Assessment is integral to all teaching and learning. It is central to the goal of effectively guiding students through the understanding of concepts, the acquisition of knowledge, the mastering of skills, the development of attitudes and the decision to take action. Assessment is the gathering and analyzing of information about student performance.
- PYP Assessment
This is interwoven with daily learning and helps teachers and students find out what the students already know in order to plan the next stage of learning. Formative assessment and teaching are directly linked; neither can function effectively or purposefully without the other.
This happens at the end of the teaching and learning process. It gives the students opportunities to demonstrate what they have learned.
This is the process of making a judgment about student progress or the effectiveness of a program based on sufficient assessment information. The PYP requires that individual portfolios of student achievement be kept, as an important mechanism for documenting progress. Students aged 10 to 12, in the final year of the program, are expected to participate in a culminating project, the PYP exhibition. This is designed to demonstrate their proficiencies in all areas of the program.
Purposes of Assessment
The purposes of assessment are to promote student learning, to provide information about students learning and to contribute to the evaluation of the effectiveness of the program.
Student learning is promoted through:
assessing the students' prior knowledge and experience brought to the topic or task in order to plan and/ or refine the teaching and learning program or to meet individual or group needs
building a profile of students' understanding
engaging students in reflections on their learning and in assessment of the work produced by themselves and others
Information about student learning is provided by:
representative examples of students' work of performance
compiling statistics based on explicit benchmarks and rubrics
records of test results
Program evaluation uses a variety of student assessments to:
assess student performance in relation to the general and specific outcomes of the program
assess group performance in relation to other classes or groups both internally and externally
inform others, including students, colleagues and parents
- MYP Assessment
Teachers assess students according to the objectives of each individual subject through formative and summative assessment. Formative assessment is used at different stages of the learning process to measure the progress of the student and helps teachers and students make neccesary adjustments to their plans for learning. Summative assessment is criterion based. Teachers adapt the criteria prescribed by the IB. These criteria state the final levels of achievement in each discipline. Teachers modify the IB criteria to match grade level objectives. Students are also involved in self and peer assessment of their work and reflect on their own approaches to learning.
- DP Assessment
There are two types of assessment during the Diploma Program years. Formative assessment provides accurate and helpful feedback on the kind of learning taking place. It also helps identfying students’ strengths and weaknesses. Summative assessment measures student achievement on previous learning based on the objectives of the course. Assessment criteria, markbands, and markschemes are used to assess students’ work. Grades 1-7 are awarded at the end of each semester for performance on summative assessment tasks, 1 being the lowest and 7 being the highest. TOK and EE are graded using letter grades with A being excellent and E being elementary.