Purpose of Assessment
Assessment is the gathering and analysis of information about student performance. It identifies what students know, understand, can do, and feel at different stages in the learning process; this information guides teachers in instruction. Assessment is an ongoing and daily part of school life, and the formative comments students receive develop their understanding of the skills and knowledge required to be successful in each course. The aims and purpose of assessment are to:
The IBDP culminates in written examinations marked by external IB examiners. Students also complete assessment tasks in school, which are initially marked by teachers and then moderated by external examiners, or sent directly to external examiners. IB subjects are assessed using a points system from 1 to 7. The IB Diploma is awarded to students who achieve at least 24 points (subject to minimum levels of performance across the whole programme) and satisfactorily complete the Extended Essay, Theory of Knowledge, and Creativity, Action, and Service requirements. The highest total an IBDP student can achieve is 45 points.
Regardless of previous academic achievement, students are expected to make appropriate progress and continually improve. Our teachers are highly trained in estimating and setting academic targets that challenge student learning. Teachers use students’ results to set challenging, yet achievable academic targets. High School students usually achieve short-term targets by each academic report and long-term targets by the end of the school year or the end of High School. We continually track and monitor the academic achievements of every student in every subject to ensure they are reaching their goals. Students also reflect on their academic achievement during every lesson and after homework assignments and assessments. If a teacher identifies a student whose progress is slowing, the school administers an individual learning plan to help ensure the student is back on track by the next report.
Academic reports describe students’ academic and social development and list targets in all subjects for the student to concentrate on before the next report. Teachers communicate with families about student achievement and progress via four reports during the school year in October, January, March, and June. Staff use results from the October and March reports to evaluate which course route each student should pursue. The student’s course route and attainment grade are detailed on the academic reports in January and June, and entered onto their college transcript. Any transitions between course routes must be discussed among the student, parents, teachers, and School Leadership Team. There are parent consultations with teachers scheduled during the school year. Parents may also meet with teachers outside of the consultation dates.
There are two semesters during the school year. At the end of each semester, students receive a grade for each subject, which reflects their attainment over the semester. The subject grades for Semester 1 and Semester 2 are published on the students’ official college transcript. Halfway through each semester, students receive a “progress grade”. This grade is not published on the college transcript and serves to demonstrate the students’ current attainment. Students receive an assessment map from for each subject at the start of the school year. The map outlines how final and progress grades are determined.