Today's Edition
MAYS IBRAHIM (ABU DHABI)
With centralised second-term exams removed for schools that follow the Ministry of Education (MoE) curriculum, students stand to benefit from a shift to a more continuous and holistic model of evaluation — a move that educators and parents say will reduce stress and foster deeper learning.
The new rule is part of the key preparations and development plans that the MoE has announced for the 2025–2026 academic year. In place of the second-term tests, schools now have to come up with their own summative assessments to measure student performance, marking a shift away from traditional high-pressure examinations.
Educators and parents have responded positively to the reform.
Komal Qureshi, a computer science teacher in Abu Dhabi, noted that centralised exams often place undue pressure on students to perform on a single day — something that doesn’t always reflect their true abilities or overall learning journey.
“Continuous assessments give us teachers the chance to recognise students’ growth because the assessments are ongoing,” she told Aletihad.
At their school, Qureshi said there are checkpoint 1 assessments, then a mid-term evaluation, followed by checkpoint 2 and finally an end-of-term exam.
“This layered approach ensures that progress is tracked throughout the year rather than judged on a single final performance.”
Qureshi added that ongoing assessments also provide a clearer picture of each student’s strengths.
Some students might struggle with coding early on but excel in later projects, while others shine in presentations or collaborative tasks, she explained.
“By using a mix of assessments, practical work, collaboration, and problem-solving, I get a much richer and fairer picture of their abilities, from logical thinking and creativity to teamwork and leadership skills that standard exams might miss,” Qureshi said.
Science teacher Mariam Hassan also believes continuous assessment is the way to go as it allows educators “to track progress more closely and provide support where it’s needed.”
“It encourages skills like problem-solving and analysis rather than rote memorisation,” she told Aletihad.
Parents like Fatima Al Marri welcomed the change as a step toward “more effective learning.”
“I think it’s great that the focus is now on understanding a child’s abilities rather than just memorising for exams,” she told Aletihad. “It feels like learning will be more meaningful.”
Ahmed Saeed, father of a 14-year-old, echoed her sentiment, “This approach could really reduce stress for our kids. I’m hopeful it will encourage them to explore their interests and think more critically.”
