Schools in the UAE have embarked on the new academic year with a renewed emphasis on personalized learning, aiming to recognize each student’s strengths and challenges from the outset.
Both public and private institutions adhering to the Ministry of Education (MoE) curriculum have initiated a novel diagnostic assessment system. This system is crafted to identify learning gaps early on, enabling teachers to tailor lessons to meet individual needs.
The newly introduced system merges classroom-based evaluations across all subjects with centralized diagnostic exams in Arabic, English, and Mathematics. The initial phase will involve approximately 26,000 students in Grades 4 to 11.
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New guidelines and weightings
Under this new model, the assessment distribution and weighting will differ by grade:
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Grades 1–2: 100% school-based evaluation, reflecting the developmental needs of young learners.
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Grade 3: 50% school-based evaluation and 50% centralized assessments, with term weightings: 35% for the first and third terms; lower for the shorter second term.
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Cycle 2: 50% centralized assessments, 40% formative assessments, and 10% activity-based evaluation. Term weightings: 35% for the first and third terms, 30% for the second.
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Cycle 3: 60% centralized assessments, with term weightings of 40% for the first and third terms, and 20% for the second.
Gaining a clearer understanding
School leaders explained to Khaleej Times that this initiative aims to provide teachers with a clearer understanding of each student’s learning level from the beginning, rather than waiting for end-of-term results.
Shiny Davison, Principal of Woodlem Park School Hamidiya, noted that her school has been preparing to smoothly integrate the framework into their academic schedule.
“We have taken steps to implement the Ministry of Education’s new diagnostic assessment guidelines,” she stated. “The assessment schedule has been thoughtfully embedded within the first weeks of the academic year to ensure smooth execution alongside the teaching timetable.”
Davison highlighted that teachers have been trained in assessment administration and data analysis to fully leverage the results.
“After the assessments, subject and grade-level teams will systematically review the diagnostic data to pinpoint learning gaps and strengths. Based on these findings, differentiated instruction, targeted intervention programs, and remedial support sessions will be introduced to cater to individual student needs,” she explained.
Parents, she added, will be regularly informed of their child’s progress.
“This structured approach ensures that teaching and learning are responsive, data-driven, and focused on enhancing overall student achievement.”
Assessments ingrained in school culture
For some schools, diagnostic testing is already a well-established aspect of their teaching methodology.
Natalia Svetenok, Principal of Woodlem British School, Ajman, noted,
“Diagnostic assessments have always been part of our reflective practice culture. This year, with the Ministry’s new framework, we’ve refined our process — aligning timelines, tools, and analysis with national standards in Arabic, English, and Mathematics.”
She added that early insights are critical for shaping instruction.
“Early diagnostic data guides teaching from day one, helping teachers identify learning gaps, personalize support, and maximize potential. Teachers work together to transform insights into action, ensuring every learner begins the year seen, supported, and set up for success.”
