aics whole school assessment policy

AICS WHOLE SCHOOL ASSESSMENT POLICY

Reference:AICSWholeSchoolAssessmentPolicy|Author:AssessmentPolicyCommittee|DateLastRevised:15December2018SubmittedtoCouncil:19January2019 of25

Contents AICSMission....................................................................................................................................................................1

AICSVision.......................................................................................................................................................................1

AICSValues.......................................................................................................................................................................2

IBOMissionStatement................................................................................................................................................2

TheLearningLenses....................................................................................................................................................2

AICSAssessmentPhilosophy...................................................................................................................................3

1. Purposesofassessment...............................................................................................................................4

2. Internal and external assessm ent..........................................................................................4

3. Assessm ent strategies......................................................................................................................4

4. Assessm ent tools...................................................................................................................................5

5. Sum m ative assessm ent of group w ork .............................................................................5

6. Reporting ........................................................................................................................................................5

7. H om e learning and independent study at school....................................................6

8. AssessmentinSecondarySchool–MYPandDP..............................................................................6

9.RelevantdocumentsandConsulted(C)Documents............................................................................14

10 Disseminatingunderstandingandmakingthepolicyavailable............................................14

11 Reviewcycleandfutureresearch........................................................................................................15

WorksCited...................................................................................................................................................................16

WorksConsulted........................................................................................................................................................17

AICS M ission

Tofacilitatehighquality,accessible,community‐based,internationallearningforstudentsofallnationalitieslivingintheNetherlands.

AICS Vision

Tobeacommunitywherelearningisattheheartofeverythingwedo.



AICS Values

DiversityCommunityIntegrityInquiry

IBO M ission Statem ent

TheAICSvaluesinformallpracticeswithintheschoolandarealignedwiththeIBOMissionStatement:

The International Baccalaureate aims to develop inquiring, knowledgeable and caring young people who help to create a better and more peaceful world through intercultural understanding and respect. To this end, the organization works with schools, governments and international organizations to develop challenging programmes of international education and rigorous assessment. These programmes encourage students across the world to become active, compassionate and lifelong learners who understand that other people, with their differences, can also be right. (IBO, 2008).

The Learning Lenses

TheMission,VisionandValuesstatementsformthephilosophicalbasisofallactivityattheAICS.TheycanbesynthesisedintothreeLearningLenses:

Concepts Creativity Compassion

Theselensesinturnhaveaspects,whichareexplainedintheAICSCurriculumGuide:



(AICS Curriculum Guide 2011‐12)

Concepts,CreativityandCompassioncaptureourcorevaluesbylinkingusbacktotheIBmission;wepracticethisthroughinquiry‐basedlearning.ConceptsConceptsareconstructscreatedfromsynthesisofabstractedideasthroughandinalignmentwithcriticalthinking.CreativityCreativityistheabilitytosynthesisenewideas.CompassionCompassionistheinterplayoftheaffectiveandcognitivedomains.

AICS A ssessm ent Philosophy

AssessmentattheAICSisadynamic,ongoingprocessthatevaluatestheconceptual,creativeandcompassionatedevelopmentofthechild,guidesteachersandinformstheprogrammestheyteach.Weaimtohelpourstudentstoengagewiththeinterplayoftheiraffectiveandcognitiveevolutionandtoprogresstoahigher,moreindependentlevel.Thisprocessentailsthedevelopmentofconceptsfromtheabstracttotheconcreteandthecreationofnewrelationsandpatterns.

CONCEPTS•Discovery•Transdisciplinarity•Abstract to Concrete

CREATIVITY•Critical Thinking•Dialectical Synthesis•Discovery

COMPASSION•Community•Diversity•Integrity

Inquiry-based Learning



1. Purposes of assessm ent

1.1 Assessmentismeaningfulwhenitanchorslearninginarelevantcontexthelpingstudentstocreatealinkintheirmindsbetweentheirstudiesandreal‐worldissues.

1.2 Assessmentsconsistofbothformativeandsummativeassessment.a.Formativeassessmentinformsthestudentsandteachersofthestudent’sprogressandfurtherinformstheteachingandlearning.b.Summativeassessmentidentifiesastageinthestudentslearning.

1.3 Inordertomaximizelearning,assessmentmustbeaccompaniedwithtimelyfeedback.

1.4 Internalassessmentislinkedtoexternalassessment(e.g.PIM/PIE/CATintheprimaryschool;CATinMYP1andMYP4;e‐assessmentsandexamsinMYP5andDP2respectively)asastrategytomonitorandimprovethesuccessratesofstudents.

2. Internal and external assessm ent

2.1 Internalsummativeassessment(e.g.schoolreport)andexternalsummativeassessment(e.g.standardisedtests)identifyastageinthelearningofstudents.SecondarySchoolreportsandIBassessmentsdonothaveanormdistribution.

3. A ssessm ent strategies

3.1 Teachersarerequiredtouseavarietyoftasksandlensestoassessconceptualunderstanding(i.e.whetherthestudentsreallyunderstood).

3.2 Assessmentenvironmentsaresafe,supportive,andwelcomingenvironments,helpingstudentstodevelopconfidenceandaloveoflearning.

3.3 Assessmentresultsarelinkedtospecifiedcriteriadescriptorsandlevelsofachievementandtheyareinformedbyevidenceandguidedbyprofessionaljudgement.

3.4 Assessmentofconceptsisstructuredcohesivelyandlinkedtothehorizontalandverticalarticulationoftheprogrammes.

3.5 Wheremorethanoneteacherisinvolvedinassessmentataparticularlevel,assessmentsaredesignedcollaboratively.

3.6 Teachersengageinstandardisationofassessment;forMYPandDPstandardisationsessionsarescheduledthroughouttheyearduringallocatedmeetingtimes.



4. A ssessm ent tools

4.1 Assessmentforinquiry‐basedlearningconsistsofproblemsolving;project‐basedlearning;criterionreferencing;developmentaltracking;analysis;research;application;modelling;andcommunicationshowingunderstanding.

4.2 Formativeassessmenttasksconsistofavarietyofformalandinformaltasksincluding,self‐evaluation,peerreviewandteacherfeedbackaswellasanyothertoolsthatareactivelyusedtoimprovestudentlearningbyeitherthestudentortheteacher.Inaddition,formativeassessmentsmayservetomakethestudentsgainbetterunderstandingoftheirownperformance.Teachersshouldkeeparecordofformativeassessments.

5. Sum m ative assessm ent of group w ork 5.1 Theschoolhighlyvaluesgroupworkandthecollaborativeskillsthestudents

developthroughthis.Forsummativeassessmentpurposes,eachindividualstudent’sinputneedstobeassessedindividually.Therefore,groupworkisassessedonindividualachievement.(InternationalBaccalaureateOrganization85)

6. Reporting

6.1 Reportingtakesplaceatspecifiedmomentsduringtheyear.Itexplainstheformativejourneyofthestudentandidentifiesthestagethestudenthasreachedacrossthecourseofstudy.

6.2Reportsindicatemostaccuratedemonstrationofstudentperformance.6.3 ForMYPandDPstudentsonly

i.Thereportgradesstrivetoreflectassessmentofthewholecourse,MYPorDP.ii.Thereportincludesthestudents’self‐reflectionontheterm.iii.ThereportwillindicateprogresswithregardstotheApproachestoLearningSkills.Foradditionalinformation,pleaseseetheTeachersHandbookandStudentsHandbook.

6.4 ForMYPstudentsi.Allcriteriaandallstrandswillhavebeenassessedtwicebytheendoftheschoolyear.ii.Attheendofthefirstterm,allcriteriawillhavebeenassessedonce,butmaynotincorporateallstrandsandassuch,thegradesareanestimateofperformance.iii.Attheendofthesecondterm,allcriteriastrandswillhavebeenassessedonceandthereforethefinalcriteriongradesareindicativeofachievement.(InternationalBaccalaureateOrganization82)iv.ReportgradesawardedintheMYPwillbedeterminedusingthebest‐fitmethod.Thebest‐fitmethodisdeterminedbytheteacher



usinghisorherprofessionaljudgementinconjunctionwithevidencefromthestudents’summativeassessments,inordertodeterminethedescriptorthatbestfitsthestudents’ability.Forexamplesofapplication,pleaseseetheCaseStudiesinAppendixA.

6.5.ForDPstudentsi.Thereportgradeshouldreflectthestudents’abilityatthatpointintime,applyingthelatestavailableMayexamsessiongradeboundariespublishedbytheIB.ii.Assessmentresultsshouldaimtoreflectthestudent’sabilityofthewholecourse.Forsomesubjectsthiswillmeanthatassessmentsarecumulative.ThenatureoftheDPcoursescanvaryconsiderablyandthuseachsubjectareawillprovideanoverviewofthegradingprocesswhichwillbeincludedintheProgrammeofAssessmentsandExaminationswhichneedstobesubmittedtotheDutchInspectorateby1October.

7. H om e learning and independent study at school1 7.1 Theaimofhomelearningandindependentstudyistoenhanceandconsolidate

studentlearning;thisshouldbemeaningfulandkepttoaminimum.7.2 Teachersareencouragedtousehomelearningopportunitiestosuggestand

encourageextensionactivities.7.3 Teachersarealsoencouragedtousehomelearningopportunitiestoengage

studentsinusingtransferskills. SeeAppendixBforourHome‐LearningandIndependentStudypolicyinthe

SecondarySchool.

8. A ssessm ent in Secondary School – M YP and DP

8.1. Summativeassessmenti.SummativeassessmentsareplannedandindicatedinManagebac,gradesarerecordedinManagebac,andfeedbackisprovidedtothestudentsbytheteacherii.Studentsareassessedontheirlanguage,onlywhenthisisexplicitintheassessmentcriteria;alsoseesection8.4Languageandassessment,

1WearecurrentlydevelopingaHome‐learningandIndependentStudypolicy,thedocumentofintenthasbeenaddedasAppendixB.Thisstillrequirestransposingintoapracticalandworkablesolution.



formoreinformationpleaseseeAICSLanguagePolicy,MYPPrinciplesintoPracticeandthespecificsubjectguide(s).iii.DPteachersfollowthegradingcriteriamodelsfortheirrespectivesubjects.iv.DPstudentsreceiveaProgrammeofAssessmentsandExaminations,whichincludesalltheformalinformationregardingDiplomaProgrammeassessments,anoverviewofthevariousassessmentspersubjectandacalendaroverviewofallmajorassessmentdeadlinesinaccordancewithDutchGovernmentregulationsandIBOrequirements,includingaform,whichmustbesignedandreturned.v.MYP5studentswillreceiveapackageincludinganassessmentcalendar,alltherelevantmaterialfortheportfolios,ande‐assessments,includingaform,whichmustbesignedandreturned.vi.MYP1‐4studentswillreceiveanassessmentcalendarshowingtheirassessmentdates.2vii.SummativeassessmentsareassessedfollowingaCriterion‐relatedapproach.Acriterionrelatedapproachmeansthatamarkcanbeawardedifmostdescriptionsofaparticularbandhavebeenmet.viii.Allsummativeassessmenttasksmustaddresssubjectobjectivesix.Teachersshouldstrivetoprovidetask‐specificclarificationsfortheassessmentsx.IntheeventthatastudentisabsentorfailstosubmitasummativeassessmenttheProceduresregardinginsufficientprogressandmisseddeadlines(seeAppendixC)willbefollowed.xi.Noassessmentsmaybesettheweekprecedingatestweek,preliminarysessionexamore‐assessmentsession.xii.Nosummativeassessmentsduedatemaybesetduringtheholidaysorthedayimmediatelyaftertheholidays.xiii.DP1studentsallowedtotakearetestattheendoftheschoolyearwilldosoaccordingtoReportProtocol,twodaysafterthereportmeeting.Ix.AllstudentshavetheresponsibilitytocompletealltheirassessmentsincludingthePersonalproject,TOKandExtendedEssay.Foradditionalinformation,pleaserefertothepromotioncriteriaintheSchoolGuide.

8.2.Resultsi.Allsummativeassessmentsaremarkedandreturnedwithin10workingdays(i.e.MondaytoFriday,irrespectiveofwhichdaysteacherswork),gradesaresubmittedonManagebacperassignment.

8.3.Formativeassessmentsi.Teachersareencouragedtousearangeofformativeassessmentstrategies;thesewillvaryaccordingtothesubjectandthepreferencesoftheteachersandstudents.

2Thispracticewilltakeplaceforthefirsttimein2018‐2019andwillneedtobemonitoredclosely



ii.Allformativeassessmentpracticeswillbeactivelyusedtoimproveteachingand/orlearning.iii.Someformativeassessmentpracticesmustinvolvepeerandself‐reflection.iv.SomeformativeassessmentsshouldhelpthedevelopmentofparticularApproachestoLearningSkills.v.Formativeassessmentsshouldenablestudentstoimprovetheirownunderstandingoftheirpersonaldevelopment.vi.Feedbackgivenonformativeassessmentsmustbetimelyandmeaningful.vii.ThegoalsandobjectivesforformativeassessmentmustbeindicatedintheUnitPlans.

8.4Languageandassessmenti.Studentswilltakepartinthelanguagecoursesavailableinthestructuredcurriculumthatoffertheappropriatelevelofchallengeandwillbeassessedaccordingly.PleaserefertoourLanguagePolicyforfurtherinformation.ii.Studentsengagedinlanguagelearningasextra‐curricularactivitiesshouldapplyServiceorCASlearningoutcomeswhereapplicable.iii.DPstudentsfollowingtheSchoolSupportedSelf‐taughtLanguageoptionandGroup1languageprogrammesnotofferedatschoolwillneedtomeettherequirementsattheendoftheacademicyear.ThepromotioncriteriaareoutlinedintheSchoolGuideapply.

8.5 AssessmentforELIPstudentsi.ThevisionforourstudentswithlittletonoEnglishistoincludetheminallaspectsoflearningandeverydayschoollife.ii. Guidelines ELIPlessonsaimtousethesubjects’content(wherepossible)aspartoftheELIPcurriculum.

SubjectteachersandELIPteachersneedtocommunicateinordertoclarifytheELIPstudents’learningexpectations.

Awell‐maintaineddialoguebetweenhomeandschoolneedstobemaintainedinordertosupportthestudentsintheiracquisitionoftheEnglishlanguagealsooutsideschoolhours.

StudentswiththesamebestlanguagewillbecoupledtoaidEnglishlanguageacquisition.

iii.Timeline&actions Theentry/transition/exittermsreferto3‐monthsblocksthatmaycoincidewiththeschoolterms.

iv. Entryterm StudentsattendtheELIPclassfor3months. Studentsattendtheirnormalclassesasmuchaspossible. Subjectteacherssimplifytheunittasksifpossible.Forexample,theymayofferthestudentssimplifiedtexts,imagesinsteadoftextortextinthestudents’bestlanguage.



Studentsparticipateintheassessmenttasks,buttheyonlyreceivewritten/oralcommentsandnotgrades.

StudentsdonotreceiveanyLoCs. Inthereportcard,thereareonlysubjectcomments.Ifthecommentsarerepetitive,thementormightdecidetosummarizethemandwriteageneralcomment.

Everymonth,theparentsreceiveashortmentorupdatewithteachers’recommendationsforsupportingthestudentlearningathome.

v.Transitionterm StudentsexitELIPandentertheappropriateLAphase. Studentsattendalltheclasses. Studentskeepreceivingtaskswithsimplifiedlanguage/visualaids/intheirbestlanguageifpossible.

Individualteachersdecidewhetherstudentsarereadytoparticipateinthemainstreamassessmentortheyshouldstillreceivecomments.

Reportcardsmightbeacombinationofcommentsandgrades. StudentsreceiveLoCsonlyiftheyparticipateinthemainstreamassessmentofaparticularsubject.

Theparentsreceiveashortmentorupdatewithteachers’recommendationsforsupportingthestudentlearningathomeeverymonth.

vi.Exitterm Thestudentsattendallclassesandfullyparticipateinthemainstreamassessment.

Thementorkeepsanopencommunicationwiththeparents.Alevel1‐2inasubjectcanbethestartingpoint(andnottheend)ofthedevelopmentalprocess.

Onlytheexittermassessmentwillbeusedforpromotionorotherdecisions.

AnyissuesrelatedtoEnglishlanguagedevelopmentduringthistermwillbediscussedwiththementor,andtheSSTteam.Theseteamswillsuggestactionsandemployinterventions.

8.6Studentsnewtotheschooli.Newstudentswillbeassessedinthesamemannerasexistingstudents

a.ForMYPstudents,finalgradeswillonlybeawardedonceallthestrandsofacriterionhavebeenassessed.

ii.SpecialaccommodationsaremadeforMYPstudentswithminimallevelsofEnglishfollowingtheELIPprogrammeorjustemergingfromtheELIPprogrammepleaseseethesection8.5ELIPAssessmentforadditionalinformation.



iii.StudentscomingintotheDPfromnon‐MYPschoolswillbegivenaMathsandEnglishplacementtestinordertodeterminetheappropriateentrylevel.StudentswithanIBbackgroundwillalsobeexpectedtotaketheMathsplacementtest.

8.7Inclusiveassessmentarrangements i.Inparticularsituations,assessmentneedsofindividualstudentscanbeaccommodated(e.g.extratime,useofalaptopetc.).Theinternalassessmentsarrangementsareoutlinedinthestudents’IEPandcanberequestedthroughtheSSTsupportteam.Pleasereferto(AppendixXfortheprocesstorequestinternalassessmentarrangementsforMYP5–DP2,currentlyunderconstruction).ii.Reasonableadjustmentsmaybemadetotheassessmentprocessforin‐classtestingofstudentswithInternalAssessmentArrangementsfollowingtheguidelinesinthestudent’sIndividualEducationPlan(IEP).Theconditions,irrespectiveoftheInternalAssessmentArrangementsareasfollows:thelearningoutcomesmaynotbechanged;thestudentshouldnotbeplacedatanunfairadvantageordisadvantage.Theteacherwillusehisorherprofessionaljudgementtodeterminethebestcourseofaction.Incaseofdoubt,oneoftheIBCoordinatorsmaybeconsulted.(InternationalBaccalaureateOrganization85)iii.Inmostcases,forassignmentsrequiringcompletionoutsideofclasstime,noextratimewillbeallocated(e.g.essays,PersonalProject).Intheeventthatthisisconsiderednecessary,theIBcoordinatormustbeconsulted.iv.Whileinclusiveassessmentarrangementscanbemadeforstudentsinparticularsituations,thelearningoutcomesmaynotbemodified.Unfortunately,weareunabletoaccommodatestudentswithlearningdiversityneedsthatrequiremodificationofthelearningoutcomes.

8.8Managebaci.AllsummativeassessmentsforbothMYPandDPareplannedonManagebac;thelatestadeadlinemaybesetonanygivendayis20.00.ChangestoassessmentdatesmayonlybemadeindirectconsultationwithanIBcoordinator.ii.AllgradesforsummativeassignmentsarerecordedinManagebacforbothMYPandDP.iii.SummativeAssignmentsonManagebacmustindicatethefollowing: approximationoftimetobespentonanassignment thesubject theteacher natureoftheassignment Theappropriatecolourcode(seeappendix2). (Foradditionalinformation,pleaserefertotheManagebacInstructions.)



iv.ForEE,PP,CAS,Service,TOK,progressisindicatedandupdatedregularlyonManagebac.v.StudentsmustuploadtherelevantdocumentstoManagebacasinstructed.vi.Uploadingcorruptedand/oremptyfilesisunacceptable.PleaserefertotheAcademicHonestyPolicyfortheprocedureconcerningcorruptedfiles.

8.9.Newandin‐serviceteachersi.Newteacherswillbefamiliarisedwiththeschool’sandIBassessmentpracticesduringtheirinductionprogramme.Foradditionalinformation,pleaserefertotheAICSInductionManual.

8.10.Testweeks,DPpreliminarysessionsandE‐assessmentpreliminarysessionsi.Testweeks,DPpreliminarysessionse‐assessmentpreliminarysessionsareconsideredmajorbenchmarksindeterminingstudents’abilitiesandskillsaswellasprovidingvaluableinformationtodirectteachingandlearningintheclassrooms.Theresultswillbeincludedaspartofthestudent’ssummativeassessmentrecord.ii.AllformalassessmentsasstatedabovearecarriedoutaccordingtoformalIBexternalassessmentprocedures.Formoreinformation,pleaserefertotherelevantprotocols(inManagebacforstudents).

8.11E‐assessmentsandDPexamsi.BoththeMYP5e‐assessmentsandtheDPexamsaresubjecttostrictIBregulationsaswellaslegalrequirementssetbytheDutchEducationMinistry.Moreinformationcanbefoundintheschool’sProgrammeofAssessmentandExaminations,(requiressubmissiontotheDutchGovernmentby1October),theDiplomaProgrammeAssessmentProceduresandtherelevantsectionsoftheExamenReglementEsprit.

8.12Predictedgradesi.Westrivetoprovidestudentsanduniversitieswithaccuratepredictions:studentsneedtoworkwithrealisticexpectationsanduniversitiesneedtotrustourpredictionsasareliablesource.ii.Predictedgradesforuniversitiesaresharedwithstudentsandparentsuponrequestonly.Pleasenotethatrequestsfromparentstochangegrades,predictedorotherwisewillnotbehonoured.iii.PredictedgradesforInternalAssessments,TOKessays,TOKpresentationsandexternallyassessedcomponentswillbesharedwiththestudents.Itisofutmostimportancetonotethatthesegradesmaychangesubjecttoexternalmarkingand/ormoderation.iv.Pleasenotethatpoorgradesmayhaveanegativeeffectonastudent’smorale.TheIBCoordinatorsandthestudent’smentorandparentswillneedtoprovideemotionalsupportandcontinuedencouragement.

8.13Publicationofexaminationresultsi.StudentsreceiveinformationregardingtheirresultsintheirExaminformationpackages.



ii.Teacherswillreceiveresultsthedayafterthesehavebeenmadeknowntothestudents.iii.Examinationsessionresults,MYPandDPwillbeemailedtotheparents,publishedintheAICSNewsletterandontheschoolwebsiteandpresentedduringthefirstParentInformationEveningoftheschoolyear.

8.14Timelinesanddistributionofworkloadi.Westriveforanevendistributionofplanningandimplementationofassessmentsforbothteachersandstudents,forthisreasonmovingdeadlinesandgrantingextensionsisdeemedundesirableinmostcases.PleaseseeManagebac,8.8.ii.Teacherswillprovideassessmentoverviewsforstudentsperyearlevelthatwillbecoordinatedduringplanningsessionsperyearlevel;thedatescanbefoundintheWholeSchoolCalendarforteachersandManagebacforstudents.iii.Studentswillberequestedforfeedbackconcerningtheirexperiencesofthedistributionofworkloadonaregularbasisintheirmentorperiods.Inaddition,theStudentCouncilisadvisedtoreviewthispointontheiragendaatleasttwiceperyear.

8.15Analysis/evaluationofresults,MYPandDPi.Theschooliscommittedtothestudents’successinboththeMYP5e‐assessmentsaswellastheDPexam.ii.Examinationresultsareevaluatedinthefollowingmanner:

DPandMYP5IBResultsAnalysisAssessmentguidesthelearningandteaching.Stakeholdersinvolvedintheresultsanalysis:Students,teachers,SubjectAreaCoordinators,IBCoordinators,LeadershipTeam,ManagementTeam.Process:Studentswillbeaskedtoprovidefeedbackaftertheirexamsviaaquestionnaire.TeachersfillintheG2formindividually.IBCoordinatorsdistributetheresultstotheteachersthedayaftertheybecomeaccessibletothestudents.Individualteacherswillcompletetheguidedreflectionform3,carefullyconsideringhowthiswillimpacttheirteachingandthestudents’learninginthefuture.DecisionsmadewillbeincorporatedexplicitlyintheUnitPlans.TherewillbeastandardformaddressinganumberofquestionstoshowimprovementsinSubjectknowledge,understandingaswellasgeneralATLskills,andsubject‐specificskills.TeacherswillalsocomparetheirPredictedGradeswiththeactualgradesinordertodeterminetrends.TheaimisforPredictedGradestobeasclosetotheactualgradesaspossible.

3Currentlybeingdeveloped(15June2018)



Followingtheindividualteacherreflections,theSubjectAreawillcomparedataandplans,identifyingcommonalitiesanddifferences,developideasforimprovementwithintheSubjectArea,andifappropriateadjustthecurriculuminpreviousyears.TheinformationfromtheSubjectAreasistakentoyearleveldiscussionwherethefocusisonATLskillsforthatyearlevel.FortheCoreelementsoftheprogramme,ayearlyevaluationwilltakeplacebetweenthementors,IBCoordinators,LeaderforLearningCreativityandtheCorecoordinatorsinordertodiscovertrends,analysedataandsuggestchangesandimprovements.ForMYP5Interdisciplinaryunits,aseparateevaluationsessionwillbescheduledinordertoreviewandsuggestimprovementsforpreparationanddeliveringInterdisciplinaryunits.TheIBCoordinatorswilldistributetheInternalAssessmentFeedbackFormssubjectreportsforbothMYPandDPtotheSubjectAreaCoordinatorsoncetheyhavebeenpublished.TeachersinSubjectAreaswillreviewtheseandadjusttheiractionplansaccordingly.TheIBCoordinators,LeadersforlearningandmanagementTeamcarefullylookattheresultsandfeedbackfromthevariouslevelsandwherenecessary,seekfurtherclarificationfromteachers.TheIBCoordinatorsanalysethedatainrelationtopreviousyearsandeffectsofimprovementactions.TheLeadersforLearningmayaddresstheresultsandresultingactionsintheFocusinterviewswiththeindividualteachers.Thefocuswillbeondeterminingtrends,analysingandcomparingtheresultsdata,determiningareasforprofessionaldevelopmentifnecessaryandaddressingmajorpointsintheActivityPlan.ThisprocesswillprovidethecontextfortherawdatafortheParents’eveningatthebeginningofOctober.Product:EvaluationandAnalysisFolder(academicyear)File Accountable TimingDP TimingMYPStudentFeedback IBCOs EndofMay EndofMayEvaluationandActionPlanCoreElements

IBCOs EndofJuly EndofJuly

EvaluationandActionPlanMYP5IDU

IBCOs N/A EndofJune,followupOctober

IndividualTeacherfeedbackandactionplan

Individualteachers

EndofJuly EndofSeptember

SubjectAreafeedbackandActionPlan

SubjectAreaCos

BeginningofSeptember

BeginningofOctober

YearlevelfeedbackandActionPlan

IBCOs Mid‐September EndofOctober



Resultsanalysesinrelationtopreviousyears

IBCOs EndofSeptember

BeginningofNovember

SubjectAreaReports IBCOs September EndofSeptember

InternalAssessmentFeedback

IBCOs September EndofSeptember

ParentInformationEvening IBCOs/LfL/MT BeginningofOctober

BeginningofNovember

ImplementationsforActivityPlan

IBCOs/LfL EndofOctober EndofOctober

ActionPlanforPD LfL EndofOctober EndofOctober

9. Relevant docum ents and Consulted (C) Docum ents

StudentHandbookTeachersHandbookRelevantIBsubjectguidesMYP,Fromprinciplesintopractice(IBO)(C)DiplomaProgrammeassessment:Principlesandpractice(C)AICSLanguagePolicyincludingtheBestLanguageDevelopmentAICSHome‐LearningandIndependent‐StudyPolicy(currentlyunderconstruction)ProgrammeofAssessmentsandExaminationsSchoolGuideStudentSupportHandbookAcademicHonestyPolicyWholeSchoolCalendarAICSinductionManualEmbeddingFormativeAssessment,DylanWilliamsVisibleThinking(online)

10 Dissem inating understanding and m aking the policy available

i.TheLeaderforLearningCompassionensuresthattherelevantandcorrectinformationisreflectedintheStudentandTeacher’sHandbooksandupdatedwhenandasnecessary.TheLeaderfor



LearningCompassionalsoensuresthatmentorsfamiliarisethestudentswiththepolicy.ii.Theheadofschoolensuresthatthepolicyisavailabletotheschoolcommunityatlargeandthatthepolicyisreviewedinatimelymanner.iii.TheLeaderforLearningConceptsensuresthatSubjectAreaCoordinators,teachers,studentsandstaffareawareandactivelyengagedwiththeAssessmentpolicy.iv.TheIBcoordinatorsmonitorandensurecompliancewithIBregulationsandhelpdevelopunderstandingofIBassessmentpractices.v.TheStaffPeerCoachesintroducenewteacherstothepolicy.NewteacherswillalsoreceiveandintroductiontoIBassessmentpracticesduringtheirinductionweek.vi.TheTeachertraineeLiaisonintroducesnewteacherstothepolicy.NewteacherswillalsoreceiveanintroductiontoIBassessmentpracticesduringtheirinductionweek.

11 Review cycle and future research

11.1Reviewcycleandtimeline

Inquiry(year1):August2017–July2018TheIBCoordinatorandLeaderforLearningConceptsgatheredInformationthroughdirectfeedback,focusgroups,surveys,StudentandStaffCouncilinput,fromteachersandstudents(viathementors)usingthedesignthinkingmethodreferenceNoTosh ACommitteeformedbytheIBCoordinatorandleaderforLearningincludingallstakeholdersreviewedthefeedback,addressedtheissuesraisedandensuredcompliancewithIBregulations.Thefeedbackhasbeenincorporatedinthepolicy,presentedtotheManagementandLeadershipteams;thensubmittedtotheParticipationCouncilforapproval.ThePolicywillbeimplementedinAugust2018.

Action(year2):August2018–July2019Thepolicyisimplementedforthewholeoftheacademicyear.

Reflection/Inquiry(year3):August2019–July2020i.Feedbackiscollectedfromallstakeholders:a.ThestudentswillprovidefeedbackviathementorsandtheStudentCouncil,coordinatedbytheIBcoordinator



b.TeachersarerequestedtobringfeedbackuptotheirSubjectAreaCoordinatorsastheyusethepolicy.ThefeedbackwillbecollatedduringtheSACOmeetings.Inaddition,theIBCoordinatorwillrunasurveytocollectfeedbackonthepolicyfromtheteachers.c.SubjectAreaCoordinatorswillprovidefeedbacktwiceayearduringtheSubjectAreaCoordinatorsmeetings.d.Parentswillberequestedfeedbackthroughthereviewcommittee,ledbytheIBCoordinator.e.TheIBCoordinatorwillcollectanyfeedbackincurredfromanyfurtherresearchwhichhastakenplace.

ii.AReviewcommitteewillbeformedinJanuary2019representingallstakeholders.ThecommitteeleadbytheIBCoordinatorwilladdressthefeedback,wherepossibleincorporatethisintothepolicy.ThepolicywillthenbesubmittedtotheParticipationCouncilforapproval.

11.2Furtherand/orcontinuedresearch.i.IswelcomedandsupportedbytheAICSinthefollowingareas: thesubject theassessmentofunderstanding; theassessmentofaffectivelearninggoalssuchasresilienceorrespect;

theassessmentofinternationalmindedness; fairdistributionofassessmentsacrosstheyeartakingintoaccountstudentandteacherworkload;

incorporatingextra‐curricularBest‐languagedevelopmentintheassessmentprocedure;

reviewingtheassessmentphilosophystatementwithregardstothethreelenses;

assessmentoflanguageoutsidethecurriculumincorporatedinthecurriculum;

Indicatingonthereportwhichstrandshavebeenaddressed; Theeffectsofassessmentonlearning; HowtoimplementtheHome‐learningandindependentstudypolicyeffectively;

DevelopingunderstandingofDylanWilliam’sresearchonformativeassessmentthroughouttheschoolcommunityinordertoreducefeedbackgivenonsummativeassessmentsandincreasemeaningfulfeedbackgiventoformativeassessments.

iiTeachersinterestedinpursuingresearchinanyoftheaboveareasareencouragedtospeaktotheirlinemanagertodiscussthepossibilities.

Works Cited InternationalBaccalaureateOrganization.MYP:FromPrinciplesintoPractice.

Geneva,20172017.



Works Consulted InternationalBaccalaureateOrganization."DiplomaProgramme:Principplesinto

Practice."April2015.resourcesibo.org.—.FurtherGuidanceforDevelopingATLinthMYP.n.d.11November2017.—.MYP:FromPrinciplesintoPractice.Geneva,20172017.ProjectZero.n.d.11June2018.

Appendix 1 – M YP A ssessm ent Case Studies and Frequently asked questions

CaseStudiesandFrequentlyaskedQuestionsCaseStudiesDetermininganMYPend‐oftermgrade:PeterandJakebothhavethefollowingmarksforMaths(allmarksareoutof8)CriterionA:6,4CriterionB:5,5CriterionC:3,5CriterionD:6,8Theteacherawardsthefollowingfinalgradesonthereport: Criterion

ACriterionB

CriterionC

CriterionD

Peter: 6 5 5 6Jake 4 5 3 8Howisthispossible?Theteacherisresponsiblefordeterminingthefinalmarkthatbestfitsthestudents’ability.Whereatfirstglancethismayseemarbitrary,theteacherwillhaveverygoodreasonsformakingthesechoices.IfwelookatPeter’sgradeforCriterionA,theteachermayhaveoptedforthehighergradebecausePeterhasshowngoodunderstandingthroughouthisformativeassessments;theteacherhascollectedanecdotalevidencetosupportthis.



ForCriterionD,ontheotherhand,thesustainedevidenceincludingformativeassessmentdoesnotshowthatthemarkof8correctlyreflectsthestudents’ability.Perhapsthisassignmentonlyassessedonestrandwhilethepreviousaddressedseveral.Theimportantpointhereisthatitisessentialforteachers,studentsandparentstoengageinunderstandingthestudent’sprogress.Jake’s4forCriterionAmayseemequallyunfair.However.IfweknowthatJakehasfoundMathsincreasinglymoredifficultthroughouttheyear;thiscriteriarepresentshisunderstandingoftheMaths,thenthiswouldexplainthegrade.Incontrast,Jake’sgradeforCriterionDshowsthatheisabletoreflectonhisworkandthathehasdonesowithgreatcareshowingamarkedimprovement.FrequentlyaskedquestionsQ:Cantheteacherreducemygradebecausetheassignmentwashandedinlate?A:NoQ:IfIdon’thandinanassessmentcantheteachergiveme0marks?A:No,theteachercanonlygiveyou0marksifyoucompletetheassessmentanddonotachieveahigherband.Q:Cantheteacherconvertapercentagegradeorgradeoutof10toaCriteriongrade?A:No,allassessmentsmustbecriterionrelated.Q:WhatdoesCriterionrelatedmeanagain?A:Criterionrelatedmeansthatateacherwillawardamarkbasedonthecriteriathatbestfitsthestudent’sabilityforthatcriterion.Thismeansthatachievementlevelsmayspreadacrossmorebands,butoverallthisbandfitsbest.Q:IsittruethatIhavetocompleteallmyassessments?A:Yes,youneedtocompleteyourassessmentportfolioforeachschoolyear.Q:Iamdyslexic;doesthatmeanthatIcanhavespecialassessmentarrangements?A:Yes,pleaseseethesectiononAssessmentarrangements



Appendix 2 – M anagebac colour coding

ColourcodesforManagebac:Red:#ee1d24Orange:#f16522Yellow:#fff100Green:#00a650

Appendix 3 – H om e-Learning and Independent Study Policy

(AlthoughthisdocumentformsanAppendixtotheAICSAssessmentPolicy,itwillforanintegralpartofthereviewprocess)HomeLearningandIndependentstudyPolicy Vision



Ourvisiononhomelearningisforourstudentstoextendtheirinterestandengagementwhiledeepeningtheirunderstandingofschoollearningandbeingabletosharethisathome,fosteringlifelonglearning. Mission Ourmissionisforhomelearningtobeameaningfulextensiontolearningthatwillempowerstudentstofurtherdeveloptheskillsandvaluesaswellasdeepeningunderstandingofthelearningatschoolinmannerthatisengagingandinterestingwhileworkingtopreserveahealthyschool‐lifebalance. ImplementationofthisPolicy We are aware that implementing this policy in daily practice still requires considerable work. The next step in the process is to see how we can work towards translating the ideas and vison into daily practice. We are, committed to working towards practical implication of the policy and will request a team to work towards this these coming months. Aims HomelearningandSelf‐Study

1. Timespentonhomelearningshouldbereasonableandincrementasthedemandsoftheprogrammesincrease.

2. Theactivitiesshouldhaveaclearpurposeandclearinstructions.3. Studentsshouldhavetheopportunityforfeedbackonand/orsharingof

theirformativehomelearning4. Studentsmustbeprovidedwithatimeindicationthatthelearningrequires5. Homelearningdistributionshouldbefairacrossallsubjects6. Homelearningshouldrelatetoschoollearning7. Homelearningisanidealopportunityforstudentstobroadentheir

horizonsanddeveloptheirinterestsfurtherthroughprojectsintheircommunity,Serviceand/orCASactivities

8. Teachersarerequestedtominimisescreenactivitiesforhomelearningwherepossible

9. Eachdayweencourageparents/guardianstospendtimewiththestudenttoreviewwhattheylearnedatschool

Home‐schoolconnection

1. Homelearningtakesintoaccountthebalancebetweenhomeandschoolandstrivestomaintainharmonywithinthehomelife

2. Organisationandplanningareanintegralpartoftheskillsrequiredforhomelearning

3. Homelearningactivities/experiencesareanopportunitytomakemeaningfulconnectionsbetweenschoolandhomelearning

4. Studentsareencouragedtochooseactivitiestoinvolveandengagetheirparentsintheirlearning(forexamplevisitingamuseum,goingonafieldtrip)



Qualitiesofhomelearning Homelearningneedstobemeaningful Homelearningshouldbeinterestingandengaging

Skills,HomelearningandSelf‐Study

Homelearningisanopportunityforstudentstodevelopperseverance Homelearningisanopportunityformotivation Homelearningisanopportunityforreflection Homelearningisanopportunitytofurtherdeveloptransferskills Homelearningisanopportunitytoestablishgoodstudyroutines Homelearningisanopportunitytodeepenandconsolidateconceptual

understanding

Year Level

Approximate time allocation per week

Aim Higher/ Study time per week

Review per day

MYP 1 1 h 20 Reading Revision

10 min per day with a parent/guardian

MYP2 2 h 45 2 periods Aim Higher (2 x 45 minutes) Reading Revision Complete home learning

15 min and tidy files/materials with a parent/adult

MYP 3 3 h 30 3 periods Aim Higher (3 x 45 minutes) Reading Revision Complete home learning

15 min tidy files/materials

MYP 4 3 h 30 3 periods Aim Higher (3 x 45 minutes) Reading Revision Complete home learning

15 minutes

MYP 5 4 h 40 4x45 minutes per week. At least 2 periods during Aim Higher to do: Reading Revision Complete home learning

20 minutes



DP 1 4 h 40 4x45 minutes per week. At least 2 periods during Aim Higher to do: Reading Revision Complete home learning

20 minutes

DP2 6 h 15 3 periods of Aim Higher 1.5 hours at home/Aim Higher to do: Reading Revision Complete home learning

30 minutes

Still required: Specific review activities Examples of activities that extend learning

Appendix 4 – Procedures regarding insufficient progress and m issed deadlines

(AlthoughthisdocumentformsanAppendixtotheAICSAssessmentPolicy,itwillforanintegralpartofthereviewprocess)Proceduresregardinginsufficientprogressandmisseddeadlines Procedures:

1. Studentsmayreceive2LettersofConcernpertermincludingmisseddeadlinesforin‐schoolsummativeassessmentsandconcernsregardingacademicorcoreprogress.ThisappliestobothDPandMYPstudentsandincludesthesubmissionoffilesinwhichthecontentcannotbeaccessed,corruptedandemptyfilesevenifthiswasunintentional.

a. Forin‐schoolassessments,theteacherwillsendanLOCwithin2daysofthesubmissiondate.ThestudentandparentswillreceivetheLOCwithin5daysofthesubmissiondate.

b. WorkformissedassignmentswillbecompletedontheFridayafternoonindicatedintheletterfrom16:30–18:00.Theworkwillbeassessedandfeedbackgiven.(Inexceptionalcircumstances,shoulditnotbepossibleforthestudenttoattend,theassignmentmaybemovedtoCatch‐upWeekinwhichcasetheworkwillbeassessed.)

c. Forinsufficientprogressforacademicorcoreprogrammes,acatch‐upplanwillbedeterminedwiththeteacherandindicatedontheLetterofConcern.

2. AfurthertransgressionafterthesecondLetterofConcern,thestudentsandparentswillreceiveaLetterSignallingaNon‐promotionalReportuntilthedeadlinehasbeenmetorsufficientprogressmadefollowingtheprocedureoutlinedinpoints1aandb.



Inaddition:

a. Theparentswillbecontactedbythementorinperson(eitherbyphoneorinvitedintoschool).

b. Atthispoint,thestudentwillbepresumedtohaveanon‐promotionalreport.c. Theworkmaystillbehandedinduringcatch‐upweekandwillbeassessed

(nofeedbackwillbegiven).d. Forinsufficientprogressforacademicorcoreprogrammes,acatch‐upplan

willbedeterminedwiththeteacherandindicatedonthelettersignallingnon‐promotion.

3. FollowingtheLetterSignallingaNon‐promotionalReport,shouldanotherdeadlinebemissedorinsufficientprogressmade,forthefourth(inhighlyexceptionalcircumstancessubsequentsituations)studentsandparentswillreceiveaLetterNotifyingNon‐promotion.Followingtheprocedureoutlinedinpoints1aand1b.a. Thestudenthasanon‐promotionalreportb. TheparentswillbeinvitedintoschoolbythementortomeettheLeader

forLearningc. TheCareersCounsellorswillbeconsultedtoadviseonappropriate

schooloptionsd. Acomprehensiveactionplanwilldevelopedandimplementedin

consultationwithrelevantparties(teacher(s),SST,mentor,parents,studentsetc.)

4.Intheeventofillnessorauthorisedleaveofabsence.Thestudentwillhandintheassignmentormeetthedeadlinethedaythats/hereturnstoschoolorattendsthenextlesson.MissedtestscanbecaughtupinconsultationwiththeteacherorontheFridaybetween16.30and18.00.Teachersarerequestedtodiscussthiswiththestudentsandinformtherelevantleaderforlearning.Aletterhomewillonlybesentifthestudenthasnotmetarrangementsuponreturntoschool.ForinformationregardingabsencespleaserefertoAICSStudentAttendanceProcedureavailableontheCommunitywebsite5.Internalassessments,externalassessments,e‐portfolioassessmentsandexams(e‐assessmentsandDPexams)

a.DatesindicatedintheassessmentcalendarareofficialIBdeadlines,misseddeadlineswillresultinnogradebeingawardedfortherelevantcomponent.TheIBOdetermineswhetherafinalgradewillbeawardedornot.PleaserefertotherelevantProgrammeofAssessmentandExaminationsfortheprocedure.

6.TestsmissedduringtestweekorPrelims a.StudentswithavalidreasonformissingatestwillbeeligibletocatchuponthemissedworkinconsultationwiththeIBcoordinators(validreasonswilldeterminedonanindividualbasis).

7.ForcasesofAcademicMisconduct,differentproceduresapply;pleaserefertotheAICSAcademicHonestyPolicy(2017)



Definitionofterms In‐schoolsummativeassessments‐assessmentsthatinfluencethereportgrade Non‐promotionalreport‐reportthatdoesnotshowthatthestudenthasmadesufficientprogresstoaccessthenextacademiclevelthefollowingyear Coreprogrammes‐includeaspectsoftheMYPandDPnamely,CAS,Service,PersonalProject,ExtendedEssay,ApproachestolearningskillsandTheoryofKnowledge. Academicprogress‐includesthesubmissionofdraftsandotherassignmentsthatmayaffectthestudents’progress.

Whodoeswhat? TheStudent:

Handsinworkontime Attendsrequiredsessions

Thesubjectteacher: Requestsforaletterofconcerntobesent ProvidestheLeaderforLearningwiththemissingassignment,materialsand

instructions Assessesand/orprovidesfeedback

Administration: SendstheLetterofConcern Tracksthenumberofmissedassignments Informstheparents,students,mentorandLeadersforLearning

First/SecondLetterofConcernfor Dearparentsandstudent, Missedassessmentorcoreprogrammedeadlines Insufficientprogressregardingacademicorcoreprogrammes Pleasebeinformedthatthisisthefirst/secondtimethistermthatName hasmissedadeadline.Thedeadlinehasbeenmissedfor: Insertrelevantinformationfromtheteacher NamemaycompletethisassignmentonorbeforeFridayinsertdatefrom16.30‐18.00.NotmakinguseofthisopportunitywillresultincontinuationoftheProceduresregardinginsufficientprogressandmisseddeadlinesoutlinedintherelevantsectionoftheAICSAssessmentPolicy(2018). LetterSignallingaNon‐promotionalReport Dearparentsandstudents,



Thisisthethirdtimethistermthatinsertnamehasnotmet

anacademicorcoreprogrammedeadline therequirementstoshowsufficientprogress

Thedeadlinehasbeenmissedfor:insertrelevantinformationfromtheteacher Weareveryconcernedabouttheimplicationsofthisforyourend‐of‐termreport.Name’smentorwillbecontactingyoushortlyinordertodiscussthismatter. NamewillhavetheopportunitytomakeupthisassignmentduringCatch‐upweek. Letternotifyingnon‐promotion Dear….. AsthisisthefourthtimethistermthatNamehasnotmet

anacademicorcoreprogrammedeadline therequirementstoshowsufficientprogress

Thedeadlinehasbeenmissedfor:insertrelevantinformationfromtheteacher PleasebeinformedthatNamecurrentlyhasanon‐promotionalreportduetonotsubmitting/notmeetingtherequirements. WekindlyinviteyoutoattendameetingtodiscussthebestmannertoproceedforName.

Letternotifyingmisseddeadlines Dear….. Namehasmissedadeadlinefor: insertrelevantinformationfromtheteacher AsyouhavebeenmadeawareNamecurrentlyhasanon‐promotionalreportandweareindiscussionswithyoutoplanthebestmannertoproceedforName