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Instruction & Assessment


The International Community School of Addis Ababa, Ethiopia uses a standards-based, inquiry-oriented pedagogical approach to instruction.

At its very heart, inquiry is about thinking--thinking in order to make meaning. To accomplish this students are taught to ask questions, reflect, critically research and analyze information, and problem solve. This approach to learning not only promotes a curriculum that strives to explicitly teach the thinking process, but it slao promotes student choice, self-direction, and responsibility.

ICS employs a range of current, research-based instructional approaches, strategies and tools in order to meet the social, emotional, and academic needs of all students.



Our assessment and grading practices are designed to create optimal conditions for student learning. Teachers work in partnership with students to enable them to demonstrate what they have learned, assess their progress, identify next steps and specify strategies to maximize student potential. We use a balanced a approach that includes diagnostic, formative and summative assessments. Our varied assessment practices and strategies include authentic performance tasks enabling students to transfer acquired knowledge and skills into the real world.

Using data driven instruction, teachers at ICS, collect and analyze various streams of data to improve student learning and performance. The standards and benchmarks, assessments and grading practices are communicated to students, parents, and the community. 

Click HERE for our Assessment Policy