A. CIS Assessment Policy and Procedures (Student’s Version)
Formative work and summative assessment at CIS “measures the effect of learning on the learner. Assessment for, of, and as learning includes qualitative as well as quantitative criteria” (NEASC Learning Principles).
Key information: Assessment
Formative work enhances your learning by providing you with constructive feedback.
Common summative assessments must be clearly linked to the statement of inquiry/essential question/guiding statement.
Summative assessment achievement levels will be “live” for you and your parents to view.
Summative assessments will be internally moderated by teachers who teach the same course.
Criterion-related marking in Years 7-13 requires a “best-fit” approach.
In Years 7-11, each objective strand, of each criteria, will be assessed in a common summative assessment at least once per semester.
In Diploma classes, you will have the opportunity to complete a minimum of two common summative assessments per semester.
Key information: Procedures
Task sheets and task-specific rubrics will provide you with information regarding the task requirements, format, task-specific criteria and required approaches to Learning Skills/ATLs.
You should have no more than two in-class summative assessments on any given day. You should be proactive and inform a teacher if a third in-class summative assessment is set for any given day.
Teachers will use the appropriate assessment calendar in Schoology when setting assessment dates.
Summative assessment dates will be set at least one week in advance of the assessment day.
If you feel you are unable to meet the scheduled due date set by a teacher it is your responsibility to speak with the teacher to request an extension. This must be done prior to the due date.
If you submit an assessment late it does not impact your grade but may impact the progress of your learning.
All summative assessments worked on outside of class time must be completed on a single Google Doc and put through Turnitin.
All Diploma IA and EA tasks must be completed on a single Google Doc. All draft submissions must be made via ManageBac and put through Turnitin.
Key information: Links
Secondary Reporting, SPTC, SLC Dates 2020-21 (including definitions of Progress, Transcript, Expected, Predicted, and Examination Grades)
B. Academic Integrity at CIS
Please see this document.
C. CIS Homework Policy
Rationale
The primary purpose of homework is to provide students with an opportunity for guided, structured independent learning outside the classroom. It allows students individualized autonomy over their learning in the home environment. Homework should make an important contribution to the development of the intellectual discipline, attitudes, strategies and skills that will result in critical, coherent and independent thought and the capacity for problem-solving and decision making. Homework will equip and inspire each of our learners to stay intellectually curious, promote opportunities for independent learning, and guide students through their learning journey.
Approval
To be approved by school academic leaders.
Scope
This Policy will apply to the primary and secondary student body. However, it must be noted that teachers play an important role to ensure the policy is being strictly enacted. Responsibility lies on the school and academic leaders who must monitor the homework assigned to students. Parents, in their supervision roles, should oversee whether the Policy is followed.
Policy Statement
I. Aim
CIS believes that the correlation between homework and improved student learning should be based on research, teaching experiences and a solid understanding of CIS’ unique bilingual context. The Homework Policy aims to provide the school community with specific guidelines, so that a common approach is used by all stakeholders to support students to meet learning outcomes.
As a school, we aim to enhance student learning by providing a positive learning environment for students in order to enable them to flourish. Homework is an integral part of the education provided by the school and an area that requires the cooperation of all members of the community in order to be effective. The aim of this Policy is to provide a clear structure for all members of the community to alleviate any concerns and maximise the effectiveness of homework and therefore student performance.
II. Definition
At CIS, homework is defined as any task assigned to students by school teachers that are meant to be carried out during nonschool hours and receive teacher feedback with a view to helping students:
reinforce, deepen and extend classroom learning
prepare for future classroom learning experiences
internalise their understanding, consolidate ideas and concepts
prepare for an assessment
practice a skill or process that students can do
independently but not fluently
explore topics of their own interest
develop the capacity and dispositions for independent, disciplined academic study
III. Differentiation
Each student has their own individual abilities and learning styles, therefore, assigning the same homework to all learners may result in some students not being able to gain the intended learning benefits. As such, and when appropriate, homework will be differentiated so as to meet the needs of all learners, with the assigned learning focusing on the content and skills most relevant to the individual. Homework may also allow choice so that students have the opportunity to self-differentiate their learning and make it more appropriately challenging.
1. Time
CIS is committed to promoting and supporting a balanced lifestyle for all students. While assigning homework, teachers should consider a range of factors, such as recreational, family, and cultural activities, all of which are important to the development of students’ social skills and the support of student wellbeing. Therefore, homework will be assigned only when it is necessary to meaningfully support learning and will not exceed the times indicated below.
Primary
______________________________________________________
*These times do not include daily reading in both languages.
(Reading may be self-selected or assigned)
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Reception
Time Per Subject Per Day:
being read to by an adult in either language each day
Total Time Per Day
10 minutes
______________________________________________________
Year 1 - Year 2
Time Per Subject Per Day:
10 minutes x Chinese
10 minutes x English/Math
Total Time Per Day
20 minutes*
______________________________________________________
Year 3 - Year 4
Time Per Subject Per Day:
15 minutes x Chinese
15 minutes x English/Math
Total Time Per Day
30 minutes*
______________________________________________________
Year 5 - Year 6
Time Per Subject Per Day:
20 minutes x Chinese
20 minutes x English/Math
Total Time Per Day
40 minutes*
______________________________________________________
Secondary
______________________________________________________
Year 7
Time Per Subject Per Day:
15 minutes per subject
20 minutes for Chinese*
Total Time Per Day
60 minutes*
______________________________________________________
Year 8-9
Time Per Subject Per Day:
20 minutes per subject
30 minutes for Chinese*
Total Time Per Day
80 minutes*
______________________________________________________
Year 10- Year 11
Time Per Subject Per Day:
30 minutes per subject
Total Time Per Day
120 minutes*
______________________________________________________
Year 12-13
Given the variable demands of the Diploma Programme, the homework load varies. Students should, by this stage in their education, have developed the skills needed to allow them to effectively structure their homework and study time in such a way that they are able to manage their workload. Students are expected to work at weekends and during holidays in order to maximise time available and to minimise periods of stress. IBDP teachers should give an accurate indication of the amount of time an assignment should take as a way to further help students effectively manage their time.
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2. Primary
Students in all year levels are expected to spend time reading in both languages each day. In Reception and Year 1, this reading should be to parents, with parents or by parents. As students progress, reading with parents is still encouraged, however independent reading will become more typical.
Chinese, English and Math activities may be assigned Monday through Thursday. In line with our belief that there is a need for reinforcement of Chinese writing skills from Year 3, Chinese homework may be assigned to students in Years 3-6 on Friday. This learning will be writing based (journals, creative writing, etc.) and a continuation of learning that was begun in class. As Friday is a school day, the learning assigned should not exceed the set time requirement for other week days.
3. Secondary
For students in Years 7-11, homework will be assigned in only four subjects per night so that learning is in alignment with that particular day’s schedule. Homework is assigned on weekdays only, with weekend homework being a part of the recommended time and not additional.
IV. Support
A. Balance
Primary students and/or their parents are encouraged to communicate with the relevant teachers should the student experience difficulties preparing for assessments.
Secondary students
should have no more than two in-class summative assessments on any given day.
are informed of summative assessment dates, which are set at least one week in advance of the assessment day.
should be proactive and inform a teacher if a third in-class summative assessment is set for any given day.
B. Lateness
Primary students and/or their parents are encouraged to communicate with the relevant teachers should the student experience difficulties completing and submitting homework assignments in a timely and consistent manner.
If a Secondary student
feels he/she is unable to meet the scheduled due date set by a teacher, it is the student’s responsibility to speak with the teacher to request an extension. This must be done prior to the due date.
submits an assessment late, it does not impact his/her grade but may impact the progress of his/her learning.
C. Assistance
Early intervention in the form of a supervised quiet space will be enacted for students who are unable to submit homework on time. The quiet space will function as a systematic mechanism in place to provide additional support. The teacher will direct the student to it after school in Secondary. In Primary, this may be a morning time slot and an afternoon time slot. Support will be available in case it is needed for the completion of the specific task. If students miss their assigned session in the quiet space, further actions will be discussed and implemented.
V. Expectations during holidays
Homework should not be set for the school holidays for students in primary and Years 7-11. This includes revision for tests scheduled during the first week back after the holidays. N.B. Teachers must not give a summative assessment in the first two days back after a break i.e. in the first lesson back after the October break, Winter break, CNY break, Easter break, and CEP). It does not preclude completion of overdue work by individual students.
Reading for pleasure should be encouraged by teachers during the school holidays. Teachers are welcome to compile recommended reading lists over these holidays, but this reading work should not be graded or linked to homework in any way.
Implementation
Who has ultimate oversight?
Primary
Head of Primary, Primary Learning Leaders, Heads of Chinese Programme
Secondary
Head of Secondary, Heads of Department, Heads of Chinese Programme
Who else is responsible for the policies implementation?
All Teachers
All Students
Parents in their supervision role
How will the policy be enforced?
Make the policy as visible as possible, e.g. handbooks, diary, posters in classrooms, online platforms
What are the mechanisms by which success will be monitored?
Student, teacher, parent feedback via surveys
How will refinements be made over time?
Review cycle: annual
Ongoing stakeholder feedback
EFFECTIVE DATE
August 2022
D. CIS Language Policy
Please see here.
E. CIS SEN Policy
Please see here.
F. CIS Complaints’ Policy and Procedures - IB Programmes
Please see here.
G. CIS : Academic & Other Awards
Praise
CIS expects all staff to engage in strengths spotting and to provide appropriate praise for curiosity, perseverance, effort, creativity, initiative, progress, cooperation and kindness.
Year and Head's Commendations - Year 8-13
Following the publications of reports, students in Years 8-13 who achieve above 80% of the possible maximum number of points receive a Year Commendation and those who achieve above 90% a Head’s Commendation.
House Awards - Years 7-13
Students who have exhibited outstanding service to a House may receive this award. This may be for exceptional participation in inter-house competitions, assistance with organisation or general promotion of House spirit. House awards take the form of certificates that are presented in Year assemblies. The House Trophy is presented at the End of Year Assembly.
Secondary Recognition and Academic Awards Policy and Procedure
Following research, discussions and consultation with the Secondary Recognition Review Team, and with representatives from the student, parent, teacher and leadership bodies via the Whole School Advisory Council, please see below for the policy, procedure, criteria and rationale for academic awards for secondary students from 2023-2024 onwards.
Summary:
i. Years 7-9 "Achievement (Best)" and "Most Improved" Awards will be replaced with “Communitas Awards” from 2023-2024 onwards.
ii. Years 10-13 "Achievement (Best)" and "Most Improved" Awards will be replaced with “Communitas Awards” and "Subject Awards" from 2023-2024 onwards.
iii. Years 7-13 “Communitas Awards” will be awarded on the basis of three per year level (with there being recognition of the need for flexibility in this regard, dependent on the qualities of the students in each year level.)
iv. Year 10-13 “Subject Awards” will be awarded on the basis of one award, per course, per year level.
Criteria For Years 7-13 Communitas Awards
The recipients of the Communitas Awards:
exhibit unique, individual talents, passions and interests that they share generously with others.
exhibit their passions and character strengths with the CIS community in creative and inspiring ways.
exhibit and add value to the school community and bring people together.
Selection Process For Years 7-13 Communitas Awards
HOYs, Teachers and Advisors will collaborate within their teams to determine the recipients of the Years 7-13 Communitas Awards. (There is flexibility with regards to how many Communitas Awards we administer at each year level. The suggested number is three per year level).
HOYs, Teachers and Advisors nominate student(s) prior to their meeting with supporting evidence that meets the set criteria. This will be collated by the HOY and shared with team members.
Criteria For Years 10-13 Subject Awards
The recipient of the subject award:
exhibits passion for the subject
exhibits academic achievement
exhibits involvement in the course, and subject area, both within, and possibly, outside the classroom
exhibits key elements of CIS’ Mission Statement and Values
exhibits key elements of our CIS Learning Principles
exhibits key elements of the IB Learner Profile
Selection Process For Years 10-13 Subject Awards
Teachers will collaborate within their teams to determine the recipient of the Years 10-13 Subject Awards.
Teachers nominate student(s) prior to their meeting with supporting evidence that meets the set criteria. This will be collated by the team facilitator and shared with team members.
Years 10-13 “Subject Awards” Courses
Year 10 - (HZ team to determine)
Year 11 -
Chinese A
Chinese B
English
Math
InSo
Science
French
Spanish
PHE
Theatre
Visual Arts
Music
Media Arts
Computer Science
Product Design
Year 12 and 13 -
Chinese A Literature
Chinese A Language & Literature
Chinese B
English A Literature
English A Language & Literature
Economics
Geography
History
Psychology
Biology
Chemistry
Physics
Computer Science
Design Technology
SEHS
Math AA
Math AI
French B
Spanish B
Theatre
Visual Arts
Music
Media Arts
TOK
Rationale for this policy and procedure
With 154 students across multiple classes and disciplines in some year levels, giving an award for “Achievement (Best)” and “Most Improved” is always going to be highly subjective, challenging, and suggests we place a value on comparing students based on their academic achievement. This is contrary to our academic philosophy of emphasizing the importance of, and celebrating, the process of learning for our students, rather than simply the outcome they achieve.
We follow a criterion-related academic assessment model in Secondary. We do not engage in norm referencing or comparing our students with each other. Therefore, awards that implicitly support such a system are no longer viable or desirable at CIS.
Hence, this replaces the “Achievement (Best)” and “Most Improved” awards with “Communitas Awards” in Years 7-9, and “Communitas Awards” and “Subject Awards” in Years 10-13.
The criteria for “Communitas Awards” support our school values, the characteristics of the IB Learner Profile, and the contributions our students make to our community and others.
The criteria for “Subject Awards” incorporates academic achievement, but also includes important attributes such as passion, involvement, and demonstration of the key elements of CIS’ Mission and Values, CIS’ Learning Principles and the IB Learner Profile. “Subject Awards” are deemed to be more age appropriate for students in Years 10-13 as we wish to instill more intrinsic motivation for our younger students in the formative MYP years.
Special Awards
Frances Fremont-Smith Award for Chinese as a Second Language
C. Tsim Orchestra Award
Swire Award for outstanding contributions to the Chinese Music Ensemble
Flora Langdon Liu Memorial Cup - Music
Catherine Fleming Award - Year 9 Science
CISPTA IT Award In Memory Of Christopher Berrisford - Technology
Lily Wong Award - Visual Arts
Christopher Stuart-clark Cup - Year 9: Academic Excellence & Outstanding
Service To The School
Dr. Barry Drake Award For International Understanding
SPORTS AWARDS
Sports Boy of the Year
Sports Girl of the Year
Carl Murray Cup for Rugby
Mallen Cup for Best Sports Team
GRADUATION AWARDS
Headmaster’s Cup
Founders’ Cup
ECIS Award for International Understanding
Derek Chu Memorial Cup for Economics
CISPTA Award for Service to the Community
Francoise Henderson Memorial Prize
Executive Centre Scholarship for scholar athletes