Assessment and certification

We publish the rubric, because it is the honest thing to do.

Most programmes tell a school the children enjoyed themselves. We tell you what each child could do at the start of the year, what they can do now, and exactly how that judgement was made.

Quick answer

NASCA assesses every student twice a year on six parameters: concept, application, structure, development, programming and analytical skills, and presentation. Each parameter is scored on a published five-level scale across a written paper and a project presentation with live questions.

Scores are cumulative, and produce an annual marksheet, a report card and a level-based certificate.

Two assessments per cycle

Written assessment

The knowledge layer.

A multiple choice paper covering everything taught in the cycle. Every question is tagged to a sub-stream and a concept, so a weak result points at a specific topic rather than a vague feeling that the child is behind.

Project presentation

The capability layer.

The student demonstrates their build in the lab and takes live questions. This is where structure, development and presentation are judged, and where a copied project stops being a copied project inside ninety seconds.

The published standard

Six parameters

Every parameter carries a weight and a five-level descriptor set. Levels are written as behaviour, not adjectives, so two different facilitators reach the same score.

Concept

20%

Does the student understand the idea, not just the steps?

1. Emerging. Recalls a few terms with prompting.
2. Developing. Explains the idea in their own words with help.
3. Proficient. Explains the idea unaided and applies it to the set task.
4. Advanced. Connects the idea to other sub-streams and to earlier work.
5. Distinguished. Reasons about the limits of the idea and where it fails.

Application

20%

Can the student use the idea on a problem nobody solved for them?

1. Emerging. Follows the worked example only.
2. Developing. Adapts the example with support.
3. Proficient. Applies the method to a new, similar problem.
4. Advanced. Chooses between methods and justifies the choice.
5. Distinguished. Frames the problem themselves and defends the framing.

Structure

15%

Is the work organised, planned and documented?

1. Emerging. No visible plan. Work is assembled as it goes.
2. Developing. A basic plan exists but is not followed.
3. Proficient. Clear plan, followed, with a readable build log.
4. Advanced. Modular design with tested components and revision history.
5. Distinguished. Documentation another student could build from.

Development

15%

Does the thing actually work, and did it get better through iteration?

1. Emerging. Incomplete. Does not run or hold together.
2. Developing. Works occasionally, one path only.
3. Proficient. Works reliably for the intended case.
4. Advanced. Handles edge cases, refined across at least two iterations.
5. Distinguished. Robust, measured, and improved against its own data.

Programming and Analytical Skills

15%

Is the logic sound and the reasoning evidenced?

1. Emerging. Uses given blocks or code without changing them.
2. Developing. Modifies code, debugs with help.
3. Proficient. Writes working logic and debugs independently.
4. Advanced. Efficient, readable logic with reasoning from data.
5. Distinguished. Original algorithmic thinking and rigorous analysis.

Presentation

15%

Can they explain it, and hold up under questions?

1. Emerging. Reads from notes, limited eye contact.
2. Developing. Explains the build clearly with prompting.
3. Proficient. Structured explanation, answers questions confidently.
4. Advanced. Tailors the explanation to the audience, uses evidence.
5. Distinguished. Persuasive, evidence-led, defends the work under challenge.

The cycle

Bi-annual, cumulative, on the record.

Cycle one at the mid point of the academic year.
Cycle two at the end, covering the full year.
Scores accumulate rather than reset, so progression is visible.
An annual marksheet and report card go to the school and the parent.

Certification

Level based, and verifiable.

Level 5. Distinguished from 90%. Independent work of a standard we would show publicly.
Level 4. Advanced from 75%. Consistently beyond the taught brief.
Level 3. Proficient from 60%. Meets the year standard across all six parameters.
Level 2. Developing from 45%. Meets it in parts, with support in others.
Level 1. Emerging from 0%. Early in the progression. Continues with targeted support.

Certificates carry an ID that anyone can check on our verification page.

Want to see what this looks like on paper for one child, across a full year?

Open the rubric explorer See the sample report card

Questions we get asked

How does NASCA assess students?

Two assessments in each cycle. A written multiple choice paper covering the concepts taught, and a project presentation with live questions in the lab. Both are scored on the same six parameters.

What are the six assessment parameters?

Concept, Application, Structure, Development, Programming and Analytical Skills, and Presentation. Each is scored on a five-level scale with published descriptors.

How often are students assessed?

Bi-annually. Scores are cumulative across the year and produce an annual marksheet, a report card and a level-based certificate.

Is the rubric public?

Yes. The full five-level descriptor set for all six parameters is published on this page. A school can read exactly how a child is marked before signing anything.