Assessment of Literature in CGS

In Crescent Girls’, assessment tend to be structured more towards collaborative work such as a filming project that the secondary 3 girls are doing for Chrysalids. This takes more weightage as compared to the traditional form of timed assignment for unseen prose/poetry. Such is generally due to the culture of the school that places importance on development of concepts and mastery of content through collaborative work where the girls are in charge of their own learning. However, timed assignment as that mentioned earlier do exist but it is more towards crafting answering skills of the girls more than using assessment as a measurement for learning and mastery of content etc. Although this can be an interesting tool to cultivate interest for the subject as a whole, the lack of exam skills in particular answering technique does pose a problem for the teachers who often find that the girls are unable to score despite having the relevant content and points.  

As for the lower secondary level, assessment of literature takes form in a much much interesting light where the girls come up with creative pieces etc and have them performed either during class, workshops such as storytelling workshops and other school events. Assessment of literature thus focuses on the appreciation more than anything else.