Assessment Policy

Philosophy

At Ogden High we strive to provide students with the skills to be reflective life-long learners. Assessment plays a key role in how we approach designing instruction and helping students master content. We use formative, summative and diagnostic assessment to guide us as we design rigorous curriculum. Assessment is a means in which we can communicate student progress to students and families and guide student reflection. The Ogden High International Baccalaureate Programs utilize criterion referenced assessments according to specific subject criteria provided by IB.


Purpose of Assessment

As we work to help students become reflective, life-long learners assessment, in its various forms, provides opportunity for student and teacher reflection as they work together towards content mastery. We want to encourage our students to think critically, to inquire and to reflect on their knowledge. Assessments of any form are designed to be indicators of learning, and are intended to provide consistent and frequent feedback to students and parents regarding student progress. Students are evaluated and graded based on benchmark standards, rubrics and criteria written by both the state of Utah and IB.


Assessment Types

Formative Assessments are used frequently by teachers during the learning process in order to modify and adjust instruction to improve student understanding and work towards mastery. It provides opportunities for students and teachers to close the gap between current knowledge and educational goals. Formative assessments provide the necessary feedback that teachers, students, and parents need in order to facilitate a dialogue about student learning. The results of formative assessments can help teachers, students and parents to evaluate the student’s learning and make any necessary adjustments. Evaluations of formative assessments may be recorded in Canvas and/or SIS Aspire gradebook. Formative assessments make up a small percentage of a student’s overall grade.

Summative Assessments are given at the end of an instructional unit to measure or evaluate student learning objects dictated by the State of Utah. Teachers use a variety of assessment methods such as exams, presentations, projects and portfolios. The level of mastery is often determined by a scoring rubric. Evaluations of summative assessments are recorded in Canvas and/or SIS Aspire gradebook. Summative assessments make up a large percentage of a student’s overall grade.

Homework guidelines can vary greatly amongst different subject areas and in its forms. It can be a list of practice problems in Math, or it can by analyzing a poem in English. Ogden High teachers use homework to reinforce and review content. Homework may be used for grade generation, in other instances it may be used to further a classroom discussion. It is used as a way to monitor student progress. Students can expect 4-5 hours of homework on average per night. Many students will have at least one study hall as part of their schedule to help students manage the workload and stay on top of their homework and other assessments.


Grade Reporting and Scales

Ogden High School is in early pilot stages for Standards Based Grading (SBG). Some teachers have already adopted a Standards Based Grading scale. Other teachers have adapted a traditional grade scale to be more reflective of a SBG philosophy, and other teachers are using a traditional grading scale. All teachers will include their grade scale in their disclosure statement and can provide copies upon request.

Ogden High utilizes a learning management system (LMS) called Canvas. Teachers implement Canvas to varying degrees. Some courses may house all instructional materials and assignments on Canvas. Other courses may only utilize Canvas as a place to turn in assessments and assignments. SIS/Aspire is the official gradebook for Ogden School District. Midterm and final grades will be posted to SIS/Aspire. If teachers are fully utilizing Canvas as their gradebook, current grades will be in Canvas. All teachers will include Canvas usage details in their class disclosure statements and can be provided upon request.

Grade reports are provided at midterm and end of the quarter. Parents may access SIS/Aspire online and create a parent shadow account to follow their student’s Canvas courses. Parent Teacher Conferences are held once per quarter to encourage communication between parents, students and teachers.

IB Assessments

The IB organization places value on providing multiple opportunities for students to demonstrate their knowledge and skills. It is important for IB to measure a student’s ability to recall, adapt, and apply the knowledge they have learned. For this reason, both the IB Diploma Program (DP) and the Career-Related Program (CP) mandates the completion of both internal and external assessments.

All students participating in a Diploma Course, whether as part of an IB program or individual course candidate, are expected to complete all assessments.

Internal Assessments (IAs) vary in both number and design according to the subject group. The IB groups courses in groups 1-6 based on content area. The internal assessments (IAs) are mandatory assessments to be completed during 11th and 12th grade that focus on skill and subject content. These assessments are graded by the classroom teacher using a rubric that has been published by IB. Samples of the Internal Assessment (IA), along with scores marked by the teacher, are then submitted to IB for moderation to ensure consistent grading of IAs worldwide. The IAs, combined with external assessments, form the students overall IB Course Score. Students can earn up to 7 points per IB course combining both their IAs and EAs.

External Assessments (EAs) are given during the May examination session at the end of the junior and/or senior year and are not graded by the classroom teacher. These assessments are IB exams and essays that are sent directly to IB for evaluation. The EA scores are combined with the IA scores to form the student’s overall IB Course Score. Students can earn up to 7 points per IB course.

*It is very important to note that students must take an IB exam on the assigned date. Unlike AP exams, there are no alternative test dates given.*

Earning the IB Diploma

The IB Diploma is in addition to a student’s Ogden High School diploma. Awarding of the IB Diploma is determined by a matrix of points. Students must earn a minimum of 24 points as outlined in the chart below.

*In order to earn the IB Diploma, students cannot earn a grade of E in either ToK or the Extended Essay. Students may also earn up to 3 bonus points towards their 24 point total based on the matrix below.


If a student earns less than the 24 points on their exams, receives a 1 on any exam, receives more than two 2s on any exam or more than three 3s on any exam, they will not earn the IB diploma.

Students may retest in any subject or component up to 3 subsequent examination sessions to satisfy the requirements for the IB Diploma. Students must pay the exam fees for each retake.

Please note, IB scores are separate from class grades. Students receive class grades at the end of each quarter. IB exam scores are only available online in the July following the exam.

Completing the IB Career-Related Program

To earn a certificate of completion in the IB Career-Related Program (CP), students must successfully complete two IB Diploma courses, including successfully passing the IB exam, pass the Personal and Professional Skills (PPS) course, successfully complete and pass the Reflective Project (RP), Learning Development (LD) and Service Learning Component (SL). In addition to their IB coursework, students must successfully complete an approved CTE pathway.

Students with Special Education Needs

Students with a documented IEP, 504 or ELL services will be supported as appropriate. These students will receive accommodations and/or modifications to assessments and coursework based on their individual needs with consultation between the teacher(s), case manager and parents as detailed in the Language Policy and Special Needs Policy.

Roles and Responsibilities

Students are responsible for:

    • Successfully complete all assigned assessments (formative, summative, and homework)
    • Meet all deadlines without excuse as detailed on IB Calendar and course syllabi
    • Develop and use study skills and time management skills
    • Assume responsibility for your own learning
    • Maintain relationships with the Extended Essay supervisor, CAS Coordinator, and IB Coordinator
    • Understand and follow all rules as outlined in the Ogden High Academic Honesty Policy

Parents are responsible for:

    • Monitor student grades
    • Discuss assignments and assessments with students
    • Ensure timely payment of all external exam fees
    • Support student as they develop time management and study skills
    • Monitor student mental and physical health. Collaborate with teachers and IB Coordinator as needed

Teachers are responsible for:

    • Follow all deadlines on the internal IB Assessment calendar
    • Submit appropriate documentation to the IB Coordinator by deadlines
    • Maintain communication with students and parents
    • Analyze assessment data and modify instruction as needed
    • Provide timely feedback to students
    • Participate in the IB PLC

IB Coordinator and Administrators are responsible for:

    • Notify teachers of internal deadlines
    • Offer internal IB training
    • Send all new teachers to an official IB Professional Development and veteran teachers as needed
    • Registers all juniors and seniors for exams
    • Supervise and monitor all IB testing locations
    • Communicate with the EE Coordinator to ensure student deadlines
    • Communicate with the CAS Coordinator to ensure student progress towards deadlines

Policy Use and Review

Ogden High School’s assessment policy is a working document that guides teacher practice and furthurs student development as balanced, whole learners. It will be reviewed and revised yearly, or as necessary, by the school’s pedagogical leadership team (administrators, IB Coordinator, department heads and interested teachers).