draft assessment policy policy...mission statement “the international baccalaureate aims to...

Sreenidhi International School

Assessment Policy

SREENIDHI INTERNATIONAL SCHOOLAZIZ NAGAR VILLAGE MOINABAD MANDAL, RR DISTRICT HYDERABAD - 500075 WEB: www.sis.edu.in, Email: [email protected]



Mission Statement

“Sreenidhi International School is a vision translated into reality of giving students a modern, meaningful and wholesome education. We have made this possible through an ongoing conversation between students, teachers and parents.

Our aim is to ensure that every child learns to be intellectually sceptical yet optimistic, doubting yet positive, unconventional yet constructive, competitive but not destructive. A student who studies at Sreenidhi will be a renaissance individual in a universal sense.”

International Baccalaureate

Mission Statement

“The International Baccalaureate aims to develop inquiring, knowledgeable and caring young people who help to create a better and more peaceful world through inter-cultural understanding and respect.

To this end the organisation works with schools, governments and international organisations 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.”


IB Learner Profile

Inquirers: We nurture our curiosity, developing skills for inquiry and research. We know how to learn independently and with others. We learn with enthusiasm and sustain our love of learning throughout life.

Knowledgeable: We develop and use conceptual understanding, exploring knowledge across a range of disciplines. We engage with issues and ideas that have local and global significance.

Thinkers: We use critical and creative thinking skills to analyse and take responsible action on complex problems. We exercise initiative in making reasoned, ethical decisions.

Communicators: We express ourselves confidently and creatively in more than one language and in many ways. We collaborate effectively, listening carefully to the perspectives of other individuals and groups.

Principled: We act with integrity and honesty, with a strong sense of fairness and justice, and with respect for the dignity and rights of people everywhere. We take responsibility for our actions and their consequences.

Open-Minded: We critically appreciate our own cultures and personal histories, as well as the values and traditions of others. We seek and evaluate a range of points of view, and we are willing to grow from the experience.

Caring: We show empathy, compassion and respect. We have a commitment to service, and we act to make a positive difference in the lives of others and in the world around us.

Risk-Takers: We approach uncertainty with forethought and determination; we work independently and cooperatively to explore new ideas and innovative strategies. We are resourceful and resilient in the face of challenges and change.

Balanced: We understand the importance of balancing different aspects of our lives— intellectual, physical, and emotional—to achieve well-being for ourselves and others. We recognise our interdependence with other people and with the world in which we live.

Reflective: We thoughtfully consider the world and our own ideas and experience. We work to understand our strengths and weaknesses in order to support our learning and personal development.


Assessment Philosophy and Principles

At Sreenidhi International School we believe that assessment is integral to planning, teaching & learning. It is an on-going process which brings forth the evidence of achievement as well as provides timely feedback to students. Assessments facilitate teachers to identify individual student’s strengths and areas of concern in relation to the curriculum outcomes and reflect on their teaching & learning strategies as well. The focus of assessment practices is also gathering and analyzing information as well as catering to the individual learning needs & requirements. At Sreenidhi International School, teachers and students both collaborate to design the task as well as the tools for assessment.

Essential agreements on Assessment policy

· All teachers & administrators will be a part of the process of writing and reviewing of the Sreenidhi International School assessment policy.

· The assessment policy will be a working document for the staff & administrators to connect to the vision & the practices of assessment at the school.

·Though the policy will be reviewed at the end of 2 academic years, it is open for discussions / new ideas / modification through programme coordinators / pedagogical leaders.

· Any modifications done in the policy will have the consensus of all and shared with all stakeholders.

·Assessment will be an integral part of the planning, teaching & learning and focus on gathering as well as analyzing information to further facilitate teaching & learning.


Primary Years Programme Assessment is the gathering and analysis of information about student performance and is designed to inform practices. It identifies what students know, understand, can do and feel at different stages in the learning process.

Assessment is integral to all teaching and learning. It is central to the PYP goal of thoughtfully and effectively guiding children through the five essential elements of learning: the understanding of concepts, the acquisition of knowledge, the mastering of skills, the development of attitudes and the decision to take responsible action.

The prime objective of assessment in PYP is to provide feedback on the learning process.Students and teachers need to be actively involved in assessing the student’s progress. Everyone concerned with assessment (teacher, student, parent, administrators) should have a clear understanding of :

-What is being assessed?-Why is it being assessed?- How is it being assessed?-Who is assessing?

The tools used to assess the essential elements are varied at SNIS. They include observations, performance assessments, process-focused assessments, selected responses, open-ended tasks and portfolios. Hence at SNIS, assessment includes- assessing, recording & reporting.

Why do we assess?

Assessment is an integral part of our planning, teaching and learning. We assess• To extend student learning• To provide information about student learning• To assist in the evaluation of the programme• To identify what and how the student is learning• To build a clear picture of the student- his / her interests, strengths – weaknesses (feedback to work upon)• Identify student’s specific needs as well as group needsSelf reflection for teachers to review their own teaching & learning process.

What do we assess?

We assess all the 5 essential elements of the programme as well as the attributes of the IB Learner Profile.• Understanding of concepts• Acquisition of knowledge in the different subject areas


• Development of trans-disciplinary skills• Development of attitudes• Demonstration of the attributes of the IB Learner Profile• Assess the prior knowledge & experience of the students

How is it that we assess?• Collect evidence of student understanding / thinking• Engage students in reflecting on their learning• Develop rubrics / checklist & tools of assessment in collaboration with students• Self assessment as well as peer assessment is encouraged• Identifying exemplars• Keeping records of student work/ tasks• Documenting the learning process• Use a range of assessment strategies & tools

How is student learning promoted?• The results of assessment are used to guide further teaching and learning:• Students are involved in the assessment process: reflection on their own learning, taking responsibility for their own learning, developing their ability to be self critical and setting targets for subsequent work. Students also learn to critically assess the work of their peers.• By checking learning outcomes in relation to curriculum aims.

At Sreenidhi International School , assessment is important for –teachers- students- parents.

Assessments in PYP facilitate students to –1. Share their learning & understanding2. Demonstrate their understanding of Knowledge, concepts & skills3. Use different ways according to their abilities / techniques ac to demonstrate their learning4. Participate in self assessment as well as peer assessment5. Be a part of making the tool for assessment6. Express different points of views7. Know in advance the criteria for assessments8. Analyze their learning and feedback to understand what and how he/ she need to improve.

Assessments in PYP facilitate teachers to -1. Inform every stage of the teaching-learning process2. Plan- re-look at their planning-for the future3. Gather evidence & analyze-further reflect4. Guide students by providing feedbacks5. Take into account the fact there are students with different abilities / learning styles.6. Opportunity to look at the process as well as the product7. Use self assessment as well as peer assessment.


Assessments in PYP facilitate parents to –1. See evidence of student learning & development2. Develop an understanding of the student progress3. Support & celebrate student learning

How information about student learning is provided?• Examples of students’ work and performance• Examples of student reflection and evaluation• Records of results• Reports• PYP Exhibition

Assessments lead to evaluate the effectiveness of the programme-Assessment of student performance in relation to the general and specific aims of the programme.To what extent are the goals being met?•How can we ensure that overall curriculum aims are met?•• Assessment of student performance in relation to other groups• Information to and from others (students, parents and colleagues)• Collaborative meetings to discuss effectiveness and share ideas every week. The agendas as well as the minutes of meetings are recorded / documented.

At SNIS PYP assessment is both summative and formative

Summative assessment: This aims to give teachers and students a clear insight into students’ understanding. Summative assessment is the culmination of the teaching and learning process, and gives the students opportunities to demonstrate what has been learned. It can assess several elements simultaneously: it informs and improves student learning and the teaching process; it measures understanding of the central idea, and prompts students towards action. Summative assessment provides varied opportunities for the students to show their understanding of the central ideas and appropriate assessment tasks are designed with this in mind.

All assessment tasks are planned in advance-prior to the start of the unit. The criteria for the task must be built upon by the teachers and students together. Sometimes a formative assessment may grow big enough to become a summative one also.

Formative assessment: This provides information that is used in order to plan the next stage in learning. It is interwoven with learning, and helps teachers and students to find out what the students already know and can do so that further provocations can be provided in order to improve knowledge and understanding.

Teachers strive to ascertain students’ prior knowledge so as to provide them with challenging provocations and experiences to further construct meaning.


Strategies and Tools used for assessmentStrategies-

All teachers will assess students’ prior knowledge and experience before embarking on new learning experiences in an appropriate way.

Observations: All students are observed regularly, with the teachers taking notes on the individual, the group, and the whole class. Observations include how groups work and the roles of participants within the group.

Performance Assessments: The assessment of goal directed tasks with established criteria. They provide authentic and significant challenges and problems. There are numerous approaches to the problem and rarely only one correct answer. (Use of audio, video and narrative records encouraged).

Process focused Assessments- Students are observed often & regularly by noting the typical & non typical behaviors- collecting multiple observations to enhance reliability 7 validity.Selected responses-Test & quizzes are the most familiar examples of this form of assessment.

Open ended tasks- Situations in which students are presented with a stimulus and asked to communicate an original response. The answer may be written, drawn, a diagram or a solution.

Tools

Checklists: These are lists of information, data, attributes or elements that should be present. A mark scheme is a type of a checklist.

Rubrics: An established set of criteria for rating students in all areas. The descriptors tell the assessor what characteristics or signs to look for in the student’s work and then how to rate them on a predetermined scale. Rubrics can be developed by the student as well as the teacher.

Exemplars: Samples of student’s work that serve as concrete standards against which other samples are judged.

Anecdotal records: These are brief written notes based on observations of students. They need to be systematically compiled and organized.

Continuums: These are visual representation of the developmental stages of learning. They show a progression of achievement or identify where a student is in a progress.


REPORTING

Reporting should involve parents, students & teachers as well as reflect on the values / vision of the school at large. It should be clear and understandable. It must be comprehensive, honest and credible.

Reporting to parents-

Ongoing communication: Teachers can be contacted by e-mail or during telephone hours.Individual meetings with teachers: By appointment, to discuss student performance and progress.

Student-led conferences: Some of the personal development dialogues take the form of student-led conferences where the student discusses his/her work and progress with the parent. Future goals are identified and set by the student in conjunction with the parent and teacher.

Parent-Teacher Conferences: It will be held twice each semester sharing general information about the work in the class and sharing areas of strength and weaknesses.

3 way conference- This is held 2 times a year (once a semester) to facilitate all the 3 stakeholders- parents, students and teachers come together. Students discuss their learning and understanding with their parents and teacher, who are responsible for supporting the student through this process. They are responsible for reflecting upon work samples. The student, parents and the teacher collaborate to establish and identify the student’s strengths and areas for improvement.

Report Card: Once in each of the two semesters.

Parent sessions: Parent orientation programmes, sessions for parenting, effective home environment.

Portfolios

It will be a collection of student’s work, reflection and assessment specific to the subject. It is tool for meta-cognition, self management, goal setting and celebration. The portfolios are kept in the home rooms.This portfolio is used for parent conferences and student led conference.PYP Portfolios – Home room & subject teachers will be responsible for monitoring student’s portfolio content - both teacher-selected and student- selected. The teacher and student will select one best piece of work per semester. The portfolio will be sent to the next grade along with the child. The best piece of work will also be followed by the need for both teacher and student to fill in a reflection/ justification sheet for choosing that particular piece of work.


Report Card

The SNIS report card is clear, understandable and honest. It involves the students, who write their reflections about how they built certain attributes of the IB Learner Profile. The transdisciplinary skills and attitudes are also a part of this document. All the teachers involved in the teaching-learning process are a part of writing this document. Grades and scores are considered inappropriate & emphasis is laid on checklist as well as anecdotal records.

The ExhibitionThe students in the final year of the PYP carry out an extended, collaborative inquiry approach – the PYP Exhibition. At Sreenidhi International School the PYP Exhibition take place towards the end of the school year but the planning, research and gathering information about issues start at the beginning of the year. The students along with their teachers decide the transdisciplinary theme under which they would carry out their inquiry. The Exhibition is an important learning experience for all.

The PYP exhibition has a number of key purposes:· for students to engage in an in-• depth, collaborative inquiry-to provide students with an opportunity to demonstrate independence and responsibility for their own learning· to provide students with an opportunity to explore multiple perspectives· for students to synthesize and apply their learning of previous years and to reflect upon their journey through the PYP· to provide an authentic process for assessing student understanding· to demonstrate how students can take action as a result of their learning-to unite the students, teachers, parents and other members of the school community in a collaborative experience that incorporates the essential elements of the PYP


Middle Years Programme

Purpose of Assessment

Why do we assess? We assess to

• Support and encourage student learning by providing feedback on the learning process

• Inform, enhance and improve the teaching process • Provide opportunity for students to exhibit transfer of skills across disciplines,

such as in the personal project and interdisciplinary unit assessments • Promote positive student attitudes towards learning • Promote a deep understanding of subject content by supporting students in

their inquiries set in real-world contexts • Promote the development of critical and creative thinking skills • Reflect the international-mindedness of the programme by allowing for

assessments to be set in a variety of cultural and linguistic contexts • Support the holistic nature of the programme by including in its model

principles that take account of the development of the whole student. MYP from principles into practice

Types of Assessments

How many types of assessments are there?

• Summative Assessment: Evaluation of student achievement though a culminating activity generally at the end of a course of study.

• Formative Assessment: Evaluation aimed at identifying the learning needs of students and forming part of the learning process itself. Formative assessments take place throughout a course of study.

Assessment Practices What is being assessed and how is being Assessed?

• Assessments will be learner centered, inquiry-based, and authentic in nature. • Assessment and evaluation practices and expectations are discussed with

students at the beginning of each unit—including the distribution and discussion of rubrics.

• Students are involved in the development of criteria, checklists, and rubrics. • Rubrics are clarified using student-friendly language. • Exemplars are made available to students.


• Assessments allow students to reach the highest level of achievement in the rubric descriptor bands.

• MYP Year 5 objectives and criteria will be used during the final year of the program.

• Interim objectives and modified criteria will be developed and used for years one through four of the program.

• Summative assessments will include the prescribed minimum tasks for each subject area and will be assessed each semester of the program.

• MYP assessment will be continuous with each criterion being assessed at least twice per semester per subject area.

• The Personal Project will be assessed using MYP Personal Project criteria.• The students will appear for the E-assessment during the final year of the

programme. Teachers will determine the final level of achievement for each criterion.

• Adding the final determination for each criterion and then applying the MYP grade boundaries for each subject area will determine the final MYP grade for each subject area.

• Teachers will record criterion achievement level scores for in the MYP assessment on ManageBac

• Assessment Strategies may include: Observation, Selected response, Open-ended tasks, Performance, Process journals, Portfolios,

• Assessment Tasks may include: Compositions, creations of solutions or products in response to problems, essays, examinations, questionnaires, investigations, research, performances, presentations (oral, written, graphic)

• Feedback will be provided in a timely manner. There will be a continuous cycle of presenting a challenge, performance, feedback, and improvement.

• Teachers participate collaboratively in the planning, development, and standardization of assessments where appropriate.

• Authentic assessment tasks will provide opportunities for students to apply learned knowledge and skills to real-life situations.

• Assessments will be differentiated to address a variety of learning styles. • A choice of process or product will be offered. • ManageBac will be used to analyze data and to create personal learning

plans. • Modifications will be made for students with identified learning disabilities.

Assessment Documentation How are we recording? How do we collect and analyze the data?

Recording and trackingRecord keeping and assessment provide the mechanism through which teachers can focus on the needs and attainment of each child and also to further develop the curriculum. It is essential that the information recorded should be absolutely necessary, relevant and useful.


The recording process is based on evidence from:• observation• listening• questioning• referring to examples of student work• setting tasks/tests and assessing it

We keep records to• check the student progress and ensure that the curriculum guarantees

continuity and progression through the programmes of study from class to class;

• provide teachers with information which enable plans and schemes of work and the allocation of resources and teaching methods to be evaluated and modified where appropriate;

• provide feedback to student as well as forming a basis for discussion about their strengths, weaknesses and areas for future focus;

• provide evidence which will be used as a basis for discussion with parents about the attainment and achievement of their children;

Examples of Records• Mid-semester reports and end of semester reports• Assessment record Sheets and Personal Engagement Sheets (in specific

subject areas)• Summative records of achievement • Admission Profiling. • Benchmark testing • Formative records of attainment in Students’ portfolio• Student achievement portfolio [for student-led conference]• Individual records o progress in specific areas; teacher’s records and

student’s books

Reporting

How do we present the data?

Formal reporting takes the following form:• Consultation sessions where parents are offered a time for personal

discussion with the teacher. If parents cannot make it on that day, a separate mutually convenient time is fixed

• A quarterly written report by the homeroom and subject teachers to the parent detailing the pupil’s progress as well as record of set targets, achievements and other activities. The report which goes out at fixed times in the year also includes attitudes and behaviour.

• Giving out Progress Reports* (*In the MYP, this is a brief report of academic or behavioural progress or lack of it which is given out to individual students

•


• by subject teachers as and when the need arises, with the approval of the Coordinator)

• Students with learning disabilities who take sessions with the school special educator are given a semester report on their progress.

• Reporting will also be done through student led conference. • Parents will be provided with two sem end reports which will include teacher

feedback and final achievement levels.

When do we report ?

Months Types of Reports

August Teacher Parent Conference

September Student Led Conference

November Semester End Report

February Teacher Parent Conference

March Student Led Conference

May Semester End Report


The MYP Assessment criteria across subject groups can be summarized as follows:

A B C D

Language and Literature

Analysing Organizing Producing text Using Language

Language Acquisition

Comprehending spoken and visual text

Comprehending written and visual Text

Communicating

Using Language

Individuals and Societies

Knowing and Understanding

Investigating Communicating

Thinking Critically

Sciences Knowing and understanding

Inquiring and Designing

Processing and Evaluating

Reflecting on the impacts of science

Mathematics Knowing and understanding

Investigating patterns

Communicating

Applying mathematics in real world contexts.

Arts Knowing and understanding

Developing Skills

Thinking Creatively

Responding

Physical and Health Education

Knowing and understanding

Planning for performance

Applying and performing

Reflecting and improving performance

Design Inquiring and Analysing

Developing ideas

Creating the solution

Evaluating

MYP Projects Investigating Planning Taking Action Reflecting

Interdisciplinary Disciplinary grounding

Synthesizing and applying

Communicating

Reflecting


MYP General Grade Descriptors

Grade

Boundary Guidelines

Descriptor

1 1-5 Produces work of very limited quality. Conveys many significant misunderstandings or lacks understanding of most concepts and contexts. Very rarely demonstrates critical or creative thinking. Very inflexible, rarely using knowledge or skills.

2 6-9 Produces work of limited quality. Expresses misunderstandings or significant gaps in understanding for many concepts and contexts. Infrequently demonstrates critical or creative thinking. Generally inflexible in the use of knowledge and skills, infrequently applying knowledge and skills.

3 10-14 Produces work of an acceptable quality. Communicates basic understanding of many concepts and contexts, with occasionally significant misunderstandings or gaps. Begins to demonstrate some basic critical and creative thinking. Is often inflexible in the use of knowledge and skills, requiring support even in familiar classroom situations.

4 15-18 Produces good-quality work. Communicates basic understanding of most concepts and contexts with few misunderstandings and minor gaps. Often demonstrates basic critical and creative thinking. Uses knowledge and skills with some flexibility in familiar classroom situations, but requires support in unfamiliar situations.

5 19-23 Produces generally high-quality work. Communicates secure understanding of concepts and contexts. Demonstrates critical and creative thinking, sometimes with sophistication. Uses knowledge and skills in familiar classroom and real-world situations and, with support, some unfamiliar real-world situations.

6 24-27 Produces high-quality, occasionally innovative work. Communicates extensive understanding of concepts and contexts. Demonstrates critical and creative thinking, frequently with sophistication. Uses knowledge and skills in familiar and unfamiliar classroom and real- world situations, often with independence.

7 28-32 Produces high-quality, frequently innovative work. Communicates comprehensive, nuanced understanding of concepts and contexts. Consistently demonstrates sophisticated critical and creative thinking. Frequently transfers knowledge and skills with independence and expertise in a variety of complex classroom and real-world situations.


Diploma Programme. Students studying for the full diploma are required to select one subject from each of groups 1 to 5. A sixth subject is chosen from group 6, or as a second subject from one of the other groups. Three subjects (occasionally four) are taken at higher level (HL) and three subjects (occasionally two) are taken at standard level (SL). At the heart of the DP are three requirements that students fulfill in addition to their work in six subjects – theory of knowledge (TOK), extended essay and CAS.

The DP’s curricular structure defines the framework in which assessment must operate. Individual assessment models are constructed for each subject at both HL and SL, for theory of knowledge (TOK) and for the extended essay. SNIS will present candidates for examination during May session with results being released by IBO in early july. The published results are made up of subject grades, which equate to diploma points, in the range from 1 (lowest) to 7 (highest) at HL and at SL, and grades from E (lowest) to A (highest) for TOK and extended essay. A matrix table converts the combined letter grades for TOK and the extended essay into a points score from 0 to 3. CAS does not contribute to the points total, but authenticated participation in CAS is a requirement without which the diploma cannot be awarded.

At SNIS the assessment models are developed with the parameters clearly defined in DP assessment policy given under (appendix B of IBO Diploma Programme assessment : principles and practice).All assessment in Diploma Programme subjects relate directly to the course of study and its objectives via a policy, as far as it is practicable, of discrete testing within each assessment environment (written papers/internal assessment and so on).

For School based reports All courses normally have either three or four separate assessment components. These assessments are designed keeping in mind the final examination which students will write in may. There are two semester exams in a year.Task in each subject can be inclined towards completion of Internal assessments for submission to the IB.

Unit Test: A test assigned by Subject teachers based on the paper pattern of IB.

Task: An assignment assigned by subject teachers, this could be a sub task for the Internal assessment, A presentation, Research work, investigation, oral assignment, written task, project.

Semester Exam: End of Semester examination.All assessments will have set criterion to test skills in every subject with pre designed rubrics.

ImplementationSNIS emphasises the importance of clear, comprehensive and transparent analyses and reporting of assessment practices in departments and faculties.


Task based assessment

Unit Test 20%

Task1 20%

Task 2 20%

Semester Exam 60%


ICSE & ISC

• Assessment Year is divided into two semesters and the reports are generated in the months November and April every year

• At the end of Grade 10 (ICSE) and 12 (ISC) the School will provide a consolidated school based assessment report for the two years of study –ICSE (Gr. 9 & 10) and ISC (Gr. 11 & 12).

• Details of Assessment include:

Semester 1 (April to October)

-‐ Formative (class work/work sheets & home assignment/Project/Lab work/Oral skills/class tests/cycle tests/organizational skills/note taking and presentation/quiz-oral & written) - 20%

-‐ Summative (End of Semester written examination)-80%

Semester 2 (November to March)

-‐ Formative (written test /projects /presentations /home assignments / lab work) -20%

-‐ Summative (Written- End of Semester Exam / Pre-board exams) -80%

-‐ In ISC the formative assessment in select electives will be as per regulations laid down by the Council.

• Board Examinations (ICSE & ISC): Examination Boards ICSE and ISC conduct their external written examinations as well as Practical Examinations (in select subjects) at the end of Grade 10 (ICSE) and Grade 12 (ISC) in the month of March as per the Board regulations given by the Council, copy of the Regulations & Syllabus is given to all the students in the beginning the academic year. Board Examination Results are published in the normal course in the third week of May and the Statement of results will be available to the students through School Office in the first week of June.

• Students are advised to collect School Based Consolidated Assessment sheet as well as Statement of Results provided by the Examination Board for their future admissions into various courses for study.


IGCSECambridge IGCSE assessment takes place at the end of the course and can include written, oral, coursework and practical assessment. This broadens opportunities for students to demonstrate their learning, particularly when their first language is not English. In many subjects there is a choice between core and extended curricula, making Cambridge IGCSE suitable for a wide range of abilities.

Grades are benchmarked using eight internationally recognized grades, A* to G, which have clear guidelines to explain the standard of achievement for each grade.

Pre – Assessment (Assessment before learning) : It takes place when student’s strengths and weakness on academic level are determined in order to decide on the appropriate remedial action , selection, admission and placement.

Formative Assessment (Assessment for learning): It gives students short-term goals and regular feedback through the results of unit examinations. Progress will be monitored through regular formative assessment.

Build opportunities for formative assessment:

• Formal tests similar to the final examination papers

• Exercises focused on part of the content or a particular concept or skill

• Contributions to group work or class debate.

We can also create opportunities for peer and self-assessment.

These assessments identify progress, areas of strength and areas that need development for a whole class or, more often, for individual learners. All these provide useful evidence for reports to parents and construction of profiles for individual learners.

Summative Assessment (Assessment of learning): In summative assessment (like formal examinations like review examinations), the purpose is to review, to make an overall judgment in order to give strategic advice about the next stage in learning.

All the above three functions take care to ensure that the different purposes of assessment are thoroughly understood by both the assessors and the students that are assessed and not the least, to inform judgments to parents about the quality of the learning and teaching program.


1 Class participation ( Punctuality, preparation, team work collaborative skills) /Class work and Homework ( completing effort, correctness and submission)/ Assessment tasks ( Problem solving skills, worksheet, PowerPoint technology, independent learning and investigative skills)

10%

2 Unit Test (Knowledge, understanding, reasoning, application, logical and critical thinking and conceptual skills of different order)

10%

3 Summative Assessment( First Term) 80%

Total : 100%

Bibliography

Making PYP happen, Online Curriculum Centre, IBO 2014. Web access 6th January 2014

MYP from principles into practice, Online Curriculum Centre, IBO 2014. Web access 16th February 2014

Handbooks for Procedure Diploma Programme, Online Curriculum Centre, IBO 2014. Web access 8th February 2014

SREENIDHI INTERNATIONAL SCHOOL

AZIZ NAGAR VILLAGE MOINABAD MANDAL, RR DISTRICT HYDERABAD - 500075 WEB: www.sis.edu.in, Email: [email protected]

mailto:[email protected]

mailto:[email protected]

draft assessment policy policy...mission statement “the international baccalaureate aims to...

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