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Assessment & Examinations
Records of Achievement

Record of Achievements in Government Schools


 In 1999, the Ministry's National Curriculum Committee agreed that the prime requirement is for the S4 students to have a record of attainment such that, if they choose to leave school at the end of S4, they have a full record of their work, attainments and experiences. This should include samples of their technical studies work and records of their experience, in preparation for interview. It was agreed that a model student record needs to be developed. Hence, in the same year, the then Education Planning Division in the Ministry of Education was tasked with the setting up of an RoA committee (which comprised various stake-holders in education e.g. schools, NIE and the Polytechnic) to work towards setting up such a system. Work began by examining different models and samples from several sources, namely from England and Wales to come up with a model suited for our school system. After several years of trials, consultations, evaluations and modifications of plans, RoA was finally introduced in 2005, at the level of S4/S5. It was done In line with the Education Act 2004 and, as part of the review of the National Assessment and reporting system, to coincide with the broad principles of curriculum and assessment laid down in the Policy Statement Education for a learning society (2000) and the National Curriculum Framework (2001). 


Each student at the secondary level should have an active RoA file whereby he/she will be recording his/her achievements as he/she progresses across secondary.

Make such RoA files available on the different Placement Boards of post-secondary institutions to assist them in their decision-making and placement work.

Make available adequate information on a learners achievement to facilitate informed decision-making by interested parties; information that gives a broad picture of the a student's achievements upon exiting secondary. 


The RoA system seeks to help in the organization and delivery of learning experience and should:

encourage record-keeping and teachers to better know their students by making provision for subject teachers to keep a record of their students' progress throughout the year. More reliable and informative reporting ensues from that. Along this line, subject teachers report on the different components of their respective subject rather than in a general sense e.g. reading, writing, listening and speaking in English.

encourage emphasis to be made on teaching for the formation of students rather than teaching for examinations. Here the focus is on formative assessment and teaching in the form of providing students with varied pieces of continuous assessment and acting on feedback that they yield.

  • encourage students to play an active role in both their learning and personal and social development; the focus being on the development of a record as positive as possible so that its usefulness for future purposes is ooptimized.


Implementation over the years 

 Ongoing monitoring of the system by members of the RoA committee whereby each member is assigned to a school for a period of 2 years and report to the committee in its meetings.

    •  RoA committee meets at least once a term and when necessary, and functions vis a vis a terms of reference. It discusses outcomes of schools monitoring and decides

      course of actions to assist schools and to
      ensure continuity and improvement of standard of implementation over time.

    • Surveys of students and teachers are carried out from time to time on their perception of RoA.

    • Annual survey of Placement board panels regarding relevance , usefulness and the quality of RoA files submitted to them.
    • Amendments to documents and procedures are carried out from time to time to respond to emerging curriculum and assessment needs.

    • Benefits/Outcomes

This system of Record of Achievements will provide each student with an accurate and sustained record of positive achievements, keyed to specified learning objectives and other notable achievements from outside the school setting. It will accompany the learner throughout his/her school career, and provide meaningful evidence of achievements to parents, employers, training and educational institutions.

In sum, it:

    • tells people about a students achievement.

    • tells people about the achievements a student might otherwise have forgotten.

    • gives a broad view of a student as a person.

    • helps the student to keep an up to date record of their achievements and pinpoint areas where he/she might need support or have extra learning requirements.

    • helps a student to assess himself/herself and work out their strengths and weaknesses and, through action planning, indicate areas which might need working on.

    • Acts as a motivator of students in terms of building a good file of achievements.

    • Acts as an employment/interview tool for students.

    • is a professional looking document in which to keep evidence of a students successes (loose certificates and pieces of paper which may be needed later tend to get lost over time).

    • Stimulates teaching and learning and parental involvement.


Features of the RoA file 

It contains:

    • Personal Details and the statement of the student

    • End of year reports for all the subjects of the curriculum that the student is following.

    • Certificates and attestations
      PSQ (Personal & Social Quality) form to be filled in by each subject teacher and average out for each quality e.g. Meeting deadlines, works well in a team etc.

      Features of the End of Year Report card

It is filled in and made available to parents at the end of the year but the school organises for parents to come to school on a termly basis, in e.g. Open Days to discuss the performance of the student; the teacher using his/her mark book in this process.

A space for the student and parent to comment and sign towards the end of each term is provided. It is optional for parents to write comments though.
There is Expected Standard of Performance for the year level (S1-S3) so that the student as well as the parent know the position of the student generally vis a vis the objectives/work done in the year.