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Our Grading Criteria

At the Dār al-ʿUlūm al-Imām Muḥammad Ādam al-Islāmiyyah, we strive to maintain academic robustness within our pupils. To achieve this, a robust assessment system is in place which is inclusive of four categories of educational assessment: formative, interim, summative, and character based. Formative assessment guides learning. Interim assessment guides and tracks learning. Summative assessment certifies learning.

Formative Assessment

This helps our tutors guide the learning process; it provides students clear, actionable feedback that has an explicit connection to an instructional unit and models of what success looks like. Formative assessment consists of many kinds of strategies, such as student work, observations, well-crafted questions (and their answers), and classroom discussion designed to elicit evidence of pupil knowledge.

Interim Assessment

This serves to inform instruction by tracking and guiding learning. Interim assessment is the only type of assessment that can provide our tutors with data for instructional, predictive, and evaluative purposes. It is used to gather information about the teaching and learning process. Interim assessment can also be formally used to directly guide instruction. Kinds of information garnered through interim assessment include student growth data; effective teaching practices, programmes, and initiatives; individualized instructional needs; and benchmarking. Educators can use interim assessment to guide instruction.

Summative Assessment

This helps identify what students have learned and can contribute to programmatic decisions. Since summative assessment happens at the end of the year, the data is more evaluative than instructional and plays a key role at the administrative level in planning curricula, determining professional development, and identifying needed resources. Various assessment instruments fall in this category, including research reports, oral examinations, portfolios, performance tasks and end-of-Year Exam.

Character Based Assessment

This assessment is observed throughout the academic year based on a pupils punctuality, self discipline, meeting of deadlines, dedication and commitment to the journey of knowledge. Pupils esoteric reformation (tarbīyah wa tazkīyah) and progression is at the heart of this assessment. Failure to pass these termly assessments withholds entry onto the next stage.

Degree classifications

The Dār al-ʿUlūm uses a 100-point scale for reporting marks across all subjects.

The Dār al-ʿUlūm al-Imām Muḥammad Ādam al-Islāmiyyah degree classifications are as follows:

• ❖Exceptional (الشرف) - 90% and above
• ❖Outstanding (الممتاز) - 80% to 89%
• ❖Excellent(جيد جدا) - 70% to 79%
• ❖Good (جيد) - 60% to 69%
• ❖Satisfactory (مقبول) - 50% to 59%
• ❖Inadequate (راسب) - 49% and below

The above grading is exclusive of the character based assessment which is graded with description of distinction, merit or inadequate.