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ISU Assessment Policy -Science

Table of Contents

Assessment through the IB Sciences Continuum – MYP to DP ...................................................... 2

Grades 6-10: ISU Science Department MYP Assessment Policy................................................... 2

Sciences Assessment Criteria in Grades 6-10 / MYP 1-5 at ISU ..................................................... 2

Process of Assessment in Grades 6 -10 / MYP 1-5 Sciences at ISU ............................................... 3

Application of the Sciences Assessment Criteria at ISU ................................................................. 4

Standardisation of Assessment in MYP Sciences ............................................................................ 6

Formative and Summative Assessment in MYP Science ................................................................ 6

Homework Policy and Procedures MYP Sciences at ISU ............................................................... 6

Presentation of Work Guidelines in MYP Science at ISU ............................................................... 7

Student Reflection in MYP Sciences at ISU .................................................................................... 8

Provision for ESOL and Learning support students in the MYP Programme ................................. 8

Grades 11-12: ISU Science Department DP Assessment Policy – Biology, Chemistry and Physics. ........ 10

Description of Criteria for Group 4 – Biology, Chemistry and Physics ........................................ 10

Process of Assessment in Grades 11-12 Group 4 – Biology, Chemistry and Physics ................... 11

Weighting in Grades 11-12 for Group 4 – Biology, Chemistry and Physics ................................. 12

Formation of Summative Grades in Group 4 – Biology, Chemistry and Physics ......................... 13

Moderation of Assessment – dates for Group 4 Experimental Sciences ....................................... 14

Frequency of Assessment in Group 4 – Biology, Chemistry and Physics ..................................... 14

Homework Policy and Procedures in Group 4 – Biology, Chemistry and Physics ....................... 15

Presentation of Work in Group 4 – Biology, Chemistry and Physics ............................................ 15

Works Cited .................................................................................................................................... 16

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Assessment through the IB Sciences Continuum – MYP to DP

The MYP science builds on experiences in science learning that students have gained during their

time in the IB Primary Years Programme (PYP). Inquiry is central to teaching and learning

science in the MYP. It enables students to develop a way of thinking and a set of skills and

processes that, while allowing them to acquire knowledge and understanding, equips them with the

capabilities to tackle with confidence the internal assessment component of Diploma Programme

Group 4 subjects.

Moreover, the MYP sciences objectives and assessment criteria A–F are aligned with the Diploma

Programme Group 4 objectives and internal assessment (IA) criteria and, as such, should support

the smooth transition from the MYP to the Diploma Programme. In particular, the “One World”

objective is further developed in ISU’s Group 4 Experimental Sciences (Biology, Chemistry,

Physics, Design Technology, Environmental Systems and Societies) where it is referred to as “Aim

8” — that is, to “raise awareness of the moral, ethical, social, economic and environmental

implications of using science and technology”. There are specific references to “One World”

implications (Aim 8) in assessment statements and teachers’ notes in the syllabus details sections of

all Group 4 guides. (extracts from Sciences Guide, 2010, p. 3)

Grades 6-10: ISU Science Department MYP Assessment Policy

“There is no external assessment provided by the IB for the MYP and therefore no formal externally

set or marked examinations. All assessment in the MYP is carried out by teachers in participating

schools and relies on their professional expertise in making qualitative judgments, as they do every

day in the classroom. In line with the general IB assessment philosophy, a norm‑referenced

approach to assessment is not appropriate to the MYP. Instead, MYP schools must follow a

criterion‑related approach. This means that students’ work must be assessed against defined

assessment criteria and not against the work of other students.” (Sciences Guide, 2010, p. 24).

ISU makes full use of the IB procedures for the moderation and monitoring of assessment resulting

in IB-validated final results in Grade 10 (MYP year 5). This helps ensure that the final judgments

for reports made by ISU science teachers all conform to an agreed scale of measurement on

common criteria across all MYP schools.

The procedures for assessment and the MYP assessment criteria are shared with both students and

parents as an aid to the learning process. (adapted from Sciences Guide, 2010, p. 24). Students

received handouts which include assessment information, to glue in their notebooks or, in Grades 9

and 10, they receive an “ISU Combined Science” booklet at the beginning of the school year.

While on Open House night, parents receive a single A4 sheet of paper which summarise the Units

of work to be covered, the full descriptors for the Sciences MYP Criteria and the teacher contact

details.

The Grade 9 and 10 “ISU Combined Science” booklets contain space to record the rotation

sequence they will follow; space for reflection on their progress following feedback on

summative assessments; the unit overviews for the year which include Significant Concepts, Area

of Interaction, major assessment tasks and any relevant text book references.

Sciences Assessment Criteria in Grades 6-10 / MYP 1-5 at ISU

The IB currently defines six equally weighted criteria for assessment in MYP Sciences with

descriptors for three distinct bands for which each may be awarded one of two levels giving a

maximum Level of 6. A Level of zero (0) is only possible if “The student does not reach a

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standard described by any of the descriptors below.” The descriptors are worded positively,

focusing on outcomes achieved, although failure to achieve may be included in the description for

the lower levels (Sciences Guide, 2010, p. 26)

Over the course of one Semester (half the school year, 18 weeks) each of the six criteria must be

assessed at least twice. (Sciences Guide, 2010, p. 38)

Criterion A One world Maximum 6

Criterion B Communication in science Maximum 6

Criterion C Knowledge and understanding of science Maximum 6

Criterion D Scientific inquiry Maximum 6

Criterion E Processing data Maximum 6

Criterion F Attitudes in science Maximum 6

(Sciences Guide, 2010, p. 26)

Process of Assessment in Grades 6 -10 / MYP 1-5 Sciences at ISU

A One World - Students are required to critically discuss and evaluate the implications associated

with the use and application of science by considering moral, ethical, social, economic, political,

cultural and environmental factors.

o Suitable assessment tasks include written pieces of work, essays, case studies and research

projects, as well as debates, oral and multimedia presentations (Powerpoint or Prezi for

example).

B Communication in science – Students should be able to use different communication modes,

including verbal (oral, written) and visual (graphic, symbolic), as well as appropriate

communication formats (laboratory reports, essays, and multimedia presentations) to effectively

communicate scientific ideas, theories, findings and arguments in science.

o Suitable assessment tasks include scientific investigation reports, research essays, case studies,

written responses, debates and multimedia presentations among others.

C Knowledge and understanding of science – Students should be able to recall scientific

knowledge and use scientific understanding to construct scientific explanations; apply scientific

knowledge and understanding to solve problems set in familiar and unfamiliar situations and

critically analyse and evaluate information to make judgments supported by scientific

understanding.

o Suitable assessment tasks include tests, examinations, case studies, written responses and other

assignments that combine a range of problems of different complexity, and opportunities for

students to makes scientifically supported judgments.

D Scientific inquiry - Students should be able to state a focused problem or research question to be

tested by a scientific investigation; formulate a testable hypothesis and explain it using scientific

reasoning; design and carry out scientific investigations that include variables and controls, material

and/or equipment needed, a method to be followed, and the way in which the data is to be collected

and processed; evaluate the validity and reliability of the method; judge the validity of the

hypothesis based on the outcome of the investigation; suggest improvements to the method or

further inquiry, when relevant.

o Suitable assessment tasks include opportunity to design and carry out a scientific investigation

independently. Some of the possible types of suitable practical work include laboratory

experiments, investigations and field studies among others.

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E Processing data - Students should be able to collect and record data using units of measurement

as and when appropriate; organise, transform and present data using numerical and visual forms;

analyse and interpret the data; draw conclusions consistent with the data and supported by scientific

reasoning.

o Suitable assessment tasks include scientific investigations carried out by students, as well as

laboratory reports and studies that provide students with sufficient raw data for processing and

further analysis.

F Attitudes in science - During the course students are expected to work safely and use material

and equipment competently; work responsibly with regards to the living and non-living

environment; work effectively as individuals and as part of a group by collaborating with others.

o Suitable assessment tasks include observation during experimental work. Evidence of

performance for this criterion should be collected from the observation of students when working

individually and in groups. This criterion should be internally assessed but is not externally

moderated.

Criterion A (One world) is often assessed along with Criterion B (Communication) in a variety of

structured ways. When a written essay is requested on a given topic, students are required to use a

formal style and it is expected to contain images or figures which are referred to in the text. Other

presentation formats all require full acknowledgement of work to achieve the highest level for

Criterion B (Communication).

ISU stipulates MLA (Modern Languages Association) style formatting of in-text citations and

Bibliography. Grade level appropriate formal acknowledgement of the work of others is essential

for achievement of the highest Level in Criterion B (Communication). Details of the skills

development continuum are contained in a document named “Referencing and Sources at ISU” and

is held in the \\isubase\Teachers\Intranet\SS Staff Folder\Middle Years Programme\ATL

Criterion C (Knowledge and Understanding of Science) is mostly assessed as end of unit tests or

end of quarter and end of semester tests. These tests are in a written format but may include

practical, experimental elements. End of unit tests are given within class time but Grades 9 &10 sit

end of semester exams in two formal exam blocks held in December and June. These end of

semester tests cover content and skills from a number of units and in Grades 9 & 10 (MYP Years 4

& 5) are inclusive of material from each of the three discrete Sciences taught (Biology, Chemistry,

Physics). Criteria C, E and F may be summatively assessed at these times.

Criterion D (Scientific Inquiry), E (Processing Data) and F (Attitudes in Science) are most usually

assessed together as a laboratory experiment report. This is in a prescribed format (see Presentation

of Work Guidelines section) that is agreed upon throughout the Science Department. The

expectations for the detail required in laboratory reports are scaffolded from Grade 6 (MYP year 1)

through to Grade 10 (MYP year 5).

Criterion D (Scientific Inquiry) may be assessed alone when a design for a laboratory experiment is

required. This experiment may, or may not be carried out.

Criterion E (Processing Data) may be assessed alone when the experiment design is given to the

student, but they are asked to collect and process the data appropriately, organising and

transforming it into a table and/or graph or other visual form.

Application of the Sciences Assessment Criteria at ISU

Assessment tasks should be designed to measure the goals of a unit of work (whether students have

grasped the significant concepts, unit question and area of interaction focus): resources must be

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carefully chosen and prepared so as to aid teaching and learning within a unit and to enable

students to engage with the assessment tasks. (Sciences Guide, 2010, p. 8)

In Grades 9 and 10, students are taught within three discrete areas of Science: Biology, Chemistry

and Physics, by specialist teachers who also teach those courses at Diploma Level. These subjects

are taught in rotation as “Combined Sciences” and include some assessments across two or even

three of the discrete areas.

The assessment criteria provided to ISU students, correspond to the objectives of this subject group

as described in the MYP Sciences Guide (p.4). The achievement levels described have been written

with Year 5 final assessment in mind. All schools must use the assessment criteria published in the

guide for final assessment. For Grades 6-8 (MYP 1–3) however, ISU modifies the descriptors of

the achievement levels for each criterion so that the highest levels may be achieved by any grade

level. The modifications were made according to the progression of learning organised by ISU

Science Department, and guided by the official interim objectives from the MYP Sciences Guide

(Example Interim Objectives, February 2010, pp. 3-9). Summative assessments are given task

specific versions of the modified criteria. These modified criteria are based on the MYP principles

of assessment and provide for a coherent approach to assessment practices over the entire

programme (based on Sciences Guide, 2010, p. 24).

For any given assessment task, teachers clarify the expectations with direct reference to the

published assessment criteria. This normally includes:

• a task-specific clarification of the criteria, using the published criteria (or interim criteria) but with

some wording changed to match the task

• an oral discussion of the expectations

• a task sheet that explains the expectations.

ISU teachers agree that it is important to specify the expected outcomes at the beginning of each

individual task so that students are fully aware of what is required. When clarifying expectations

for students, teachers ensure that they do not alter the standard expected in the published criteria,

nor introduce new aspects. When awarding final levels in Grades 9 & 10 (MYP Years 4-5), ISU

Science teachers always use the published criteria.

When assessing a student’s work, ISU Science teachers are expected to read the descriptors

(starting with level 1) until they reach a descriptor that describes an achievement level that the

work being assessed has not attained. The work is therefore best described by the preceding

descriptor. Where it is not clearly evident which level descriptor should apply, teachers must use

their judgment to select the descriptor that best matches the student’s work overall. The “best‑fit”

approach allows teachers to select the achievement level that best describes the piece of work being

assessed. If the work is a strong example of achievement in a band, the teacher should give it the

higher achievement level in the band. If the work is a weak example of achievement in that band,

the teacher should give it the lower achievement level in the band.

The highest descriptors do not imply faultless performance, but should be achievable by students at

the end of the programme. Teachers should therefore not hesitate to use the highest and lowest

levels if they are appropriate descriptors for the work being assessed. A student who attains a high

achievement level for one criterion will not necessarily reach high achievement levels for the other

criteria. Similarly, a student who attains a low achievement level for one criterion will not

necessarily attain low achievement levels for the other criteria. Teachers should not assume that the

results of a group of students being assessed will follow any particular distribution plan. (modified

from Sciences Guide, 2010, p. 25)

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Standardisation of Assessment in MYP Sciences

Where the task forms one of the two summative assessments for the semester, internal

standardisation is required. Internal standardisation is achieved at ISU, as recommended, by the use

of common assessment tasks across grade levels, shared assessment between the teachers in grades

9 and 10, and regular contact between the teachers. If no other ISU Science teacher shares that

Grade level, standardisation is carried out on a co-operative and reciprocal basis with another

Sciences colleague. (Sciences Guide, 2010, p. 38)

In Grades 6-8 (MYP years 1-3) internal standardisation is used to ensure consistent standards are

applied to summative marking which will be used in reporting to parents. Where, in one grade level

group, classes are shared between two or more teachers they are required to discuss the marking

procedure, look at samples and agree on levels in weekly meetings before finalising the students’

grades. Where only one teacher is taking a year group, they should periodically share samples of

marked work with a colleague. Feedback and comments will ensure some consistency between

grade level groups.

The department aims to ensure everyone has the same interpretation of rubric vocabulary by the

ongoing standardisation process and through discussion at department meetings.

In Grades 9 and 10, where class rotations take place, each assignment will normally be marked by

just one teacher. In cases where the task is shared, internal standardisation will take place by a

second teacher marking a sample of that assignment. Where major discrepancies are present a third

teacher will grade the work.

A final standardisation for Grade 10 takes place where all three teachers of the grade level group

look at assignments for borderline candidates, candidates with large variation in grades and

candidates who have been awarded consistent grade 6.

Teachers should only record whole numbers but need to include comments to the student (and

themselves) on reasons for the level awarded, and emphasis on precisely what they need to improve

on and how this may be achieved.

Formative and Summative Assessment in MYP Science

One of the first stages in planning a unit of work is to design summative assessment tasks, linked to

the MYP unit question, that provide varied opportunities for students to demonstrate their

knowledge, understanding, skills and attitudes. It is also important to include ongoing formative

assessment tasks within a unit of work as these provide valuable insights into the extent of student

learning as the unit of work progresses. Examples of possible assessment tasks have been included

in the Interim Objectives supplementary document (page 11 onwards).

Each assessment task is intended to be integrated into a unit of work and may therefore be regarded

as a formative or summative assessment task depending on the MYP unit question being explored.

(Example Interim Objectives, February 2010, p. 10)

Homework Policy and Procedures MYP Sciences at ISU

The International School of Uganda values productive work habits and students taking

responsibility for their work. Homework is a valuable component in the learning process and is a

natural extension of the thinking, learning, understanding and skills students complete and practice

in class. These extensions provide opportunities to apply and solidify understandings and to

experience necessary practice. Through homework and its related due dates, students develop work

habits of responsibility and accountability, skills essential for succeeding in life. Additionally,

homework encourages, if not requires, the involvement of teachers, parents and students to ensure a

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successful learning process outside of school. To move our students forward in the learning and life

process, they will be assigned appropriate and meaningful homework.1

The approximate amount of time that should be spent on homework increases with the grade. The

average amount of homework that can be expected per grade is shown in the table below.

Grade level Average amount of homework per night

6 60 minutes

7 70 minutes

8 90 minutes

9 - 10 120 minutes

Teachers should only set homework for 2 or 3 times per week in their MYP subject. Where

homework time is required to complete an assignment, teachers are obliged to allow ample time

including consideration of the due dates and requirements their students have for other subjects.

Across subject awareness to minimise the possibility of overloading students with homework is

facilitated via bulletin boards in the Middle School and Senior School areas. Teachers are required

to write the due dates for major summative assignments on these boards to ensure a relatively even

spread. Homework tasks and due dates are written on the board (some classroom have a designated

board for this). Students Agendas are regularly checked to ensure they are using them effectively.

When related to summative assessment, time given for completion should be at least 1 week; other

formative or practice exercise type homework can be due by the next lesson. Feedback on

formative homework tasks may be provided in a number of ways by self, peer or teacher checking

and feedback. Styles of feedback can vary for example:

tick/cross/comments from either self, peers or the teacher;

‘two stars and a wish’ (two positives and an improvement);

Class discussion or contribution to group work.

Formal reporting on application to homework and ability to meet deadlines is covered in the end of

semester reports as “Attitudes to Learning” (ATLs).

In MYP Sciences, homework tasks regularly take the form of:

Research, reading and making referenced summary notes;

Planning and writing assessment tasks;

Completion of an experiment design, processing data from an experiment or finalising

Conclusion and Evaluation for a Laboratory Report;

Answering text questions;

Completing work started in class;

Revising for upcoming tests.

Presentation of Work Guidelines in MYP Science at ISU

ISU MYP Science teachers provide students and parents with teacher expectations for presentation

of their work including notebooks, folders or binders for housing tests and hand-outs, and for

summative assessment tasks.

Laboratory report writing and presentation guidelines are included in notebook hand-outs or the

Grade 9 & 10 “ISU Combined Science” booklet, and via posters in each room. The expectations 1 Information for our homework philosophy was obtained from:

http://www.mrhsd.org/pdfs/Homework%20Brochures/MSHomeworkBrochure07-08.pdf

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vary according to developmental progression through Grades 6 to 10 (MYP 1-5), and include an

ESOL2 version. These were tailor made by ISU Science teachers to assist students in meeting the

highest levels of the relevant criteria.

Each Criterion A summative assessment task sheet includes clear guidelines on expectations for

presentation and often includes examples of the style required.

The school library provides written guidelines on how to reference the work of others using in-text

citations and Works cited lists. Students are also provided with tuition from the librarian and their

teacher in class time used to work on an assessment task. ISU Science teachers liaise with the

other subject teachers across the grade level to ensure continuity of tuition in this area. The use of

websites such as Noodletools and Turnitin assists students in these tasks. Referencing is checked

through turnitin.com directly or via its link with Managebac.

Student Reflection in MYP Sciences at ISU

In their unit planning, teachers should include suitable avenues for end of unit reflections; self/peer

marking of summative tasks before the due date; reflection and setting goals for improvement after

the return of marked summative tasks.

Students have the opportunity to record their levels of achievement as well as their own comment

regarding the summative assessment throughout the school year so that they can reflect on their

progress for each criterion. It is intended that students and teachers will be able to discuss

individual student progress and for teachers to advise on how best to progress. The bi-annual

Parent-Teacher-Student meetings provide further opportunity for this sort of reflection.

The KWL tool – what I KNOW, what I WANT to know and what I have LEARNED, is used to

begin and end selected units.

Peer review of laboratory reports is utilised whereby students have their work pre-assessed by a

peer before revising and submitting it to their teacher for formal summative assessment. For older

classes, teachers can set up the peer review on the Turnitin website.

Teachers are encouraged when appropriate, to guide students to write SMART3 goals for the second

semester that will allow them to improve on some aspect of their summative assessments. Goal

writing is accompanied by three specific steps to help meet it, and the teacher provides assistance

with determining these goals and steps.

Provision for ESOL and Learning support students in the MYP Programme

ESOL

At ISU English is the language of instruction. Not all ISU students are adequately competent to

fulfil the Science course requirements without the teacher implementing measures to ensure that

these students are not disadvantaged and have the fullest possible opportunity to meet the final

objectives. These measures may include teacher training to provide ESOL appropriate resources to

each grade level; appropriate assistance with relevant embedded, and subject specific vocabulary

for each unit; differentiation of assessment tasks (adapted from MYP Sciences Guide, 2010, p. 7).

Provisions for Learning Support

ISU Science teachers work in collaboration with Optimal Learning Centre (OLC) staff and full-time

Personal Assistants of students in their classes to help provide appropriate Science instruction,

2 English as a Second or Other Language 3 Sensible, Meaningful, Attainable, Relevant, T

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learning opportunities and assessment of learning for students in need of Learning Support.

Teachers read the confidential information provided by the OLC, collaborate with their teaching

colleagues and seek further help from OLC staff if they are unsure how to differentiate

appropriately for individual students’ learning differences. OLC staff check, and often facilitate,

completion of modified assessments and rubrics where necessary and advise ISU Science teachers

on appropriate modified (starred) achievement levels as necessary.

Provisions for High Potential Learners

High academic potential in Sciences, or “gifted” learners are either formally identified and

registered with the OLC, including information about any learning differences they may have, or

they may be informally identified through behavioural and other characteristics by their Science

teacher/s, and for some, through demonstrated excellence in assessment tasks. The particular needs

of these individuals are expected to be catered for through differentiated instruction including

accommodation of their heightened curiosity through greater freedom in their lines of inquiry for

instance. Science teachers can access advice on differentiation for the needs of these students

through the Head of OLC or the current Head of Science who holds a M. Ed. specialism in Gifted

Education.

All Grade 9 and 10 (MYP Year 4 & 5) students study Combined Science until the Diploma

Programme years in Grade 11 and 12 whereupon they are able to choose just one or two areas of

Science in which to specialise. ISU has identified a need to better prepare capable students to study

Group 4 Experimental Sciences at Higher Level, which blends with our desire to more purposefully

challenge and extend higher potential Science students. From August 2013, the units studied will

have the same Significant Concept focus, but the extended class will be provided enrichment

facilitated by their ability and willingness to work through concepts faster.

When making a decision on whether a student will be best placed in the Extended or Standard class

there are several factors that are taken into account:

MYP grades for each criteria throughout Grade 8;

ISA results in general, but particularly for Mathematical and Reading Literacy;

General motivation and Attitudes to Learning in Science.

New students will be placed as best as can be determined but their Science teacher/s will re-evaluate

following the first summative assessments, and move the student if necessary by the beginning of

the next unit. Reports and recommendations from previous schools will be taken into consideration.

ESOL students with high ability characteristics will be considered on an individual basis taking

their current competency and speed of English language acquisition into account.

It is not a requirement that students have to have participated in the Extended Science class to study

a Group 4 Experimental Science at Higher Level in the Diploma Programme, but it should prove to

be an indicator for potential to excel at Higher Level. A combination of scientific ability and an

outstanding work ethic are important for success in the IB Diploma Group 4 subjects. Selection in

the Extended Sciences class in Grade 9 (MYP Year 4) is indicative of both the student’s interest and

perceived potential ability in Sciences. If this potential is not realised in Grade 9, the student’s

place in the extended class may be reviewed for Grade 10 placement.

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Grades 11-12: ISU Science Department DP Assessment Policy – Biology, Chemistry and

Physics.

The following information regarding assessment refers to the mainstream Experimental Science

subjects of Biology, Chemistry and Physics. Currently the school is in its final year of offering the

Standard Level (SL) subject, Environmental Systems and Societies (SL), and in its first year of

offering Design Technology. Both these courses differ from the three mainstream sciences in their

Objectives, Assessment Criteria and weightings, the nature of their Internal Assessments, as well as

in that the Group 4 Project is not a compulsory part of the formal summative assessments.

“The single most important aim of DP assessment is that it should support and encourage

appropriate student learning” (DP assessment Principles and Practice, updated Nov 2010, p. 12)

Description of Criteria for Group 4 – Biology, Chemistry and Physics

There are five assessment criteria that are used to assess the work of both SL and HL students in

Biology, Chemistry and Physics.

• Design—D; formulating a focused research question, designing a method that effectively controls

variables and allows for sufficient relevant data to be collected.

• Data collection and processing—DCP; recording appropriate qualitative and quantitative data,

processing and presenting the data including treatment of errors and uncertainties.

• Conclusion and evaluation—CE; justifying a conclusion based on reasonable interpretation of

the data then evaluating weaknesses and limitations in the method and suggesting realistic

improvements with respect to these.

• Manipulative skills—MS; following instructions and adapting to new circumstances,

demonstration of competency and methodical use of a range of techniques and equipment, while

paying attention to safety issues.

• Personal skills—PS; self-motivation to follow the Group 4 Project through to completion,

collaborating and communicating in a group situation, the ability to integrate the views of others

while showing a thorough awareness of their own strengths and weaknesses giving thoughtful

consideration to their learning experience.

The first three criteria—design (D), data collection and processing (DCP) and conclusion and

evaluation

(CE)—are each formally assessed twice. Teachers choose for submission from completed IAs, the

two best examples of the student’s work, for each criterion.

Manipulative skills (MS) is assessed summatively over the whole course and the final, formal

assessment for submission should be based on a wide range of manipulative skills.

Personal skills (PS) is formally assessed once only and this is during the Group 4 Project carried out

during Week Without Walls. ISU teachers may include their own assessment of Personal Skills as

part of the quarterly grades prior to the Group 4 Project.

Each of the assessment criteria can be separated into three aspects. Descriptions are provided to

indicate what is expected in order to meet the requirements of a given aspect completely (c) and

partially (p). A description is also given for circumstances in which the requirements are not

satisfied, not at all (n). A “complete” is awarded 2 marks, a “partial” 1 mark and a “not at all” 0

marks. The maximum mark for each criterion is 6 (representing three “completes”).

D × 2 = 12

DCP × 2 = 12

CE × 2 = 12

MS × 1 = 6

PS × 1 = 6

This makes a total mark out of 48.

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The marks for each of the criteria are added together to determine the final mark out of 48 for the

IA component. This is then scaled at IB Curriculum and Assessment Centre to give a total out of

24%.

(DP Guides - Group 4 Section, 2007, pp. 22-24, 39)

Process of Assessment in Grades 11-12 Group 4 – Biology, Chemistry and Physics

Group 4 students at standard level (SL) and higher level (HL) undertake a common core syllabus, a

common internal assessment (IA) scheme and have some overlapping elements in the options

studied. Assessment of DP Biology, Chemistry and Physics is made up of three external

examination papers at the end of Grade 12, and both teacher assessed and externally moderated

Internal Assessment components. In this way, although heavily weighted on external examinations,

DP Group 4 Experimental Science teachers necessarily participate in the assessment process,

making a direct contribution to the formal assessment carried out on their own students.

Assessment statements, which are numbered in the subject guide, are expressed in terms of the

outcomes that are expected of students at the end of the course. Wherever appropriate, assessment

draws upon environmental and technological contexts identifying the social, moral and economic

effects of science. (DP Chemistry Guide - Group 4 Section, 2007, pp. 7,10).

Students’ mastery of the course objectives are assessed by their ISU teachers in a variety of ways

which lead gradually and more heavily into the completion of full examination papers as the course

progresses. Towards the beginning of Grade 11, assignments related to Aim 8 in particular are

included as summative assessments, for learning the examinable material; by Grade 12, learning

activities of this type are treated as formative only. End of unit class tests, Quarterly class tests or

end of Semester Exam Block papers are written to test mastery of the material covered up to that

time, using only past IB paper questions. They are marked using the accompanying mark scheme

and teachers are guided as to the appropriate Grade Boundaries by use of the relevant Examiners

Reports issued following each formal examination session.

The mock exams held in January of Grade 12 mimic the style and length of the official

examinations held in May to June each year. Along with the IAs up to that time, mock exam results

are a good indication of how well the student will perform on the formal IB assessments.

Internal assessment carried out by the classroom teacher plays a significant role in student

achievement throughout the Group 4 course. Summative assessment eligible for submission as part

of the IA component will normally be done during the latter part of the course when students have

become more familiar with the criteria and can be assessed in complex practical work (DP Guides -

Group 4 Section, 2007, p. 10). Initial assessments for each IA criteria are also treated as assessment

for learning with a greater amount of teacher support, peer marking, editing and modelling used, or

excellent examples shown, to build student competence in these areas until later in Grade 11. By

the end of Grade 11 though, at least one summative assessment (in addition to the practices) for

each IA criteria should have been completed, but preferably two. Two summative assessments per

criteria, marked in full should be completed for inclusion in the first quarter report in Grade 12.

This allows students adequate time to complete further assessments in order to maximise their

achievement for the IA component. Higher Level students need to complete a set of IAs associated

with work at this level or they run the risk of their IA work being downgraded. Typically an SL

student would complete IAs to give up to three for each criterion, while an HL student is likely to

complete four for each criterion, from which the best two are used toward the formal IA component

scores.

It is important to understand that although it is expected that experiments or laboratory work should

be carried out for each topic in the course, including Options, most of the practical work completed

is not assessed in this way (DP Guides - Group 4 Section, 2007, p. 18). It is used primarily to:

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learn and experience firsthand the concepts taught which aids memorisation and retention for the

examinations;

offers a chance to hone personal skills in group work situations which are summatively assessed

through the Group 4 Project during the Week Without Walls held in January of Grade 11; and

allows development of manipulative skills, which are assessed by the teacher in an on-going

fashion until a final judgement is given toward the end of Grade 12

leads to greater appreciation of the international nature of the Scientific Method in its widest

sense, with its emphasis on peer review, open mindedness and freedom of thought, which

transcends politics, religion and nationality (DP Guides - Group 4 Section, 2007, p. 4).

The IA model is flexible enough to allow a wide variety of investigations to be carried out. These

could

include:

• short laboratory practicals over one or two lessons and long-term practicals or projects extending

over several weeks;

• computer simulations;

• data-gathering exercises such as questionnaires, user trials and surveys;

• data-analysis exercises;

• general laboratory work and fieldwork.

(DP Guides - Group 4 Section, 2007, p. 17)

Weighting in Grades 11-12 for Group 4 – Biology, Chemistry and Physics

Objectives 1,2 and 3 are externally examined during the May-June official examination session.

Objectives 1 and 2 ask students to demonstrate an understanding of, and ability to apply and use:

a. scientific facts and concepts

b. scientific methods and techniques

c. scientific terminology

d. appropriate methods of presenting scientific information.

Whereas Objective 3 requires students to construct, analyse and evaluate:

a. hypotheses, research questions and predictions

b. scientific methods and techniques

c. scientific explanations.

Standard Level

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(DP Guides - Group 4 Section, 2007, p. 13)

Higher Level

(DP Guides - Group 4 Section, 2007, p. 15)

Formation of Summative Grades in Group 4 – Biology, Chemistry and Physics

“The approach used in DP assessment in the application of criterion achievement levels is a “best

fit” model. The examiner or teacher applying an assessment criterion must choose the achievement

level that overall best matches the piece of work being marked. It is not necessary for every detailed

aspect of an achievement level to be satisfied for that level to be awarded, and it is worth noting

that, similar to the MYP, the highest level of any given criterion does not represent perfection.”

(DP assessment Principles and Practice, updated Nov 2010, p. 32)

Summative quarter and semester report grades are determined with the goal of reflecting how

students have performed on school-based assessments, completed to date. While quarterly school

reports as such do not claim or aim to predict, the final result a student will achieve, the weighting

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of assessment types included in each report, are formulated to match those of the IBO as closely as

possible.

For school reports the 76% examination component is assessed primarily through past paper exam

questions sat as quarterly class tests or during the biannual exam blocks. In the first quarter of

Grade 11 however, it may also include summative assessment of written research reports, or oral

presentations to the class, questions analysing experimental results and other tasks. In this case the

general rubrics for IB sciences are used and the assignment given a 1-7 grade which best fits the

descriptors. Teachers modify the descriptors to be somewhat task specific if necessary.

It should be noted that from experience, the Mock Examinations in January do give a good

indication of an appropriate predicted grade, and along with the Internal Assessment components

to that point, are used to formulate to a large extent the final school report grade for Quarter 3 of

Grade 12.

Provisions for ESOL students

The Diploma is taken in a limited choice of three major languages. ISU only offers the DP in

English. “DP assessment must reflect the international-mindedness of the programme wherever

possible, must avoid cultural bias, and must make appropriate allowance for students working in

their second language.” (DP assessment Principles and Practice, updated Nov 2010, p. 12)

“Considerable extra care is taken in the wording of questions so as not to disadvantage second-

language speakers. Sentences should be short, with simple wording and sentence structure used

wherever possible, although subject-specific terminology is not avoided. Additionally, tolerance

must be shown towards errors in spelling and grammar when marking is carried out.” (DP

assessment Principles and Practice, updated Nov 2010, p. 16)

Where appropriate teachers encourage the use of translation dictionaries and construction of

glossaries to aid a student in their acquisition of the language required. The onus is on the student

to be competent enough in English to succeed in their chosen courses.

Provisions for Learning Support

The Diploma Programme does not make specific allowances for students needing learning support

however, the IB does recognise learning differences by granting, in some cases, such

accommodations as extra time for exams or permission to write exams using a computer rather than

by hand.

The Vade Mecum (DP manual), together with a publication addressing the concerns of candidates

with special assessment needs, provides information to schools on how to put in place special

assessment arrangements for candidates with individual needs, such as a specific learning difficulty,

a behavioural difficulty, a physical, sensory or medical condition, or a mental health problem. (DP

assessment Principles and Practice, updated Nov 2010)

Moderation of Assessment – dates for Group 4 Experimental Sciences

Details of an individual student’s practical scheme of work are recorded on form 4/PSOW (Practical

Scheme of Work for Group 4). Laboratory work corresponding to the best two marks achieved by

each student when assessed using the internal assessment criteria (design, data collection and

processing, and conclusion and evaluation) along with the instructions given by the teacher for the

laboratory work, must be retained for possible inclusion in the sample work sent to an internal

assessment moderator by the end of March in Grade 12. This equates to the end of third quarter of

Grade 12.

Frequency of Assessment in Group 4 – Biology, Chemistry and Physics

Frequency of assessment is not prescribed but has been largely outlined in the information above.

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Examination practice – topic tests are normally end of each topic (primarily used as formative

assessment), combined with comprehensive testing of all topics covered, at the end of each quarter

in preparation for the reporting period.

Internal Assessments – Only some of the 40 hours (SL) or 60 hours (HL) of practical work need

be allocated to the practical work that is assessed using the IA criteria. (DP Guides - Group 4

Section, 2007, p. 18). Teachers ensure students complete adequate examples of complex laboratory

work (3 to 4 for each) over a number of topics, to allow choice of the best two marks achieved by

each student for each of the internal assessment criteria (D, DCP, CE). As a guide, this amounts to

approximately one formal internal assessment for at least two criteria per quarter, from third quarter

in Grade 11 to third quarter of Grade 12.

For the Manipulative Skills formal observations are made at least twice per quarter by teachers

during appropriate laboratory work where students are asked to follow instructions, can demonstrate

competency and methodical use of a range of techniques and equipment, and show awareness of

safety. Students should be notified when the teacher will be taking particular note of these skills.

Personal Skills are formally assessed once during the Group 4 Project. Students are allocated to a

group of 8 – 10 peers who give written feedback in their Project Booklets, on the extent to which

their classmates have fulfilled the descriptors. Self-evaluation is also required of each student. The

supervising teachers then discuss together their observations, taking the written feedback of the

students into account. The agreed upon levels on the rubric at the end of the Project Booklet are

circled in order to assign a final mark out of 6. This is returned to the student with teacher

comments and used in school reports thereafter.

Homework Policy and Procedures in Group 4 – Biology, Chemistry and Physics

Success in IBO DP Biology, Chemistry and Physics is much enhanced when students put aside

regular study times for studying their Experimental Science/s and their other exam based subjects in

addition to fulfilling homework requirements.

Homework tasks are used as a learning aid, often fulfilling Aim 8, or for time given to complete

write-ups of Internal Assessments, which are laboratory experiment reports abbreviated as “IAs”,

and which form 18% of the formal summative course assessment. Up to three hours of homework

per week may be assigned.

Study should include checking for, or enhancing understanding and memorisation, by reviewing

summaries, looking back over work covered in class and highlighting points, then answering the

relevant past paper exam questions in the texts or other sources provided, in order to practice not

only the content but what is expected for each of the command terms. Answering set questions and

solving problems based on the current work will often be set as “homework”. At least three (3)

hours study per week for each Science subject is required for a passing grade at Higher Level, and

to excel, even greater commitment and application is required of most students.

Presentation of Work in Group 4 – Biology, Chemistry and Physics

Formal examination papers are completed by hand but are marked with the use of computer

software. Hence, students need to practice writing an ‘X’ correctly in the boxed answer sheet for

multiple choice Paper 1, and rubbing out sufficiently well if changing their answer. For Papers 2

and 3 written answers must be kept within the boxed answer area and be easily legible.

There is a large degree of flexibility in the way student laboratory reports might be presented within

the genre of a scientific experiment report. Provided it is neat and legible, hand-written work is still

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formally acceptable though not recommended since expertise the use of a variety of 4ICT is also an

expected outcome of the course. It must however contain all the necessary components to fulfil the

descriptors for D, DCP and/or CE as appropriate. Students are expected to indicate their awareness

of safety issues to support assessment of manipulative skills by including a “Risk Assessment”

section, which includes ways that identified risks will be reduced.

Teachers are required to attach a marksheet clearly displaying the results for each Internal

Assessment, with comments justifying the levels. These not only provide important and meaningful

feedback to students, but should that work be submitted as part of the formal assessment moderators

are more likely to agree with the ruling of the teacher. Formal Internal Assessment written work

needs to be checked for originality through Turnitin, and referenced as may be appropriate. It may

be submitted via Managebac or other electronic means, to the teacher.

Works Cited IBO. (2007). Diploma Programme Biology, Chemistry and Physics Guides - Group 4 Section. Cardiff Gate Wales,

UK: International Baccalaureate organisation. IBO. (February 2010). Example Interim Objectives. For use with the MYP Sciences Guide. Cardiff Gate: Peterson

House, Malthouse Avenue.

IBO. (updated Nov 2010). Diploma Programme assessment - Principles and Practice Sept 2004. Cardiff Gate, Wales, UK: IB Peterson House.

International Baccalaureate. (2010, February). Sciences Guide. Middle Years Programme, for use from September 2010 or January 2011. Cardiff Gate, Wales, UK: Internaitonal Baccalaureate.

4Information and Computer Technology