Under the DHS-BSP, students are assessed holistically through formative and summative assessments. The latter emphasizes knowledge acquisition and reproduction in a time-trial environment, and is more relevant to subjects like the literary component of H2 CLL and H2 EL. Formative assessments, on the other hand, are more widely used in subjects like the JH Language Arts, Bilingual Programme, as well as the JH Appreciation of Chinese Culture. Through formative assessment, students are given customized guidance over a period of time to complete a task-based assignment, and are assessed for their performance during the process on top of the end product.

H2 CSC students are also required to submit a 4000-character Independent Research Essay as part of their A level examination requirements, accounting for 30% of the results. Students begin their preparation in the early stages of Year 5, and are closely monitored and guided by their CSC tutors until the submission of the essay in September the following year.

德明双文化课程通过形成性评估与总结性评估等方式对学生进行综合评估与考核。总结性评估的使用，大多对于学术性质要求较高，如英文文学、华文文学以及中国通识等，多见于高年级应考准备中。总之，总结性评估是考核学生对重要概念的灵活分析与应用的重要方法。形成性评估则以专题作业、小组汇报的形式，多见于低年级以及深广性质较强的科目，如英文文艺、中华文史鉴赏、双语课程等等。

根据H2中国通识考试要求，应考学生需要就当代中国的政治、经济、社会状况完成一篇4000字的独立研习论文。论文的撰写在高一上半年开展，至高二下半年呈交考评局，全程由中国通识老师密切监督与指导。独立研习论文的撰写，在很大程度上反映了形成性评估与总结性评估的结合，对于学生乃是极大的学术性挑战。