General Assessment Policy

The International School of Älmhult

What is 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. (IBO January 2001)

At the International School of Älmhult assessment is integral to all teaching and learning. It provides a framework within which educational objectives are set and students’ progress is continuously encouraged and monitored. Furthermore, it helps the school as a community of learners to strengthen learning across the curriculum.

Our assessment principles

Using the principles and processes of assessment, we aim to:

• monitor progress and support learning;

• recognize the achievements of pupils;

• guide future planning, teaching and curriculum development;

• inform parents of pupil achievement;

• provide information to ensure continuity when the pupil changes school or year group;

• comply with the IB curriculum requirements;

Types of assessment:

Formative: Ongoing assessment for learning is carried out by teachers, both formally and informally, during a unit of work. The results of formative assessments help teachers and students to set learning targets and adapt teaching materials, methods and procedures.

Summative: Assessment of learning takes place at the end of a unit of work (e.g. unit of enquiry). It aids teachers tracking pupils’ progress and ensuring that learning standards and learning objectives are met.

Diagnostic: All assessments can provide diagnostic evidence. This type of assessment can be carried out at any time throughout the school year when an evaluation of the pupil’s strengths and weaknesses is needed in order to meet learning targets.

Self-assessment and peer assessment: Assessment as learning allows pupils to reflect on what they have learnt and how they have learnt it. It encourages and support pupils to become responsible for their own learning.

Assessment procedures

Teachers decide and develop different assessment procedures to track and record pupil’s progress. The school requires that certain standardised forms are used for tracking this progress and these are kept on file at school. The following are examples of assessment methods and procedures used:

Assessment strategies Assessment Tools

Observations

Selected responses (tests, journals, essays, self-reflection worksheets)

Anecdotal records

Rubrics

Process-focused assessments (essays, debates, presentations)

Performance assessments (role-plays, presentations, projects, debates)

Continuum

Checklist

Open-ended tasks Exemplars

Portfolios (PYP) and Assessment Binders (MYP)

Portfolios/Assessment Binders can be used as a tool for assessment and reporting purposes. The portfolio is used to show the development of knowledge, conceptual understanding, transdisciplinary skills, attitudes and the attributes of the learner profile over a period of time. In PYP, the teacher and students will use the portfolios during conferences. In MYP,

the Assessment Binders are sent home prior to a conference for review by student and parent together.

Criterion-referenced assessment

Pupils’ work is assessed against defined assessment criteria drawn from the IB assessment guidelines. Procedures for assessment and assessment criteria are shared with both pupils and parents as an aid to the learning process. It is important for pupils to know what is expected from them before any given task.

The exhibition

In the final year of the PYP, students participate in a culminating project, the PYP exhibition. It is a transdisciplinary inquiry as well as a summative assessment activity that is a celebration as students move from the PYP into the middle years programme.

Conferences

The purpose of conferences is to share information between teachers, students and parents. These conferences may take a formal or informal structure. The school uses the following structures, all of which engage the students themselves in reflection:

Development talk; Students are given feedback so they can reflect on their work and further refine and develop their skills. These conferences are held once in the Autumn and once in the Spring in order to support and encourage the student's learning and teacher planning.

Student-led; The students are responsible for leading the conference, and also to take responsibility for their learning by sharing the process with

their parents. (This is a partial follow up of the 1st Development Talk by touching on progress towards the stated goals)

Reporting

Reports provide information of pupil’s progress and promote a good communication between school and parents. A written report for each pupil from PYP 1 to MYP 1 is sent to the parents once a year stating if the pupil has met the curriculum goals for the year. The written comments are preceded by the development talks in the Autumn and Spring allowing parents and teachers to further discuss the pupil’s learning development.

MYP 2-5 students receive a report card at the end of each term with the grades they have achieved in each subject. The report cards are preceded by the development talks in the Autumn and Spring allowing parents and teachers to further discuss the pupil’s learning development.

Support for Learning

EAL students

There is an initial language skills assessment – diagnostic assessment - for new EAL students. This helps teachers better evaluate and respond to students lan-

guage needs. This assessment is carried out informally, by the class teacher and the support for learning teacher, during the first two weeks of school.

The overall student’s language progress is assessed and recorded based on the development of the different language skills: reading, writing, speaking and lis-tening. The assessment criteria is drawn from the IB language assessment rubrics and the Qualifications and Curriculum Development Agency (UK)

EAL students and students with other learning needs

Once the learning needs of a student have been identified, ongoing assessment is carried out by class/subject teacher and support for learning teacher. Student’s progress is recorded, reviewed and reported every six weeks until learning tar-gets have been achieved.

*See also the MYP specific Assessment Policy