progress. progress.
3.2.5 Teachers’ knowledge of and support for students’ learning
Teachers have in- Teachers have very Teachers have Teachers have Teachers have Teachers’ knowledge
depth knowledge good knowledge good knowledge reasonable knowledge insufficient knowledge of the strengths
of the strengths of the strengths of the strengths of the strengths of the strengths and weaknesses of
and weaknesses of and weaknesses of and weaknesses of and weaknesses of and weaknesses of students is very limited.
individual students. individual students. individual students. individual students. students. Students Students are given little
Teachers provide They provide They provide well- They provide some are not given enough challenge, support,
excellent personalised personalised challenge focused challenge, challenge, support, challenge, support, feedback or follow-up.
challenge and support. and support. Feedback support, feedback and feedback and follow- feedback or follow-up. They are not involved
Feedback to students to students is follow-up. Students up. Students are Students are rarely in assessing their own
is comprehensive and constructive. Students are usually involved in sometimes involved in involved in assessing learning.
constructive. Students are regularly involved assessing their own assessing their own their own learning.
are routinely involved in assessing their own learning. learning.
in assessing their own learning.
learning.

55
 United Arab Emirates
School Inspection Framework

The quality of assessment illustrated below • Teachers and school leaders make excellent use of both
would be evaluated as outstanding. formative and summative assessment. They use the analysis
of data to plan lessons, to modify the curriculum and to
• Internal assessment processes are consistent across the address the learning needs of all students. Individual targets
school. They provide valid, reliable and comprehensive are agreed with students so that they can improve their
information that is used to evaluate students’ progress against progress. When appropriate, parents are also involved in the
the school’s curriculum standards and expectations. The target setting.
information provides complete profiles of students’ academic
progress, and their personal and social development. • Teachers have thorough knowledge of individual students’
st re n gt h s and we a kn e sse s. They have e xce lle n t
• The school has a highly efficient process for comparing its understanding of how to use formative assessment
students’ achievement with that of students internationally. successfully in lessons. They understand the needs of
Test and examination results are compared with a variety of individuals and groups of students, including those with
appropriate international benchmarks. Assessment results special educational needs. Feedback and written comments
of individual subjects are analysed in detail. The analyses are to students following assessments and marking of their
used to identify different levels of performance in skills and books constructively, help students to know what, and how
knowledge. Levels of performance are compared internally to improve. Teachers are rigorous in checking how well
between subjects and phases, and externally with the students respond to their guidance. Students use objective
achievements of, and expectations for, students nationally criteria to evaluate their own and each other’s work and to
and internationally. identify their next steps in learning. Informal assessment
• Assessment information is analysed to identify strengths and during lessons through, for example, questioning by
weaknesses in students’ attainment and to identify trends. teachers, adds to the overall view of students’ achievement.
All assessment information is cross-checked for accuracy
and reliability with data from different sources. Whole-school
and individual targets are set, and students’ performance is
monitored to ensure students are meeting short, and long-
term targets.

56
 United Arab Emirates
School Inspection Framework

The quality of assessment illustrated below • Teachers and school leaders make effective use of formative
and summative assessment data in their lesson planning so
would be evaluated as good.
that the individual learning needs of most students are met.
• Internal assessment processes provide valid and reliable Although targets may not be set for all individual students,
information that is used to evaluate students’ progress teachers use assessment information to ensure that each
against the school’s curriculum standards. The information group has a good level of challenge at all times.
provides broad and valid measures of students’ academic
• Teachers are well aware of the individual strengths and
progress, and their personal and social development.
weaknesses of their students. They use formative assessment
• The school has efficient processes for comparing its students’ well in lessons. In their guidance for students and through the
performances with those of students internationally. Test marking of students’ work, they convey clear expectations
and examination results are compared with appropriate and provide helpful oral and written comments to promote
international benchmarks. Assessment results of individual learning. Teachers check whether or not students have
subjects are analysed to identify performance levels in skills responded to their advice. Students are usually involved in
and knowledge. Levels of performance are compared with planning their next steps in their learning.
the achievements of students nationally and internationally.
Although comparisons may not be broad based and varied,
they provide a helpful picture of performance.
• The school takes reasonable steps to ensure that information
from assessment is accurate. Analysis is carried out to identify
trends, patterns of attainment and individual progress, as
well as areas of concern. Comparisons between groups of
students are undertaken. The resulting information is routinely
shared among teachers so that they can evaluate their own
performance and decide how to re-focus their teaching.

57
 United Arab Emirates
School Inspection Framework

The quality of assessment illustrated below their own and other’s work is not a regular feature of the
would be evaluated as acceptable. school’s assessment procedures. They know the results of
assessments and understand the nature of their strengths
• The school carries out regular assessments of students’ and weaknesses. Teachers do not routinely check whether
attainment in the key subjects. The assessments are linked or not students have responded to feedback.
to the school’s curriculum and produce valid data about
students’ progress. The quality of assessment illustrated below is
unlikely to be acceptable.
• The school has a satisfactory process for comparing the
performance of students with those of students internationally. • Assessment of students’ progress is based solely on internal
Test and examination results are sometimes compared with tests.
international benchmarks, although sampling of students for
• Assessment data are inaccurate or have little validity.
benchmarking might not be full representative of the age-
group of the students. • Teachers have an inadequate knowledge of students’
individual achievements and their learning needs.
• The recording of assessment information is organised
efficiently. Some analysis is undertaken to identify broad • Teachers make little use of assessment information to modify
trends, patterns of attainment and individual progress. The their work.
resultant information is shared with the staff.
• Teachers give little feedback to students and they seldom
• Staff make some use of data analysis to plan lessons and to mark students’ work. Students may be unaware of the
adapt the curriculum to meet the needs of students but such results from assessments.
use may be inconsistent and/or at times, not every effective.
• Students may be given oral feedback on their work. Exercise
books are marked regularly but there may be few informative
comments about how to improve. Students’ evaluation of

58
 United Arab Emirates
School Inspection Framework

59
60