december 2017 reviewed december 2018 - m-eis.com
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The Egyptian International School In El-Marag
Assessment policy December 2017
Reviewed August 2021
The Egyptian International School In El-Marag
“The Egyptian international school” Vision statement
The Egyptian International School In El-Marag provides a new model to be followed by
the Egyptian governmental schools. In addition to offering an educational system that
keeps pace with our modern era and which is based on using modern technology and
improved teaching methodology.
“The Egyptian international school” mission statement
The objective of The Egyptian International School In El-Marag is to provide an of The
objective of The Egyptian International School In El-Marag is to provide an outstanding
education that seeks to nurture a new generation open to the world while maintaining
his cultural identity and mother tongue and developing noble values and respect for
other cultures. Our aim is to develop personal traits in students that can influence the
society and meet the challenges of the modern world through the creation of a climate
of lifelong learning shared by the school community and the family. Upstanding
education that seeks to nurture a new generation open to the world while maintaining
his cultural identity and mother tongue and developing noble values and respect for
other cultures. Our aim is to develop personal traits in students that can influence the
society and meet the challenges of the modern world through the creation of a climate
of lifelong learning shared by the school community and the family.
The Egyptian International School In El-Marag
The philosophy of assessment of The Egyptian International
School in El-Marag
Integrated assessment:
Assessment enriches all IB programs, and while all assessments look different in each
program, all IB assessments are diverse and fit for purpose.
Assessment is an integral part of the objectives of the IB programs, which is to support
students in a thoughtful and effective manner by acquiring subject-specific knowledge
and skills, understanding concepts, and developing learning styles.
Assessment is also a means of measurement that is used continuously and
comprehensively to achieve the educational and learning goals of the school, bearing in
mind that assessment is a constructive and motivating element for success, challenge
and improvement of skills.
From this we can consider the following:
- Assessment is an ongoing process of analyzing, reflecting, and acting on evidence of
student learning in order to enrich education.
- Assessment includes teachers and students who collaborate to monitor, document,
measure, report, and modify learning.
- Students actively participate in assessment and reflection on their learning and work
on feedback and suggestions from peers and teachers to reinforce next steps of learning.
- Promoting a culture of assessment involves developing the capacity for assessment
among all members of the learning community.
- Learning objectives and success criteria are built collaboratively and clearly
communicated.
- Learning outcomes and learning process are evaluated.
- Evaluation design forward and backward.
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However, individual differences must be taken into account, and the assessment policy
must be consistent with the International Baccalaureate Programs as well as the PYP,
MYP, and DP assessment criteria.
Whereas in the PYP written reports are relied upon as comprehensive records of
students and parents about students’ progress, however, it should not be ignored that the
effectiveness of the reporting process lies in that reports should clearly indicate the
strengths and improvements in which students participate by providing Data (through
self-assessment) is a useful tool for student development.
This is evident through the various evaluation papers, as well as the certificate forms
that the school preferred to have the appropriate reporting form, so that:
- The characteristics of the learner must be addressed.
- Units must be transcendental and subject-specific education covered.
- All teachers involved in the student progression process should have the opportunity
to add their comments.
- All essential program elements must be included.
In addition, in the MYP, the objectives of the subject group are aligned with the
evaluation criteria. Each criterion contains eight potential achievement levels (1-8),
divided into four ranges that are generally finite (1-2); suitable (3-4); large (5-6); And
excellent performance (7-8). Each team has its own unique description that teachers use
to make "best fit" judgments about students' progress and achievements.
Students’ progress and achievement.
As for the diploma program:
- The first draft of the extended article must be completed.
- All internal deadlines for TOK / CAS / written assignments / internal assessments
must be met.
- Final external exam scores
• Final exam scores are awarded by IBO upon completion of final exams.
• Results are released to learners in early July and can be accessed on the IB website
using a pin given to each learner.
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• The International Baccalaureate Diploma or Diploma Course Certificate, as
applicable, is awarded by the International Baccalaureate.
The committee responsible for “assessment policy” Consisting
of:
- PYP Teachers.
- MYP Teachers.
- DP Teachers.
- Librarian.
- Pedagogical leadership.
- The coordinators of “PYP, MYP and DP”
Reviewed by: Advisors from Oasis International Schools.
Yearly reviewing
Will be reviewed in August each year by the same committee.
This document has been posted on the school website to be
available to everyone in Arabic and English.
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Aims of assessment
Making sure that the school vision and mission are being achieved.
Develop real life skills.
Making sure that the educational and learning objectives, set before in the
strategic plan, have been achieved.
Assessing the previous knowledge of the learners.
Assessing the individual differentiation between learners.
Identifying the effect of the acquired experience, individual or social, on the
learners' characteristics.
Making sure that the learners have acquired the learner’s profile attributes.
Develop higher mental skills.
Develop new and creative ideas and responses.
Focus on processes and product in the learning process.
Development of multiple skills within an integrated project.
Using multiple assessment strategies and tools to measure the various aspects of
the learner's personality.
Collecting data that shows the degree to which learners have achieved learning
outcomes.
Enhance the student's ability to self-assess.
Making sure that the learners have fully understood and applied the assessment
criteria.
Knowing to what extent are the curriculums applied and the disciplinary themes
through the global context and interdisciplinary themes.
For parents to communicate consistent, timely feedback and opportunity for
conversation.
To allow parents and teachers to work together as advocates of learners' learning.
To provide transparency of the curriculum.
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What do we assess?
Assessing previous and acquired knowledge of the learners.
Improving and developing the learners' characteristics and how far they benefit
from “the attitudes” of the IB programme.
Assessing to what extent the learners have acquired new “concepts” through the
global context and how they use them within the unit of inquiry.
Assessing the ability of learners to research, analyze and organize their thoughts
to help them to progress.
Assessing how far the learners understand the subject information.
Assessing the learners' ability to work in groups and to work individually, and
how far they can communicate with others.
The skills the learners acquired through the unit of inquiry.
How far the learners know about the problems of the society, and associating
them through the global context on a worldwide level then we can assess how far
they feel responsible and how ready they are to take part in and to present
solutions.
The importance of evaluation
First: For the learner:
1. It is an incentive for some learners to learn and use their abilities to raise their
level of achievement.
2. Evaluation helps the learner identify his strengths and weaknesses.
Second: For the teacher:
1. Evaluation is a means of diagnosing the strengths and weaknesses in the
educational activities or the teaching aids that he used.
2. Evaluation is a means of identifying learners' levels and strengths and
weaknesses, which helps guide them.
3. Evaluation Science helps to identify the social and psychological problems of
learners.
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Third: With regard to curriculum development:
1. It provides the information and provisions necessary for the development
process to be based on sound foundations.
2. Increases the effectiveness of curriculum implementation.
3. It helps to make decisions related to curricula on realistic bases and correct
information.
Fourth: For the school:
1. It helps the school to review its objectives and the adequacy of the curricula to
achieve these objectives.
2. The school helps in dividing students into appropriate groups, whether in
classrooms or in activity groups.
3. Helps the school compare its achievement and performance with the
achievement and performance of other schools on the same system.
4. It helps in identifying people with special cases, such as those who suffer from
health, psychological or social problems, or those who lack some abilities or
talents in certain aspects, and thus work to take care of them.
5. It provides information on the extent of the school's impact on the local
environment and society and the extent to which the school and its curriculum are
linked to the labor market.
6. It provides the school with indicators indicating the extent to which it has
benefited from the resources and capabilities of the environment and society.
Fifth: For the community:
1. It provides information about the curricula and the school. This may lead to the
development of the community’s interest in education and curricula, and
invoking their contribution in opinion and thought or by material means may lead
to improving or developing curricula.
2. Provides evidence and information on curricula for parents' councils, whose
decisions have an impact on the educational process.
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Principles of Assessment:
Tasks will be designed to appeal to a variety of learning styles.
Assessments will be differentiated to account for learners' diverse needs.
Assessment tasks will be rigorous, involving critical and creative thinking skills.
Assessment tasks will encourage transfer of skills, interdisciplinary learning, and
real-world contexts.
Assessment tasks will include clear, consistent use of command terms.
Learners with identified learning needs will receive treatment based on their
learning plans.
All work submitted for assessment must be the learners' own work.
Learners will receive timely and meaningful feedback on their performance on
assessment tasks.
There is a balance between formative (ongoing throughout the unit) and
summative (end of unit) assessment.
Characteristics of an effective evaluation:
Very effective evaluation shares some key characteristics
(adapted from Clark, 2012)
- Real: Supports making connections with the real world to enhance student
engagement.
- Clear and specific: This includes desired learning objectives, success criteria,
and the process students use to learn.
- Diversified: Uses a wider range of fit-for-purpose tools and strategies to build
an integrated picture of student learning.
- Developmental: focuses on the individual progress of the student rather than on
evaluating his performance in comparison to others.
- Collaborative: Involves teachers and students in assessment development and
the assessment process.
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- Interactive: Assessment involves ongoing and iterative conversations about
learning
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Types of assessment
prior assessment formative assessment summative assessment
To measure the previous
knowledge of the
learners.
It is a continuous
assessment that includes
all the assignments and
tasks done by the learners,
all the features gained, and
all the tests, and to what
extend they were
following the rules and
doing the required
activities.
It is at the end of the unit.
It assesses the final task
done by the learners either
individually or in a group.
The summative
assessment could be a
painting, a research paper,
a play, a power point
presentation or a song.
The aim is to identify the
previous experience and
knowledge of the
learners in order to
design a formative
structure of knowledge
that suits them.
The aim is to follow the
progress of the learners
and to measure their
ability to achieve the
learning goal.
It aims at making sure that
the learners have learned
all the skills, have
understood all the
concepts and have
achieved all the objectives
and attitudes required.
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The procedures to be followed by teacher after the assessment:
To talk to the learners about their achievement and to draw their attention to their
weakness and strength points.
The teacher should use encouraging and motivating words while talking to the
learners about the result of the assessment.
During the “level meeting” The teachers should discuss the results of learners'
assessment.
To compare the new assessment results with the previous ones.
To inform the educational coordinator and the school social worker when
observing any sudden change in the learners' level.
The teacher must keep a copy of the assessment sheets and a mark register.
To send a copy to the parents to keep them informed about their son or daughter.
The teacher should design assessments to be carried out in groups, and then to be
carried out individually to be sure that each learner has managed to achieve the
objective.
To provide many formative assessments during the unit for the weak learners
who couldn’t achieve the target.
Contacting parents:
Parents should know the different types of assessments and their objectives.
Parent should be a constructive and helpful element to the school.
Teachers should pay attention to the parents’ observation about their sons or
daughters at home as it is a useful indicator.
Parents must be informed about the results of the assessments through reports
that are to be sent through the school site.
The level of the learners must be mentioned in detail. The weakness points, the
strength points and the future plan of the teacher to handle this must be clarified
as well.
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Emergency situations:
In case of absence:
In case of absence due to sickness excuse and after showing the legal papers, the
learners may go for another assessment on condition that, it must be different but
it is to achieve the same objective.
The school should show understanding to the following absence excuses:
Taking part in sports competitions after informing the school.
Social and family circumstances.
In case there is no accepted absence excuse, it will be registered in the learners'
report “absent for no excuse.”
In case the learners gets sick during the assessment:
A learner can go for the assessment again in case he becomes sick or ill during the
assessment and that after consulting the school doctor.
Integrity and discipline:
The result of the assessment will be cancelled for a learner in case he doesn’t follow the
“academic honesty”; such as if he tries to cheat either orally or through a written way or
through modern communication means. A committee formed of teachers and the school
administration will be formed to discuss the situation and to set the appropriate reaction
that helps change that wrong behavior.
The exhibition displays all the skills and concepts that the learners have acquired
throughout the primary stage. It’s a must that the learners work in groups, thus
enhancing that the learner has acquired the feature, “communicator”, in addition to
making sure that the learner has acquired self- confidence and the ability to present a
subject in front of audience.
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Primary years program
The four dimensions of evaluation
The evaluation provides evidence to enrich learning and teaching. The
PYP has four dimensions:
Monitor, document, measure and report learning. Each of these aspects has
its own function, but all aim to provide evidence to enrich learning and
teaching. Although the proportions of the four aspects are not equal, they
each have their own importance and value. The PYP chooses to focus on
monitoring and documenting learning because of the importance of these
two aspects in providing the learner with feedback and practical
suggestions.
- Learning Monitoring: Learning Monitoring aims to check learning
progress against personal learning goals and success criteria.
- Documenting learning: Documenting learning is collecting evidence of
learning. Documentation can be physical or digital, and can be displayed or
recorded in a variety of media formats. Documentation reveals insights
about learning and provides opportunities to reconnect with learning
objectives and success criteria.
- Learning Measurement: Learning measurement aims to identify what
the student has learned at a specific “time point”, in which the school can
apply government standardized tests, in order to measure the performance
of its students.
- Learning analysis: Teachers use several data points to assess students'
progress. The goal is to organize, aggregate, and separate data to capture
information to support evidence-based decision-making. The PYP supports
collaborative data analysis of individual learners, groups of students, and
across the school to identify patterns and trends in student learning. The
outcome of this analysis informs and guides decisions about learning and
teaching.
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- Learning Reporting: Learning reporting enriches the learning
community by describing student learning progress and achievement,
identifies areas for growth, and contributes to increasing program
effectiveness. Communication may be the most general aspect of the
assessment and, therefore, needs special consideration in order to provide
clear and useful information to students and parents. If the school awards
and sends grades or any other indicators of achievement, it should ensure
that these processes are open, transparent, and understandable to all
stakeholders.
a. Oral report:
1. Meetings:
The purpose of meetings is to deal with information between teachers, students and
parents. The school must determine the function of the meetings in order to develop its
format. This may include setting goals and these meetings may take a formal or
informal form.
Types of meetings:
Between teacher and student:
It is designed to provide feedback and feedback to students so that they can reflect on
their work and further develop and refine their skills. It is important that these
individual meetings take place frequently in order to support and encourage student
learning and teacher planning.
Between the teacher and parents:
It is designed to give parents information about the student's development progress and
needs and about the school's program. Teachers should take this opportunity to gather
information about the student's background, answer parents' questions, address their
concerns, and help define their role in the learning process. Parents should take this
opportunity In order to provide the teacher with information about the cultural context
of student learning.
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Student-run meetings (student conference):
Students run meetings in which the student and parents participate.
The student is responsible for running the meeting as well as taking responsibility for
their own learning process through the participation of their parents in the process. This
may involve the student demonstrating their understanding through a variety of
different learning situations and there may be several meetings that take place At the
same time.
The meeting includes the student’s discussion and reflection on examples of their work
that they have chosen to share with their parents in advance. These models are pre-
selected with guidance and assistance from the teacher, and they may be models taken
from the student’s learner file. During the meeting, the student identifies strengths and
areas of improvement, and this meeting enables parents to take an insight on the quality
of the work he does.
Meetings between teacher, students and parents:
Students, Parents, and Teacher participate in these tripartite meetings During the
meeting, students discuss their learning and understanding process with their parents
and teacher as they are responsible for supporting the student through this process.
b. Written report:
Written reports are comprehensive records of students and parents on student progress,
which clearly indicate strengths and improvements in which the student is involved
through providing data (through self-assessment). The written report is a useful tool for
student development.
There are features of this report:
- The international learner profile must be addressed.
- Modules Trans disciplinary themes and education must be included.
- All teachers involved in the student progression process should have the opportunity
to add their comments.
- All program Elements of the PYP framework must be included.
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The Egyptian International School In El-Marag
The learners pass to the next stage after passing all final and ongoing evaluations,
according to the teacher's comment on the learners' achievement of the objectives of the
course.
If there are any learner weaknesses, an action plan is developed in summer or early next
year.
In case the learner hasn’t passed or hasn’t been able to achieve the educational and
learning objectives, the learner stays in the same grade and doesn’t join the next grade,
but that only happens after the school takes the following measures:
To hold a meeting in presence of all the teachers of the specified grade and
the school administration and to discuss the learners' educational level. If
the learner can’t achieve his objectives in the first certificate, an evaluation
program is to be made by the teacher, the parents, the school
administration and the school social worker.
If the learner repeats the mistake in the second certificate; a second
meeting and a new plan is to be made by the teachers and the parents and
under the supervision of the school administration.
In case there was no progress in the third and the last certificate, the
teachers and the parents would gather for a third time to set a special
program that goes with the school policy and takes into consideration the
conditions of “international baccalaureate” expectations.
The primary years program exhibition:
During the last year of the PYP students participate in a capstone project called the
P.Y.E the learners make the exhibition according to the trans- disciplinary theme which
they have chosen. The learners' project should include all the five elements that
the learners have gained:
(Knowledge, Concepts, Skills, Attitudes, and Action) It is a Tran's disciplinary research
carried out in a spirit of personal and collective responsibility in addition to being a
final assessment activity and also a celebration of the student's transition from the PYP
to the Middle Years Program.
The primary years program exhibition has a number of basic purposes, including
the following:
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- The student participates in an in-depth research collaboratively.
- Provides students with the opportunity to demonstrate independence and responsibility
for their own learning.
- To give the student the opportunity to explore multiple points of view.
- To integrate the student and apply what they have learned in previous years, and to
reflect on their journey through the stages of the PYP.
- Provides a real process for assessing student understanding.
- Show how students can do work as a result of their learning.
- Unites students, teachers, parents, and other members of the school community in a
collaborative experience that integrates the core elements of the PYP.
- In addition to making sure that the learner has acquired self- confidence and the ability
to present a subject in front of audience.
- To celebrate the transition of learners from the PYP to the Middle Years Program.
Since the exhibition is the culminating experience of the PYP, it reflects the main
features of the program, and therefore it must include a carefully planned and standard
evaluation.
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Practices in Using MYP Criteria and Determining Achievement
Levels
“The criteria for each subject group represent the use of knowledge, understanding and
skills that must be taught. They encompass the factual, conceptual, procedural and
metacognitive dimensions of knowledge.”
MYP Criteria for All Subject Areas
To determine a learner's achievement level, teachers use a criterion related approach.
This means that learner performance is measured against prespecified assessment
criteria based on the aims and objectives of each subject area. It is not norm referenced,
where learners are compared to each other; nor is it criterion referenced, where learners
must master all strands of a specific criteria at lower achievement levels before they can
be considered to have achieved the next level. Teachers must gather sufficient evidence
from a range of assessment tasks to enable them to make a professional and informed
judgement guided by criteria that are public and transparent to determine a learner's
achievement level. In order to do this, teachers analyze the recent scores on criterion
tasks and determine the most consistent pattern of scores.
"MYP from Principles into Practice 2014"
Process for Standardization of Assessment Scoring
Grade level and subject area teams gather samples of learner work on a variety of
assessments and compare scores in order to standardize scoring on such assessments.
Additionally, teachers collaborate to design summative assessments and assessment
options that are utilized in schools across the programme. This process of
standardization of assessment tools and scoring is ongoing among MYP teachers. The
process of standardization is revisited by MYP Coordinators at least once a year.
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Common Practices for Recording and Reporting
Learners are assessed using the Middle Years Programme Subject Criteria.
Criteria from all eight required subjects are assessed multiple times during the school
year.
Reported MYP scores are based on more than one assessment task.
Teachers employing standards based grading use MYP Criteria for all assessments
during the year.
Teachers use the Year I, 3, or 5 rubric appropriate to learners' year in the programme.
MYP 3 teachers use the Year III rubric consistently. MYP 5 teachers use the Year 5
rubric consistently.
MYP scores are awarded according to how well the learner has demonstrated mastery
of the published criteria, using the subject area teacher’s professional judgment along
with learner's evidence.
Final scores are not determined by averaging summative performance scores over the
year; using single pieces of work to determine final grades; or determining MYP grades
by combining homework, classwork, and test grades.
Rubrics are designed by the IB and made tasks pacific by the teacher (possibly
collaboratively with learners) as the evaluation tool for formative and summative
assessments and are created before the unit is taught (possibly modified based on
student input).
They provide learners with the criteria before the assessment task is assigned and
contain specific descriptors.
Rubrics are intended to provide the learners with feedback when annotated by
instructor.
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The steps that the teacher must follow before designing an
assessment.
The assessment should include (some or all) of the objectives targeted by MYP
subjects guide.
The assessment should include the MYP assessment criteria.
The assessment should reflect the learners understanding for the statement of
inquiry.
To pay attention to the “ATL, Concepts and the international learner profile”.
To inform the learners about the aim of the assessment.
To determine and mention the “type of assessment” and its features in the
assessment sheet.
Not to set a fixed date for the assessment so that it doesn’t turn into a usual
ordinary work.
To deal with the assessment in a reasonable way, and not exaggerate in talking
about its importance.
Establishing the fact that: assessment is important for learners, and it is a tool for
construction and development.
Passing a grade
Through summing the cumulative points and marks that the learner has got throughout
the school year, which is a real indicator that expresses how far the learner could
achieve the preset objectives, he moves to the next grade.
In case the learner hasn’t passed or hasn’t been able to achieve the educational and
learning objectives, the learner stays in the same grade and doesn’t join the next grade.
But that only happens after the school take the following measures:
To hold a meeting in presence of all the teacher of the specified grade and the
school administration and to discuss the learner's educational level. If the
learner's mark was no more than three marks over seven in the first certificate, an
evaluation programme is to be made by the teacher, the parents, the school
administration and the school social worker.
If the learner got the same low mark in the second certificate, a second meeting
and a new plan is to be made by the teachers and the parents and under the
supervision of the school administration.
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In case there was no progress in the third and the last certificate, the teachers and
the parents would gather for a third time to set a special programme that goes
with the school policy and takes into consideration the conditions of
“international baccalaureate” expectations.
Personal project
The philosophy of the personal project assessment should be suitable for the
philosophy of the existing baccalaureate in the guide for personal projects and
society service. Projects are assessed according to the sequence of the assessment
steps (assessing the inquiry planner, self-assessment, formative assessment and
summative assessment) in the light of the criteria set for projects. The school
community should be aware of the schedule assigned for carrying out the project,
the assessment criteria and the results of the formative and summative
assessments as well.
Supporting the school with a principal for personal projects and organizing
communication channels between him, the other staff and the learners.
Supplying different information resources and supporting funds.
Standardization of the MYP Personal Project
Objective:
To make sure that the learner has got the best mark that suits his performance in the
personal project.
Procedures:
1. Establishing a Standardization of the assessment committee formed from a group
of teachers not including the teacher who supervised the personal project.
2. Reviewing all the learners' personal projects by the committee.
3. Providing assessment criteria for the identified tasks without viewing the
assessment given by the project supervisor.
4. Comparing between the committee’s assessment and the that of the original one
given by the project supervisor.
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5. If there a kind of disagreement between the mark given by both the committee and
that of the project supervisor, the mark that fits the learner's performance is going to
be taken into account after discussing the issue with the teacher.
6. This mark is going to be registered in the learner's bulletin.
Standardization of the assessment plan
Objective:
To make sure that the learner has got the best mark that suits his Performance.
Procedures:
1. Establishing a Standardization of the assessment committee formed from a group
of teachers of the same subject not including the teacher who corrected the
assessment.
2. Choosing a random sample from the learners' corrected sheets.
3. Providing a correction sample including the assessment criteria and tasks
specification without viewing the mark of the corrected assessment for the learners.
4. Comparing between the committee mark and the original mark given by the
intended subject teacher.
5. If there a kind of disagreement between the mark given by both the committee and
that of the teacher, the mark that fits the learner's performance is going to be taken
into account after discussing the issue with the teacher.
6. This mark is going to be registered in the learner's bulletin.
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Diploma Programme
Philosophy of Assessment
Assessment in the IB Diploma Programme should serve the dual purposes of
supporting each learner's growth and achievement of their individual potential and
providing a useful measurement against course criterion to provide a clear indication of
learners' individual level of attainment of each course objective. To this end, both
formative and summative assessments utilizing the course assessment tools are required
multiple times throughout the course.
"IB Diploma Programme Assessment Policy"
The Diploma Program (DP) is a two-year program culminating in external examinations
at the end of the 12th
grade. IB assessment criteria are followed from the beginning of
the course.
Learners take courses from each of the six subject groups (1-Language & Literature, 2-
Second Language, 3-Individuals and Societies, 4-Sciences, 5-Mathematics for each
course)
Learners receive grades ranging from 7 to 1, with 7 being the highest. A learner's final
Diploma result score is out of 45 points of which 42 are made up of the combined
scores for each of the six subjects. The remaining three points come from the successful
completion of the DP Core: Theory of Knowledge (TOK), Extended Essay.
The diploma is awarded to learners who gain at least 24 points, subject to certain
minimum levels of performance including successful completion of the three essential
elements of the DP core.
Examinations are held three times during 11th grade in December and March the
final exam in May to prepare for the official external IB examinations held in 12th
grade. In the second year of the DP learners have two exams in December and March.
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During the DP program, there is an external and an internal assessment. To prepare the
students for these assessments, the school will set specimen exams as follows:
summative formative
trial exams similar to “external
assessment”:
year one
1. November exam
2. March exam
3. June exam
year two
4. December exam
oral exercises in:
language subjects
projects
learner's portfolios
reports
class presentations
practical laboratory work
mathematical investigations
artistic performances.
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11th
Grade Summative
November exam:
covers the work for the first semester and resemble the IB exams as closely as
possible. It allows learners to experience and become familiar with the expectations of
the IB examinations.
March exam:
Covers the Second semester’s work and resemble the IB exams as closely as possible. It
allows learners to experience and become familiar with the expectations of the IB
examinations.
Final exam:
The June exams cover the whole year’s work and resemble the IB exams as closely as
possible.
Promotion from 11th
grade to 12th grade
Diploma students in 11th grade must get 4 or above in HL subjects, 3 or above in
SL subjects, and a total of 24 points in order to be promoted to 12th grade.
A learner not getting a grade of 4 in an HL subject may drop to SL in the same
subject, provided that the learner has a total 3 HL and 3 SL subjects at the end.
If a learner gets a failing grade in up to two subjects, a parent-subject teacher-IB
Coordinator meeting will be called to discuss the best approach for learner's
success. In any case he/she must re-take that exam in early August, prior to the
start of the new academic year.
The Egyptian International School In El-Marag
12th
Grade
Predicted Grades for Universities
In 12th grade, teachers are required to provide the College Counselor with
Predicted Grades for university application purposes. This may happen at
different times, depending on the location of the university being applied to.
These grades are based on the 11th grade exam results and the teacher’s overall
evaluation on learners' performance in 11th grade.
Predicted grades are realistically optimistic and should in no way compromise the
professionalism of the teacher or the credibility of the school.
Learners are not allowed permission to know their predicted grades.
Core requirements
Learners must study six subjects, plus the three core subjects—EE, TOK and
CAS. They must accumulate no fewer than 24 points from assessment in these
subjects, in addition to grade stipulations.
They must meet all of the additional requirements.
They must meet all of the requirements within a maximum of three examination
sessions.
Candidates who successfully meet these conditions will be awarded the diploma.
Candidates who take the diploma in multiple languages may be eligible for a
bilingual diploma.
The Egyptian International School In El-Marag
Groupe 1
HL
Weighting Assessment component
20% Individual oral (15 minutes): Supported by an
extract from one work written originally in
the language studied and one from a work
studied in translation, students will offer a
prepared response of 10 minutes, followed by
5 minutes of questions by the teacher.
Internal
assessment
35% Paper 1: Guided literary analysis (2 hours 15
minutes) External
assessment
80%
25% Paper 2 Comparative essay (1 hour 45
minutes)
20% Higher level (HL) essay
SL
Weighting Assessment component
30%
Individual oral (15 minutes)
Supported by an extract from one work
written originally in the language studied and
one from a work studied in translation,
students will offer a prepared response of 15
minute
Internal
assessment
35%
Paper 1: Guided literary analysis (1 hour 15
minutes)
External
assessment
70% 35% Paper 2 Comparative essay (1 hour 45
minutes)
The Egyptian International School In El-Marag
Studies in language and literature
Grade 7 Demonstrates excellent understanding and appreciation of the interplay between form
and contenting regard to the question or task; responses that may be convincing,
detailed, independent in analysis, synthesis and evaluation; highly developed levels of
expression, both orally and in writing; very good degree of accuracy and clarity; very
good awareness of context and appreciation of the effect on the audience/reader; very
effective structure with relevant textual detail to support a critical engagement with the
thoughts and feelings expressed in the work(s).
Grade 6 Demonstrates very good understanding and appreciation of the interplay between form
and content in regard to the question or task; responses that are, mainly, convincing, as
well as detailed and independent to some degree, in analysis, synthesis and evaluation;
well-developed levels of expression, both orally and in writing; good degree of
accuracy and clarity; good awareness of context and appreciation of the effect on the
audience/reader; effective structure with relevant textual detail to support a critical
engagement with the thoughts and feelings expressed in the work(s).
Grade 5 Demonstrates good understanding and appreciation of the interplay between form and
content in regard to the question or task; responses that offer generally considered and
valid analysis, synthesis and/or evaluation; good levels of expression, both orally and in
writing; adequate degree of accuracy and clarity; awareness of context and appreciation
of the effect on the audience/reader; clear structure with relevant textual detail to
support an engagement with the thoughts and feelings expressed in the work(s).
Grade 4 Demonstrates adequate knowledge and understanding of the question or task; responses
that are generally valid in analysis and/or synthesis; satisfactory powers of expression,
both orally and in writing; few lapses in accuracy and clarity; some awareness of
context and appreciation of the effect on the audience/reader; a basic structure within
which the thoughts and feelings of the work(s) are explored.
Grade 3 Demonstrates some knowledge and some understanding of the question or task;
responses that are only sometimes valid and/or appropriately detailed; some appropriate
powers of expression, both orally and in writing; lapses in accuracy and clarity; limited
The Egyptian International School In El-Marag
awareness of context and appreciation of the effect on the audience/reader; some
evidence of a structure within which the thoughts and feelings of the work(s) are
explored.
Grade 2 Demonstrates superficial knowledge and understanding of the question or task;
responses that are of generally limited validity; limited powers of expression, both
orally and in writing; significant lapses in accuracy and clarity; little awareness of
context and appreciation of the effect on the audience / reader; rudimentary structure
within which the thoughts and feelings of the work(s) are explored.
Grade 1 Demonstrates very rudimentary knowledge and understanding of the question or task;
responses that are of very limited validity; very limited powers of expression, both
orally and in writing; widespread lapses in accuracy and clarity; no awareness of
context and appreciation of the effect on the audience/reader; very rudimentary
structure within which the thoughts and feelings of the work(s) are explored.
Groupe 2
HL
Assessment component Weighting
Internal
assessment
Individual oral assessment: A conversation with the
teacher, based on an extract from one of the literary
works studied in class, followed by discussion based
on one or more of the themes from the syllabus.
25%
External
assessment
(3 hours
30 minutes)
75%
Paper 1 (1 hour 30 minutes) Productive skills
writing, one writing task of 450 - 600 words from a
choice of three, each from a different theme,
choosing a text type from among those listed in the
examination instruction.
25%
Paper 2 (2 hours) Receptive skills separate sections
for listening and reading.
Listening comprehension (1 hour)
Reading comprehension (1 hour)
Comprehension exercises on three audio passages
and three written texts, drawn from all five themes.
50%
The Egyptian International School In El-Marag
SL
Assessment component Weighting
Internal
assessment
Individual oral assessment A conversation with the
teacher, based on a visual stimulus, followed by
discussion based on an additional theme.
25%
External
assessment
(3 hours)
75%
Paper 1 (1 hour 15 minutes) Productive skills
writing, one writing task of 250 - 400 words from a
choice of three, each from a different theme,
choosing a text type from among those listed in the
examination instructions.
25%
Paper 2 (1 hour 45 minutes) Receptive skills separate
sections for listening and reading Listening
comprehension (45 minutes) Reading
comprehension (1 hour), Comprehension exercises
on three audio passages and three written texts,
drawn from all five themes.
50%
Language B (HL)
Grade 7 Learners speak with clarity and fluency; use a richly varied and idiomatic range of
language very accurately; handle ideas effectively and skillfully with active and
complex interaction; demonstrate a thorough understandings of the meaning and
purpose of written texts; have little difficulty with the most difficult questions;
recognize almost all the subtleties of specific language usage; write detailed and
expressive texts demonstrating an excellent command of vocabulary and complex
structures with a consistently high level of grammatical accuracy; demonstrate clarity of
thought in the organization of their work and an ability to engage, convince and
influence the audience.
Grade 6 Learners speak clearly, fluently and naturally; use a varied and idiomatic range of
language accurately; handle ideas effectively with active and full interaction;
demonstrate a very good understanding of the meaning and purpose of written texts;
have little difficulty with more difficult questions; recognize most of the subtleties of
specific language usage; write detailed texts demonstrating a very good command of
vocabulary and complex structures with a very good level of grammatical accuracy;
The Egyptian International School In El-Marag
adapt their writing appropriately to suit the intended audience and purpose; express
their ideas and organize their work coherently and convincingly.
Grade 5 Learners speak mostly clearly and fluently; use a varied range of language mostly
accurately; handle ideas mostly effectively with generally full interaction; demonstrate
a good understanding of the meaning and purpose of written texts; have some
difficulties with more difficult questions; recognize some subtleties of specific language
usage; write fairly detailed texts demonstrating a good command of vocabulary with a
good level of grammatical accuracy; show a reasonable ability to adapt their writing to
suit the intended audience and purpose; express their ideas and organize their work
coherently.
Grade 4 Learners speak generally clearly; use a basic range of language correctly; handle ideas
adequately with full interaction at times; demonstrate an adequate understanding of the
meaning and purpose of written texts; have some difficulties with almost all difficult
questions and some average questions; recognize a few subtleties of specific language
usage; write texts demonstrating an adequate command of vocabulary with an adequate
level of grammatical accuracy; show some ability to adapt their writing to suit the
intended audience and purpose; express their ideas and organize their work
appropriately.
Grade 3 Learners speak hesitantly and at times unclearly; use a simple range of language
correctly at times; handle ideas with some difficulty with fairly limited interaction;
demonstrate some understanding of the meaning and purpose of written texts; have
difficulties with questions of average difficulty; write texts demonstrating a basic
command of vocabulary and some awareness of grammatical structure; produce an
identifiable text type; make some attempt at expressing their ideas and organizing their
work.
Grade 2 Learners speak hesitantly and generally unclearly; use a limited range of language often
incorrectly; handle ideas with difficulty and with restricted interaction; demonstrate a
fairly limited understanding of the meaning and purpose of written texts; have
difficulties with some easy questions; write texts demonstrating a fairly limited
command of vocabulary and little awareness of grammatical structure; produce an
identifiable text type with limited success; make some attempt at basic organization;
content is rarely convincing.
The Egyptian International School In El-Marag
Grade 1 Learners speak hesitantly and unclearly; use a very limited range of language mostly
incorrectly; handle ideas with great difficulty and with very restricted interaction;
demonstrate a limited understanding of the meaning and purpose of written texts; have
difficulties even with easiest questions; write texts demonstrating a limited command of
vocabulary and little awareness of grammatical structure; produce a barely identifiable
text type; lack organization to an extent that content is unconvincing.
Language B (SL)
Grade 7 Learners speak clearly, fluently and naturally; use a varied and idiomatic range of
language accurately; handle ideas effectively with active and full interaction;
demonstrate a very good understanding of the meaning and purpose of written texts;
have little difficulty with more difficult questions; write detailed texts demonstrating a
very good command of vocabulary and complex structures with a very good level of
grammatical accuracy; adapt their writing effectively to suit the intended audience and
purpose; express their ideas and organize their work coherently and convincingly.
Grade 6 Learners speak mostly clearly and fluently; use a varied range of language mostly
accurately; handle ideas mostly effectively, with generally full interaction; demonstrate
a good understanding of the meaning and purpose of written texts; have some
difficulties with more difficult questions; write fairly detailed texts demonstrating a
good command of vocabulary with a good level of grammatical accuracy; adapt their
writing appropriately to suit the intended audience and purpose; express their ideas and
organize their work coherently.
Grade 5 Learners speak generally clearly; use a basic range of language correctly; handle ideas
adequately with full interaction at times; demonstrate an adequate understanding of the
meaning and purpose of written texts; have some difficulties with almost all difficult
questions and some average questions; write texts demonstrating an adequate command
of vocabulary with an adequate level of grammatical accuracy; show a reasonable
ability to adapt their writing to suit the intended audience and purpose; express their
ideas and organize their work appropriately.
The Egyptian International School In El-Marag
Grade 4 Learners speak hesitantly and at times unclearly; use a simple range of language
correctly at times; handle ideas with some difficulty and with fairly limited interaction;
demonstrate some understanding of the meaning and purpose of written texts; have
difficulties with questions of average difficulty; write texts demonstrating a basic
command of vocabulary and some awareness of grammatical structure; show some
ability to adapt their writing to suit the intended audience and purpose; make some
attempt at expressing their ideas and organizing their work.
Grade 3 Learners speak hesitantly and generally unclearly; use a limited range of language,
often incorrectly; handle ideas with difficulty and with restricted interaction;
demonstrate a fairly limited understanding of the meaning and purpose of written texts;
have difficulties with some easy questions; write texts demonstrating a fairly limited
command of vocabulary and little awareness of grammatical structure; produce an
identifiable text type; make some attempt at basic organization; content is rarely
convincing.
Grade 2 Learners speak hesitantly and unclearly; use a very limited range of language mostly
incorrectly; handle ideas with great difficulty and with very restricted interaction;
demonstrate a limited understanding of the meaning and purpose of written texts; have
difficulties even with easiest questions; write texts demonstrating a limited command of
vocabulary and little awareness of grammatical structure; produce an identifiable text
type with limited success; lack organization to an extent that content is unconvincing.
Grade 1 Learners speak very hesitantly and unclearly; use a very limited range of language
incorrectly; handle ideas unsuccessfully and with very restricted interaction;
demonstrate a very limited understanding of the meaning and purpose of written texts;
have difficulties with almost all questions; write texts demonstrating a very limited
command of vocabulary and very little awareness of grammatical structure; produce a
barely identifiable text type; lack organization to an extent that content is confusing
The Egyptian International School In El-Marag
Groupe 3
HL
Weighting Assessment component
80%
20%
25%
35%
External assessment (5 hours)
Paper 1 (1 hour)
Source-based paper based on the five prescribed subjects.
Choose one prescribed subject from a choice of five.
Answer four structured questions. (24 marks)
Paper 2 (1 hour 30 minutes)
Essay paper based on the 12 world history topics.
Answer two essay questions on two different topics. (30 marks)
Paper 3 (2 hours 30 minutes)
Separate papers for each of the four regional options.
For the selected region, answer three essay questions. (45 marks)
20% Internal assessment (20 hours)
This component is internally assessed by the teacher and
externally moderated by the IB at the end of the course
Historical investigation
Students are required to complete a historical investigation into a
topic of their choice.(25 marks)
SL
75%
30%
45%
External assessment (2 hours 30 minutes)
Paper 1 (1 hour) Source-based paper based on the five prescribed
subjects.
Choose one prescribed subject from a choice of five.
Answer four structured questions. (24 marks)
Paper 2 (1 hour 30 minutes)
Essay paper based on the 12 world history topics.
Answer two essay questions on two different topics. (30 marks)
25% Internal assessment (20 hours) This component is internally
assessed by the teacher and externally moderated by the IB at the
end of the course.
Historical investigation
Students are required to complete a historical investigation into a
topic of their choice. (25 marks)
The Egyptian International School In El-Marag
Grade 7 Demonstrates conceptual awareness, insight, and knowledge and understanding which are evident in
the skills of critical thinking; a high level of ability to provide answers which are fully
developed, structured in a logical and coherent manner and illustrated with appropriate
examples; a precise use of terminology which is specific to the subject; familiarity with
the literature of the subject; the ability to analyse and evaluate evidence and to
synthesize knowledge and concepts; awareness of alternative points of view and
subjective and ideological biases, and the ability to come to reasonable, albeit tentative,
conclusions; consistent evidence of critical reflective thinking; a high level of
proficiency in analysing and evaluating data or problem solving.
Grade 6 Demonstrates detailed knowledge and understanding; answers which are coherent,
logically structured and well developed; consistent use of appropriate terminology; an
ability to analyse, evaluate and synthesize knowledge and concepts; knowledge of
relevant research, theories and issues, and awareness of different perspectives and
contexts from which these have been developed; consistent evidence of critical
thinking; an ability to analyse and evaluate data or to solve problems competently.
Grade 5 Demonstrates a sound knowledge and understanding of the subject using subject-
specific terminology; answers which are logically structured and coherent but not fully
developed; an ability to provide competent answers with some attempt to integrate
knowledge and concepts; a tendency to be more descriptive than evaluative (although
some ability is demonstrated to present and develop contrasting points of view); some
evidence of critical thinking; an ability to analyse and evaluate data or to solve
problems.
Grade 4 Demonstrates a secure knowledge and understanding of the subject going beyond the
mere citing of isolated, fragmentary, irrelevant or “common sense” points; some ability
to structure answers but with insufficient clarity and possibly some repetition; an ability
to express knowledge and understanding in terminology specific to the subject; some
understanding of the way facts or ideas may be related and embodied in principles and
concepts; some ability to develop ideas and substantiate assertions; use of knowledge
and understanding which is more descriptive than analytical; some ability to
compensate for gaps in knowledge and understanding through rudimentary application
or evaluation of that knowledge; an ability to interpret data or to solve problems and
some ability to engage in analysis and evaluation.
The Egyptian International School In El-Marag
Grade 3 Demonstrates some knowledge and understanding of the subject; a basic sense of structure that is
not sustained throughout the answers; a basic use of terminology appropriate to the
subject; some ability to establish links between facts or ideas; some ability to
comprehend data or to solve problems.
Grade 2 Demonstrates a limited knowledge and understanding of the subject; some sense of
structure in the answers; a limited use of terminology appropriate to the subject; a
limited ability to establish links between facts or ideas; a basic ability to comprehend
data or to solve problems.
Grade 1 Demonstrates: very limited knowledge and understanding of the subject; almost no
organizational structure in the answers; inappropriate or inadequate use of terminology;
a limited ability to comprehend data or to solve problems.
Groupe 4
HL
Assessment component Weighting
Internal
assessment
Duration: 10 hours Investigation report:
The write-up should be "between 6 and 12 pages
long
20%
External
assessment
Paper 1 Duration: 1 hour
Marks: 40 multiple-choice questions on core and
AHL, about 15 of which are common with SL.
20%
Paper 2 Duration: 2¼ hours
Marks: 95 Short-answer and extended-response
questions on the core and AHL material.
36%
Paper 3 Duration: 1¼ hours
Marks: 45 This paper will have questions on core,
AHL and option material.
Section A: one data-based question and several
short-answer questions on experimental work.
Section B: short-answer and extended-response
questions from one option.
24%
SL
The Egyptian International School In El-Marag
Assessment component Weighting
Internal
assessment
Duration: 10 hours Investigation report:
The write-up should be "between 6 and 12 pages
long
20%
External
assessment
Paper 1 Duration: ¾ hour Marks: 30
30 multiple-choice questions on core, about 15 of
which are common with HL. 20%
Paper 2 Duration: 1¼ hours Marks: 50
Short-answer and extended-response questions on
core material.
40%
Paper 3 Duration: 1 hour Marks: 35
This paper will have questions on core and SL option
material.
Section A: one data-based question and several short-
answer questions on experimental work.
Section B: short-answer and extended-response
questions from one option.
20%
Grade 7 Displays comprehensive subject knowledge and a thorough command of concepts and
principles.
Selects and applies relevant information, concepts and principles in a wide variety of
contexts. Analyses and evaluates quantitative and qualitative data thoroughly.
Constructs detailed explanations of complex phenomena and makes appropriate
predictions. Evidences great proficiency in solving problems, including those that are
challenging or unfamiliar. Communicates logically and concisely using appropriate
terminology and conventions. Shows insight or originality.
Approaches investigations in an ethical manner, paying full attention to environmental
impact and safety where applicable. Investigations demonstrate insight and
independence to design and complete innovative practical work with highly competent
investigative and analytical techniques, with innovative and effective conclusions to
resolve authentic problems.
The Egyptian International School In El-Marag
Grade 6 Displays very broad subject knowledge and a thorough understanding of concepts and
principles. Selects and applies relevant information, concepts and principles in most
contexts. Analyses and evaluates quantitative and qualitative data with a high level of
competence. Constructs explanations of complex phenomena and makes appropriate
predictions. Solves basic or routine problems and evidences competency in solving
those that are challenging or unfamiliar. Communicates effectively using appropriate
terminology and conventions. Shows occasional insight or originality.
Approaches to investigations in an ethical manner, paying significant attention to
environmental impact and safety where applicable. Investigations demonstrate some
innovative thinking and independence to design and complete practical work with
competent investigative and analytical techniques, with highly competent and
reasonable conclusions to resolve authentic problems.
Grade 5 Displays broad subject knowledge and shows sound understanding of most concepts
and principles, and applies them in some contexts. Analyses and evaluates quantitative
and qualitative data competently. Constructs explanations of simple phenomena. Solves
most basic or familiar problems and some new or difficult quantitative and/or
qualitative problems. Communicates clearly with little or no irrelevant material.
Approaches investigations in an ethical manner, paying attention to environmental
impact and safety where applicable. Investigations demonstrate appropriate
investigative and analytical techniques with relevant and pertinent conclusions to
resolving authentic problems.
Grade 4 Displays reasonable subject knowledge (though possibly with some gaps) and shows
adequate understanding of most basic concepts and principles, but with limited ability
to apply them. Demonstrates some analysis or evaluation of quantitative or qualitative
data. Solves some basic or routine problems but shows limited ability to solve
challenging or unfamiliar problems. Communicates adequately, although responses may
lack clarity and include some repetitive or irrelevant material. Generally approaches
investigations in an ethical manner, with some attention to environmental impact and
safety where applicable. Investigations demonstrate an ability to complete fairly routine
practical work with some appropriate investigative and analytical techniques, and with
some conclusions relevant to the problem under study.
The Egyptian International School In El-Marag
Grade 3 Displays limited subject knowledge and shows a partial understanding of basic concepts
and principles, and weak ability to apply them. Shows some ability to manipulate data
and solve basic or routine problems. Communicates with a lack of clarity and some
repetitive or irrelevant material. Sometimes approaches investigations in an ethical
manner, with some attention to environmental impact and safety where applicable.
Investigations demonstrate an ability to complete a basic investigation with simple
analytical techniques, and with some partial conclusions of some relevance to study.
Grade 2 Displays little subject knowledge and shows weak understanding of basic concepts and
principles, and little evidence of application. Exhibits minimal ability to manipulate
data and little or no ability to solve problems. Offers responses which are often
incomplete or irrelevant. Occasionally approaches investigations in an ethical manner,
but shows very limited awareness of environmental impact and safety. Investigations
demonstrate an ability to undertake basic investigative work requiring considerable
guidance and instruction, and attempts at conclusions that are largely
incorrect/irrelevant.
Grade 1 Fragmentary subject knowledge and shows very little understanding of any concepts or
principles. Rarely demonstrates personal skills, perseverance or responsibility in
investigative activities. Rarely approaches investigations in an ethical manner, or shows
an awareness of environmental impact and safety. Investigations demonstrate an ability
to undertake very basic practical work with complete dependence on supervised
instruction, with attempts at conclusions are either absent or completely
incorrect/irrelevant.
The Egyptian International School In El-Marag
Groupe 5
HL
Assessment component Weighting
Internal
assessment Written examination papers or the exploration, or both 20%
External
assessment
External assessment (5 hours)
Paper 1 (120 minutes) Technology required. (110
marks) Compulsory short-response questions based on
the syllabus.
80%
30%
Paper 2 (120 minutes) Technology required. (110
marks) Compulsory extended-response questions
based on the syllabus.
30%
Paper 3 (60 minutes) Technology required. (55 marks)
Two compulsory extended response problem-solving
questions.
20 %
SL
Assessment component Weighting
Internal
assessment Written examination papers or the exploration, or both 20%
External
assessment
External assessment (3 hours) Paper 1 (90 minutes)
Technology required. (80 marks)
Compulsory short-response questions based on the
syllabus. (80 marks)
80%
40%
Paper 2 (90 minutes) Technology required. (80 marks)
Compulsory extended-response questions based on the
syllabus. (80 marks)
40%
The Egyptian International School In El-Marag
Grade 7 Demonstrates a thorough knowledge and comprehensive understanding of the syllabus;
successfully
constructs and applies mathematical arguments at a sophisticated level in a wide variety
of contexts;
successfully uses problem solving techniques in challenging situations; recognizes
patterns and structures, makes generalizations and justifies conclusions; understands
and explains the significance and validity of results, and draws full and relevant
conclusions; communicates mathematics in a clear, effective and concise manner, using
correct techniques, notation and terminology; demonstrates the ability to integrate
knowledge, understanding and skills from different areas of the course; uses technology
correctly in challenging situations, makes efficient use of calculator’s functionality
when required.
Grade 6 Demonstrates a broad knowledge and comprehensive understanding of the syllabus;
successfully constructs and applies mathematical arguments in a variety of contexts;
uses problem solving techniques in challenging situations; recognizes patterns and
structures, and makes some generalizations; understands and explains the significance
and validity of results, and draws relevant conclusions; communicates mathematics in a
clear and effective manner, using correct techniques, notation and terminology;
demonstrates some ability to integrate knowledge, understanding and skills from
different areas of the course; uses technology correctly in routine situations, makes
efficient use of calculator’s functionality when required.
Grade 5 Demonstrates a broad knowledge and good understanding of the syllabus; applies
mathematical
arguments in performing routine tasks; successfully uses problem solving techniques in
routine situations; successfully carries out mathematical processes in a variety of
contexts, and recognizes patterns and structures; understands the significance of results
and draws some conclusions; communicates mathematics effectively, using appropriate
techniques, notation and terminology; demonstrates an awareness of the links between
different areas of the course; makes use of calculator’s functionality when required (this
use may occasionally be inefficient).
The Egyptian International School In El-Marag
Grade 4 Demonstrates a satisfactory knowledge of the syllabus; applies mathematical arguments in
performing some routine tasks; uses problem solving techniques in routine situations;
successfully carries out mathematical processes in straightforward contexts; shows
some ability to recognize patterns and structures; has limited understanding of the
significance of results and attempts to draw some conclusions; communicates
mathematics adequately, using some appropriate techniques, notation and terminology;
makes some use of calculator’s functionality, but perhaps not always when required
(this use may occasionally be inefficient ).
Grade 3 Demonstrates partial knowledge of the syllabus and limited understanding of
mathematical arguments in performing some routine tasks; attempts to carry out
mathematical processes in straightforward contexts; makes an attempt to use problem
solving techniques in routine situations; communicates some mathematics, using some
appropriate techniques, notation or terminology; occasionally uses calculator’s
functionality, but often inefficiently, does not always use it when required and may use
an inefficient analytic approach.
Grade 2 Demonstrates limited knowledge of the syllabus; attempts to carry out mathematical
processes at a basic level; communicates some mathematics, but often uses
inappropriate techniques, notation or terminology; unable to use calculator correctly
when required, questions exclusively requiring the use of the GDC are generally not
attempted.
Grade 1 Demonstrates minimal knowledge of the syllabus; demonstrates little or no ability to
use mathematical processes, even when attempting routine tasks; communicates only
minimal mathematics and consistently uses inappropriate techniques, notation or
terminology; is unable to make effective use of technology.
The Egyptian International School In El-Marag
Final Exam Registrations
All 12th grade learners are evaluated in October prior to registering them for the
final IB examination held in May. In order to be registered for the IB Diploma,
learners must have:
The first draft of the Extended Essay must be completed.
All internal deadlines for TOK/CAS/Written assignments/Internal
Assessments must be met.
Final External Examination Grades
The final exam grades are awarded by the IBO upon completion of the final
exams.
The results are released to learners in early July and may be accessed on the IB
website using a pin that is given to each learner.
The IB Diploma or Certificate for Diploma Course, as the case may be, is
awarded by the IB.
In case a learner gets a lower grade than expected, the learner may make an
appeal for a reevaluation.
Learners may opt to re-take exams in November/the next May in order to
improve results.
The Egyptian International School In El-Marag
Standardization of the assessment plan in diploma program
Objective:
To make sure that the learner has got the best mark that suits his Performance.
Procedures:
1. Establishing a Standardization of the assessment committee formed from a group
of teachers of the same subject not including the teacher who corrected the
assessment.
2. Choosing a random sample from the learners’ corrected sheets.
3. Providing a correction sample including the assessment criteria and tasks
specification without viewing the mark of the corrected assessment for the learner.
4. Comparing between the committee mark and the original mark given by the
intended subject teacher.
5. If there a kind of disagreement between the mark given by both the committee and
that of the teacher, the mark that fits the learner’s performance is going to be taken
into account after discussing the issue with the teacher.
6. This mark is going to be registered in the learner’s bulletin.
References
Assessment principles and practices—Quality assessments in a digital age
https://resources.ibo.org/ib/?c=7fa7e54c
https://resources.ibo.org/data/learning-and-teaching
MYP Principle into practices