Assessment

DEFINITIONS

Summative Assessment: Evaluation of student’s achievement at the end of a unit of work or a course study. This evaluation will be generated at the end of the activity. This will provide evidence of student knowledge, understanding and skill levels at the end of the study. This will evaluate student achievement relative to specified criteria. The final summative grade will be derived from a range of tasks from units of work over time.

Formative Assessment: Feedback on student’s learning through variation of activity, identifying the learning needs of students and forming part of the learning process itself. It occurs while topic is still being thought and takes place throughout a course study. It intended to help student build a strong foundation in the necessary skills and provide evidence of student knowledge. Formative assessment helps both students and teachers address specific mistakes and misconceptions.

ASSESSMENT AND CURRICULUM

• Aligned with written and taught curriculum

• Aligned with subject area learning objectives and outcomes, Ministry of Education standards and specification and MYP objectives

• The MOE curriculums are based on examination where students sit for PT3 as well as SPM, whice are required by the MOE for tertiary level qualification.

ASSESSMENT AND PRACTICES

• Discussed with students at the beginning of each topic.

• Examples are made available to students.

• Students may be involved in the development of rubrics which clarify tasks using teacher-student friendly languages

• Modifications will be made for students with identified learning abilities

• Feedback will be provided in a timely manner.

• Tasks must be planned to allow students to reach the highest level of achievement in the rubric descriptor bands

• Teachers participate collaboratively in the planning, development and standardization of assessments where appropriate

• Assessments will include different kind of assessment tasks to address a variety of learning styles

• Assessments will be learner-centered, inquiry based and authentic in nature.

FORMATIVE – ASSESSMENT STRATEGIES

SUMMATIVE – ASSESSMENT TASK

• Observation

• Multiple choice questions

• Question and Answer

• Open-ended tasks

• Journals

• Portfolios

• Experiments

• Demonstrations

• Selected response

• Performance

• Self-Assessment

• Peer assessment

• Drafting and editing

• Debates

• Flow charts, annotated time lines

• Visual representations

• Examinations

• Questionnaire

• Compositions

• Including movement composition, music, visual arts and drama

• Experiments

• Design and laboratory reports

• Essays

• Presentations

• Individual and group

• Oral, Written or Visual

• Investigations

• Research

• Performances

• Journals and developmental workbooks

• Design/Lab report

• Test and examinations

• Debates

• Flow charts, annotated time lines and visual representations

• Open-ended investigations

• Demonstration

STANDARDIZATION

• Teachers teach the same subject will use common assessments. Teachers share samples of assessment (within or between subjects) to ensure a common application of assessment level descriptors.

• The moderation process is held by every subjects teachers to align the students’ scores.

REPORTING

• Evidence of learning will be shared with parents through report cards on the reporting day and the Parents and Teacher Association meetings.

• The progress reports show the achievements of the students and will be submitted to the parents during Parents and Teachers Association Meeting.

• The report card will display a student’s achievement level for each subject area based

on the criterion scores (1-8) and final grade (1-7) twice a year.

• Constructive comments are given to motivate & improve the students.

Full report of each student’s achievement in every subject. This form includes subject grade and teachers’ comments.

Parents can find a full explanation of the assessment criteria and achievement-level descriptors on the school’s website . Pamphlets will also be given to parents on Reporting Day.

ASSESSMENT AND STUDENTS EXPECTATIONS

• Students are responsible for their learning – Teachers plan the work and students will increasingly able to be responsible and accountable for their own learning.

• Students are expected to know and use assessment criteria while completing the work.

• Students are required to submit both formative and summative tasks in a timely manner.

• Students actively engage and apply in their learning, ask questions and solve problems.

HOW MYP AND MOE EXPECTATIONS ALIGN OR ARE DIFFERENT

• Not all objectives in MYP can be assessed through test or examinations.

• The MYPIB curriculum and all objectives in Malaysian curriculum are mapped in order to ensure that the objectives of MYP curriculum are assessed along with Malaysian curriculum.

DEADLINE POLICY

EXTENSION

• Teachers will explain the reasons to be taken into consideration for students to extend their assessments.

• Teachers also will explain the deadline for submission of the assessment and the procedure.

• Reasons students may be able to negotiate their assessment extension beyond the deadline.

• Illnesses or being involved in accidents and has a medical certificate from a doctor.

• Involvement in co-curricular activities, but any extension must be negotiated with teachers well in advance.

• Involvement in or attendance at religious occasions with teachers’ consent.

• However, deadlines cannot be extended without valid reasons.

INTEGRITY POLICY

• Students who are caught doing plagiarism or copying must redo the assessment given and is given limited deadline.

• Students will be reported to the disciplinary board, and they will be demerit.