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Our Aim


Education aims at making children capable of becoming responsible, productive and useful members of a society.

Knowledge, skills and attitudes are built through learning experiences and opportunities created for learners in school. It is in the classroom that learners can analyze and evaluate their experiences, learn to doubt, to question, to investigate and to think independently.

The aim of education simultaneously reflects the current needs and aspirations of a society as well as its lasting values and human ideals. At any given time and place it can be called the contemporary and contextual articulations of broad and lasting human aspirations and values.

Key Features


Provides a framework of knowledge and capabilities.


Scholastic Assessment program helps student to perform for areas like assignments,projects,elocution,quiz,competition,debats,group activities,club activities & Research.


Co-scholastic Assessment prorgam helps student to improve their thinking,social & emotional skills.


Formative assessment is taken with flexible timings.


Summative assessment is in form of written which contains objective types,short answer and long answers and it will taken at end of term.


Place of Evaluation in the Curriculum


A curriculum is what constitutes a total teaching-learning program comprising of overall aims, syllabus, materials, methods and assessment.

In short it provides a framework of knowledge and capabilities, seen as appropriate to a particular level.

Evaluation not only measures the progress and achievement of the learners but also the effectiveness of the teaching materials and methods used for transaction.

Hence, evaluation should be viewed as a component of curriculum with the twin purpose of effective delivery and further improvement in the teaching learning process.


The Assessment


In order to implement Continuous and Comprehensive Evaluation, both Scholastic and Co-Scholastic aspects need to be given due recognition.Such a holistic assessment requires maintaining an ongoing and comprehensive profile for each learner that is honest, encouraging and discreet.

While teachers frequently reflect, plan and implement remedial strategies, the child's ability to retain and articulate what has been learned over a period of time also requires periodic assessment. These assessments can take many forms but all of them should be as comprehensive and discreet as possible. Weekly, fortnightly, or quarterly reviews (depending on the learning area), that do not openly compare one learner with another are generally recommended to promote and enhance not just learning and retention among children, but their soft skills as well.

Scholastic Assessment


The objectives of the Scholastic domain are:-

  • The Desirable behaviour related to the learner's knowledge, understanding, application, evaluation, analysis, and creating the ability to apply it in an unfamiliar situation.

  • To improve the teaching learning process, Assessment should be both Formative and Summative.


Co-Scholastic Assessment


The objectives of the Co-Scholastic domain is:-

  • The desirable behaviour related to learner's life skills, attitudes, interests, values, co-curricular activities and physical health are described as skills to be acquired in co-scholastic domain.


Comprehensive evaluation would necessitate the use of a variety of tools and techniques. This will be so because both different and specific areas of learner's growth can be evaluated through certain special techniques.


DPSI Tema, Ghana

Affiliated to CBSE and IGCSE and is run by DELHI PUBLIC SCHOOL SOCIETY, New Delhi registered under the Society's act.



Community 25,Tema,GHANA
+233 556620540,+233 54 4353200


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