Central to the DP is its assessment framework, which is carefully designed to evaluate students' academic abilities and readiness for higher education. The IB assesses student work as direct evidence of achievement against the stated assessment objectives of each DP course, ensuring that students are held to high academic standards while being encouraged to think critically and creatively.

DP assessments are multifaceted, measuring not only students' mastery of advanced academic skills, but also their ability to apply knowledge in meaningful ways. These advanced skills include analysing and presenting information, evaluating and constructing arguments, and solving problems creatively. Such tasks require students to engage deeply with course material, think independently, and demonstrate intellectual flexibility. These skills are essential for success in higher education and beyond, as they prepare students to navigate complex challenges and contribute meaningfully to their fields of study.

In addition to these higher-order skills, DP assessments also evaluate fundamental academic competencies, such as retaining knowledge, understanding key concepts, and applying standard methods. These foundational skills ensure that students have a solid grasp of the subject matter and can apply their learning in practical and theoretical contexts. By balancing the assessment of both advanced and fundamental skills, the IB ensures that students develop a well-rounded academic profile.

The DP employs a variety of assessment methods, including written examinations, oral presentations, research projects, and practical work, depending on the subject. This diversity allows students to demonstrate their strengths in different formats and ensures a comprehensive evaluation of their abilities. Furthermore, the IB emphasises internal assessments, which are conducted by teachers and moderated by the IB, as well as external assessments, which are standardised and graded by IB examiners. This combination of internal and external assessment ensures both authenticity and rigor in evaluating student performance.

Assessment Rights and Responsibilities

Students

Rights

Students have the right to receive clear and detailed information about assessment criteria, deadlines, and expectations for all assessments and tasks.

Students have the right to seek and receive academic and emotional support from teachers, counsellors, CAS/EE supervisors, and the IB Diploma Coordinator to help them succeed.

Students have the right to receive meaningful and timely feedback on their work to understand their progress and areas for improvement.

Students have the right to be assessed fairly and consistently according to the stated criteria and standards of the IB Diploma Programme.

Students have the right to voice their concerns, ask questions, and receive respectful responses from teachers and school management.

Students have the right to appeal summative assessment procedures and decisions.

Responsibilities

Students have the responsibility to successfully complete all assessments by the given deadlines.

Students have the responsibility to produce work of high quality that accurately reflects their best efforts.

Students have the responsibility to develop effective time management and study skills.

Students have the responsibility to adhere to the requirements for academic honesty as outlined by the Academic Honesty policy of SVP.

Students have the responsibility to demonstrate characteristics of an IB Learner.

Students have the responsibility to be proactive in seeking help, monitoring their progress, and identifying areas for improvement.

Students have the responsibility to maintain a proactive, positive, working relationship with CAS and EE supervisors.

Students have the responsibility to meet all deadlines on the SVP assessment calendars.

Parents/Guardians

Rights

Parents/guardians have the right to access accurate and up-to-date information about their child’s academic progress, including assessment results, deadlines, and Diploma requirements.

Parents/guardians have the right to communicate with teachers and the IB Diploma Coordinator to discuss their child’s progress, challenges, and achievements.

Parents/guardians have the right to be involved in their child’s education, including attending three way conferences, PALs, and other school events.

Parents/guardians have the right to receive guidance on how to support their child’s learning and well-being throughout the IB Diploma Programme.

Parents/guardians have the right to understand the assessment process, including how grades are determined and how their child’s work is evaluated.

Responsibilities

Parents/guardians have the responsibility to use ManageBac to monitor their child’s academic progress.

Parents/guardians have the responsibility to discuss assignments and assessments with their child frequently to show support and encourage achievement.

Parents/guardians have the responsibility to contact teachers if questions or conflicts arise so that issues can be addressed in a timely manner.

Parents/guardians have the responsibility to attend three-way conferences and PALs to ensure that information needed for exam registrations and Diploma requirements is received and completed on time.

Parents/guardians have the responsibility to support their child in the educational process and be mindful of the learning process instead of focusing solely on grades.

Teachers

Rights

Teachers have the right to access ongoing training, resources, and professional development opportunities to stay current with IB curriculum and assessment practices.

Teachers have the right to receive support from the IB Diploma Coordinator and school management in implementing the IB programme and managing assessments.

Teachers have the right to receive clear guidelines and timely updates about IB policies, deadlines, and expectations.

Teachers have the right to expect students to actively participate in their learning, meet deadlines, and seek help when needed.

Teachers have the right to work alongside parents as partners in each student’s education.

Responsibilities

Teachers have the responsibility to ensure that assessment tasks support the curricular goals of the IB Diploma Programme.

Teachers have the responsibility to inform students of the assessment criteria for their subject and for all assigned work.

Teachers have the responsibility to design formative assessment activities to help students understand expectations and progress.

Teachers have the responsibility to follow deadlines outlined by the assessment calendar.

Teachers have the responsibility to submit appropriate documentation to the DP Coordinator by prescribed deadlines.

Teachers have the responsibility to maintain appropriate communication with the DP Coordinator regarding student progress.

Teachers have the responsibility to communicate with students and parents frequently regarding student progress.

Teachers have the responsibility to analyse assessment data to identify patterns of student performance and need.

Teachers have the responsibility to incorporate results of formative assessment activities into everyday planning.

Teachers have the responsibility to provide and discuss exemplars with students to illustrate different levels of achievement against set criteria.

Teachers have the responsibility to use a variety of instructional and assessment strategies to differentiate instruction.

Teachers have the responsibility to utilize the IB Resource Center often to stay current on curriculum and assessment changes.

Teachers have the responsibility to provide meaningful and timely feedback on assignments and assessments.

Teachers have the responsibility to participate in moderation and standardisation activities for all summative assessments.

DP Coordinator

Rights

The DP Coordinator has the right to access all IB documentation and assessment materials, with the authority to manage their secure distribution.

The DP Coordinator has the right to recommend, schedule, and allocate professional development opportunities for teachers, with support from school leadership.

The DP Coordinator has the right to scheduled time within the school calendar to arrange and lead collaborative meetings, with the expectation that teachers participate.

The DP Coordinator has the right to access student records and assessment data, with the authority to coordinate with administrative staff for accurate exam registration.

The DP Coordinator has the right to enforce IB assessment regulations and uphold the integrity of examinations and testing conditions.

The DP Coordinator has the right to access Extended Essay supervisor reports and to intervene when expectations or deadlines are not met.

The DP Coordinator has the right to access CAS records and reflections, with the authority to follow up with students who are not fulfilling requirements.

The DP Coordinator has the right to establish internal assessment calendars and deadlines, requiring teachers and students to comply with submission expectations.

The DP Coordinator has the right to recommend or require students to move to DP Courses if they are not fulfilling the academic and behavioural requirements for the IBDP.

The DP Coordinator has the right to advocate for and implement best assessment practices across the school, supported by leadership in shaping school assessment culture.

Responsibilities

The DP Coordinator has the responsibility to distribute IB assessment materials and other IB documents to teachers.

The DP Coordinator has the responsibility to schedule IB training and professional development for teachers when the curriculum changes or when needs are identified.

The DP Coordinator has the responsibility to arrange vertically and horizontally aligned meetings between IB teachers to discuss and reflect on teaching and assessment strategies.

The DP Coordinator has the responsibility to register students for IB examinations accurately and on time.

The DP Coordinator has the responsibility to supervise IB examinations and other assessments, ensuring proper testing conditions.

The DP Coordinator has the responsibility to monitor the Extended Essay process to ensure students and supervisors meet IB expectations.

The DP Coordinator has the responsibility to monitor CAS progress and ensure requirements are being fulfilled.

The DP Coordinator has the responsibility to set deadlines and monitor the progress of internal assessments and Extended Essays to ensure sample sets arrive at the IB by the required deadlines.

The DP Coordinator has the responsibility to cultivate a culture that prioritises both assessment for learning (formative) and assessment of learning (summative).

Internal & External Components

The DP uses a combination of internal and external assessments to evaluate student performance.

External Assessment

Most courses culminate in externally assessed written examinations in April/May.

External assessments include:

Essays
Structured problems
Short-response questions
Data-response questions
Text-response questions
Case-study questions
Multiple-choice questions

Some subjects also include externally assessed coursework completed over an extended period under teacher supervision. These include:

Theory of Knowledge (TOK) essay
Extended Essay (EE)
Language A coursework
Music and Visual Arts submissions

Internal Assessment

For most courses, teacher-assessed coursework forms part of the final grade. These assessments are either moderated by the IB or, in some cases, externally evaluated.

Internal assessments include:

Oral work in languages
Laboratory and practical work in the sciences
Investigations in mathematics
Artistic performances and exhibitions
Design projects

Where possible, students practice with past IB questions and marking schemes to familiarise themselves with assessment expectations. Teachers align classroom grading with IB standards to ensure consistency.

How Grade Descriptors are Used to Determine your Score

What Are Grade Descriptors?

Grade Descriptors are detailed statements that describe the typical performance expected for each grade (1–7) in every IB subject. They outline what skills, knowledge, and understanding a student demonstrating that grade level should be able to show. They are published by the IB to ensure transparency and fairness worldwide. You can find these descriptors on the "My Subjects" page.

The Golden Rule: "Positive Achievement"

Your teacher and IB examiners look for what you have done correctly.

They award marks based on evidence in your work that matches the descriptors.

It’s not about what you didn’t do, or about comparing you to your peers.

How Grade Descriptors Are Used in Practice

1. For Your Internal Assessments, TOK Essay, and Extended Essay:

Your teacher or examiner uses subject-specific assessment criteria (which are derived from the overall grade descriptors). Each criterion has levels.

Step 1: Your work is read against Criterion A (e.g., “Knowledge and Understanding”). The assessor looks at your work and asks: “What evidence is here?”

Step 2: They compare that evidence to the level descriptors. They don’t start by thinking “This feels like a 6.” They start by checking: “Does the analysis meet the requirements for the top level? If not, which level does it fully satisfy?”

Step 3: They add up the marks from all criteria. This total is then matched to the IB’s grade boundaries (set by the IB) to give you a final grade (1–7). They award the level where the evidence positively and consistently matches.

2. For Your Final Subject Grade (The 1–7 on Your Diploma):

After your exams are marked and your IAs are moderated, all your scores are combined. The IB uses Grade Award Meetings where senior examiners review work at the boundaries. They use the published General Grade Descriptors to ensure consistency across subjects and years.

How Your Semester or Term Grade Is Determined

This is where many students misunderstand the IB system.

Your teacher does not simply open ManageBac, look at your running percentage average, and convert it to a 1–7.

Instead, your teacher engages in a professional judgment process using the grade descriptors.

Here is exactly what happens:

Your teacher reviews all your assessment data from the term or semester.
They do NOT calculate a mathematical mean. Why? Because a 92% on a vocabulary quiz and a 55% on a full research paper are not equal in weight or in what they demonstrate about your ability. Averaging them would misrepresent your true level of achievement.
They look at the totality of your performance and ask: “Considering all the evidence from this term, which IB grade descriptor best describes this student’s demonstrated ability right now?”
They match your work to the descriptor.

Your ManageBac percentage is often misleading. A 78% average might look like a Grade 5, but if the assessments were mostly low-difficulty tasks and your performance on challenging, IB-style tasks is at a Grade 6 level, your teacher should award the Grade 6. Conversely, a high average inflated by easy scores will not mask weak criterion performance.

The bottom line: Your semester grade is a professional, evidence-based judgment, not a spreadsheet calculation. Your teacher is trained to interpret your work against the IB standards, not against a calculator.

The Bigger Picture: The IB's General Grade Descriptors

These give the overall flavor of each grade band. While your subject-specific criteria are the detailed tool, these are the guiding principles:

Grade 7: Excellent performance. You show consistent, sophisticated understanding, critical thinking, and precision.
Grade 5–6: Good to Very Good. You know the material well, can apply it, and analyse effectively, though with occasional lapses or less flair than a 7.
Grade 3–4: Satisfactory to Mediocre. You grasp the basics and can apply them in familiar situations, but struggle with complexity and critical analysis.
Grade 1–2: Poor to Weak. Your understanding is limited and fragmented.

What This Means For YOU: Your Strategic Advantage

Your Work is Your Evidence: Every paragraph, graph, and calculation is potential evidence. Be explicit. If the descriptor asks for “justified conclusions,” don’t just state a conclusion, write “This conclusion is justified because…”
Master the Rubrics: Before starting any assessment, read the assessment criteria. Use them as a checklist. Literally annotate your draft to show where you meet each level.
Focus on Criterion Performance, Not Percentages: A low score on a practice quiz doesn’t define you. But weak performance on multiple criteria across several major tasks will shape your teacher’s judgment. Aim to demonstrate each criterion at the highest level you can, consistently.
Don’t Obsess Over the ManageBac Average: It is a data tracking tool, not a grade determination tool. Ask your teacher: “Based on the grade descriptors, what level am I currently demonstrating, and what evidence do I need to add to reach the next level?” This is the only question that matters.
Self-Assess: Before submitting, grade your own work against the criteria. Be brutally honest. Where is your evidence weak? Strengthen it.

How DP Grades are Determined

Students receive grades ranging from 1 to 7, with 7 being the highest. Their final diploma score is the total of their subject grades, with a maximum possible score of 45 points. The diploma is awarded to students who achieve at least 24 points, provided they meet the minimum level, subject and core component requirements.

The DP Core Components

Theory of Knowledge (TOK) and the Extended Essay (EE) can contribute up to 3 additional points to the diploma score.

Creativity, Activity, Service (CAS) does not contribute points but must be completed to earn the diploma.

Higher level and Standard level courses

The IB awards the same number of points for higher level (HL) and standard level (SL) courses, reflecting the IB’s belief in the importance of achievement across a broad range of academic disciplines.

HL and SL courses differ in scope but are assessed against the same grade descriptors, with HL candidates expected to demonstrate the various elements of the grade descriptors across a greater body of knowledge, understanding and skills.

Promotion

Promotion criteria in DP1 and DP2

All students in DP1 and DP2 are assessed with grades from 1 to 7, with 7 representing the highest grade.

At the end of each term, each student will be awarded a final grade. This final grade at the end of DP1 will be based upon the combined grades of the four terms and will take into consideration the progress made by the student throughout the school year (best fit) and the results of the end of year exam.

If a student is not present at the submission/completion date of a summative assessment (written test, school exam, oral exam, presentation, etc):

In cases where a student is absent when a summative assessment is due, according to the school rules, the parent/guardian has the obligation to announce the school when the student is absent. This should be only in the case of unavoidable circumstances.
If the student is absent with a valid reason and with prior notice from the parent, then the task due date will be rescheduled.
In case there is no information received from the parent till before the start of the written test or submission due time, a zero will be awarded as grade for that test/task. The grade will be taken into account when the final grade is decided.

Promotion from DP1 to DP2

A student will be promoted to DP2 if:

CAS requirements have been met according to the school calendar deadlines.
Student’s total points are at least 24 on the final report card.
The Extended Essay and TOK are satisfactorily completed, according to the Timeline provided by the school.
Grade 2 has not been awarded two or more times (SL or HL).
Grade 3 or below has not been awarded three or more times (SL or HL).
The student has at least 12 points in HL subjects on the final report card.
The student has at least 9 points in SL subjects on the final report card.

All students need to meet the following national requirements to be promoted from Grade 11 to Grade 12:

The student cannot fail (less than 75%) PPKn, Religion, and Bahasa Indonesia.
The student cannot fail (less than 75%) more than 2 subjects (excluding the subjects mentioned above)
Absences with no notification maximum 10% of total effective days.

Promotion from Grade 11 to Grade 12

In order to be promoted from Grade 11 to Grade 12, the student must meet the following requirements :

At least “Good” in his/her attitude grade

Cannot fail (less than 75%; equivalent to an IB level 2) PPKn, Religion, and Bahasa Indonesia subjects.

Cannot fail (less than 75%; equivalent to an IB level 2) more than 2 subjects (excluding the subjects mentioned above).

Absences maximum 10% of total effective days.

Meet all CAS requirements.

Examinations

There is a final internal examination for each year of the the DP programme. They are:

Grade 12 Final School Based Exam

This examination is justified by the Indonesian Ministry of Education as stated in a decree called Peraturan Menteri Pendidikan dan Kebudayaan No 4 Tahun 2018, regarding the High School Graduation. In order to be graduated and eligible for High School National Certificate, students in of Grade 12 must:

accomplish all the educational programmes in High School (Grade 10 to 12).
obtain/show a generally good attitude
sit and pass the school based final examination conducted internally by the school.

Students must sit the Religion and Pendidikan Pancasila dan Kewarganegaraan (PPKn) which is aligned with the National Curriculum, and is used to assess students’ cumulative knowledge and skills acquired in Grade 11 and Grade 12. All levels of achievement will be converted to the national reporting system, according to the school standard.

Final grade for High School National Certificate will be taken 30% from school based examination and 70 % from the final School Report.

Grade 11 DP End of Year Examination

Students will sit for Grade 11 cumulative exams in 5 Subjects (Language and Literature, Language Acquisition, Individuals and Society, Sciences, and Mathematics) at the end of Term 4. Examinations will mimic the DP external examination (in respect of types of questions and marking application). The purpose of this exam is to continue preparing students for the final external DP examinations. These exams are also used to determine progress from DP Year 1 to Year 2.

Graduation & Diploma Awarding

Award of the IB Diploma

All assessment components for each of the six subjects and the additional Diploma requirements must be completed in order to qualify for the award of the IB Diploma.

The IB Diploma will be awarded to a candidate provided all the following requirements have been met.

CAS requirements have been met.
The candidate’s total points are 24 or more.
There is no “N” awarded for theory of knowledge, the extended essay or for a contributing subject.
There is no grade E awarded for theory of knowledge and/or the extended essay.
There is no grade 1 awarded in a subject/level.
There are no more than two grade 2s awarded (HL or SL).
There are no more than three grade 3s or below awarded (HL or SL).
The candidate has gained 12 points or more on HL subjects (for candidates who register for four HL subjects, the three highest grades count).
The candidate has gained 9 points or more on SL subjects (candidates who register for two SL subjects must gain at least 5 points at SL).
The candidate has not received a penalty for academic misconduct from the Final Award Committee.

Graduation

In order to graduate high school, every student must meet the following requirements :

The student must have at least “Good” in his/her attitude grade
The student cannot fail (less than 75%) PPKn, Religion, and Bahasa Indonesia subjects.
The student cannot fail (less than 75%) more than 2 subjects (excluding the subjects mentioned above).
Absences with no notification maximum 10% of total effective days in Grade 12.
The student must meet all CAS requirements for Grade 11 and 12.

The student’s final score in each subject is determined by the following formula:

Summative performance in each semester for Grades 10, 11 and 12 70% +

final school-based exam (for SVP, this refers to the school’s mock exams) 30%

= 100%

Summative Assessment Appeals

Appeal Eligibility

Students or parents may appeal a summative assessment task or result only on the grounds of procedural irregularity in the assessment process or result determination. Appeals based solely on the following will not be considered:

Academic judgment of examiners

Extenuating circumstances affecting performance

Lack of awareness of exam regulations and procedures

Types of Appeals

Procedural Appeals – Concerns irregularities in how the assessment was conducted.

Assessment Decision Appeals – Challenges the fairness of the assessment decision.

Assessment Misconduct Appeals – Disputes decisions related to academic misconduct.

Appeal Process

Filing an Appeal:

Procedural Appeals: Submit a written appeal via email to the DP Coordinator at least 2 days before the summative assessment deadline/date.
Assessment Decision Appeals: Submit within 2 days of receiving the result on ManageBac.
Assessment Misconduct Appeals: Submit within 2 days of receiving the decision via email from the Deputy Principal Student Welfare.

Review and Inquiry:

The programme coordinator, Deputy Principal Student Welfare, and an uninvolved head of department will review the case.

The inquiry will determine if assessment procedures followed the SVP Assessment Policy and whether the original mark was fair and justified.

If needed, comparisons with other students' work will be made.

Outcome and Response:

A written response will be sent to the student and parents within 10 working days of the appeal submission.

A record of the appeal and its outcome will be kept on file.

Further Appeals

If dissatisfied with the decision, the student may request a personal hearing with the Secondary Principal.

A hearing date will be set, involving at least two impartial panel members.

A written record of the hearing, including the outcome and reasoning, will be sent to the student, parents, and teacher(s) within 10 working days.

External Assessments appeals

For external assessment and qualification appeals, the school is guided by the International Baccalaureate’s assessment appeals procedures. A parent/student wishing to appeal an assessment decision should send an email to the DP Programme Coordinator who will submit the appeal through the IB’s Enquiry upon results (UER). Appeals are in the form of a re-mark. Re-marking a student’s assessment material may lead to a higher or a lower grade for the subject. Therefore, before submitting a request for an enquiry upon results service that may result in a change of grade, the school must obtain the written consent of the student or their legal guardian(s) ensuring that the student and/or the legal guardian(s) are aware that the grade may go up or down.

If the school’s DP coordinator believes the process leading to the grade upon re-marking or re-moderation did not respect the procedures defined in these general regulations and/or the Diploma Programme Assessment procedures, the DP coordinator may request, on behalf of the student, a report on the re-mark. Before requesting a report, the school must obtain the consent of the student(s) or their legal guardian(s).

Beyond the enquiry upon results service, the DP coordinator may not request a subsequent re-marking of assessment material or a further moderation of marks for IA.

Predicted Grades, Transcripts, Legalisation & Reports

Predicted Grades

SVP prepares students for a variety of post secondary education opportunities including further study in tertiary education (universities and colleges in Indonesia and abroad), apprenticeships, employment and vocational training. For some of these opportunities, the school is required to provide predictions/projections/estimations/anticipations of the grades that a student is expected to attain in each subject of the IB Diploma. The term ‘predicted grade’ is defined to include a predicted, estimated, projected or anticipated grade.

For reasons of equality and fairness, all teachers must follow a strict set of procedures on predicted grades. These predictions must be objective and uniform across all subjects, they cannot be based on a teacher’s “feelings”, or on student or parental pressure – for example what a student “wants” or “needs” to apply to a particular university.

University predicted grades

University applications usually require predicted grades around October for universities in the UK and November for early registration for universities in the US. Most students will require these predicted grades in their second year of DP (Grade 12). However, there is an increasing number of students who have requested this as early as their first semester of the first year of Grade 11. Accordingly, SVP will issue 2 formal predicted grades. The first prediction is issued at the end of the first Semester of Grade 11 (December) and the second is provided early in the second semester of Grade 12 (January/February). The first predicted grade (i.e. Grade 11 predicted score) is issued only by request and the students must refer this request to the Career Counsellor. The second predicted grade is issued to all students without request after Grade 12 Mock exams. The first Predicted grade remains in place and unchanged until the second Predicted grade in January/February of Grade 12, and may be requested multiple times throughout the year to support their university applications.

Both universities and the school acknowledge that predictions are estimates and cannot be 100% reliable. A temptation to inflate these grades will potentially undermine the credibility of teachers’ professionalism and the school in general. As much as possible, we do not involve ourselves in the practice of ‘grade inflation’.

IB Diploma predicted grades

All predicted grades are provided by DP teachers to the DP coordinator through the Career Counsellor by 1st April of Grade 12 each year in order to be sent to the IBO for the 20th April deadline. These predicted grades must be similar to the latest predicted grades (February of Grade 12).

After predicted scores are submitted for all subjects, students are notified of their predicted grades by the Career Counsellor around December of Grade 11 and February of Grade 12. A student may appeal once and only to the Diploma Coordinator, not to an individual teacher, against a predicted grade. In doing so, students need to complete the Predicted Score Appeal form and provide justification and grounds for the appeal.

If the grade is unchanged on appeal, the student may make a further appeal in writing to the Principal within three days of the original appeal decision. The Principal, along with the subject coordinator and other members of his chosen team will review the case and give a final decision as soon as is practicably possible.

Requesting DP transcripts and certificates

Before the release of results

If students are requesting transcripts of results before the end of Academic Year, they should contact the school Diploma programme coordinator to submit a request to the IB on their behalf.

Students can select up to six higher education institutions (HEI) worldwide. Out of these six HEI, no more than three can be selected from Canada and the US, and only one of these three may be from the US. An admissions center, e.g., Universities and Colleges Admissions Service (UCAS), counts as one request.

When results are released, they will be made available to institutes via an IB secure website, or on a paper transcript if the institute does not make use of the IB secure website. A candidate's first six requests will be accepted without charge if submitted before the release of results for that exam session.

Students requiring transcripts to be sent to their university/ies should complete the Transcript Request form before the end of April. After submission, the DP Coordinator will request these transcripts through the IB. The DP Coordinator will use the information provided in the form to submit the request, so it is essential that accurate and complete information is provided. The school cannot be held responsible for transcripts not reaching a university if incomplete or inaccurate information is provided.

The internal deadline for submission if transcript requests is end of April, before May exam sessions.

After the release of results

For requests after the end of the Academic Year, students can request for their transcripts to be sent to institutions directly by placing a request through rrs.ibo.org. A fee will be charged for each additional request that is submitted regardless of whether any previous requests have been made for that student.

Payment

All requests must include a processing fee of £10 GBP/ $17 USD for each transcript that the student requests.

The IB does not accept cash or postal orders.

Please note that the IB does not accept American Express.

How and when the university will receive the transcript

If the student’s chosen institution opted to receive IB transcripts via a secure IB website, they will receive yours as soon as results are released. Otherwise, they will be mailed a paper transcript.

Please note due to the volume of requests received during the peak months of December and January and July through September, transcript requests may take longer to process. The IB is not responsible for delays in the postal service or in processing transcripts at universities. This process may take up to 14 working days.

It is the institution that decides on the following:

1. The format in which it receives an IB transcript (electronic or paper format).

2. The receiving address for the transcript. This is usually a general/centralized admissions office.

Therefore, if students need to check if their chosen university has received their transcript, please check with the university admissions office first. If they are unable to locate it there, then please contact IB Answers. When students contact the IB, they must include their name, school where they obtained their diploma, university, and the date that they requested for their results to help IB process their request faster.

Important tips for students submitting transcripts

Tip 1: It is best to check the university’s admission policy before placing a transcript request. Some universities will only accept undergraduate applications through a centralized admission centre. For example, candidates applying to Oxford University in the UK are required to complete an online UCAS application form. When submitting a transcript request for UCAS, if you have your 10-digit application number you can include it in the transcript request form (under Notes if request is done via rrs.ibo.org).

Tip 2: If a student's transcript was sent electronically and the university informs the student that they are unable to access their record, the student must ensure that he/she has provided them with the correct information (spelling of your name, date of birth and session).

Tip 3: Under no circumstances should candidates reveal their PIN to universities or admission centres.

Legalisation Requests

Legalisation, or homologation, is the process of authenticating legal documents for recognition by institutions like universities or governments. While most IB students do not need to legalise their certificates, it may be required for university enrolment or legal compliance in certain countries. Legalisation confirms the document’s authenticity, including the issuer, signatures, seals, and format.

Documents That May Need Legalisation

IB Diploma (overall award) and Diploma Programme Results Certificate (subject grades and overall score).
Diploma Programme Course Results (for those who take individual DP courses without fulfilling full DP requirements).

Countries Requiring Legalisation

Legalisation is typically determined by the destination country (e.g., university location), not the student’s nationality or residency. Some countries, like Italy and India, have specific legalisation requirements. In some cases, IB certificates must be legalised in Switzerland (where the IB is registered) or by the relevant embassy/consulate.

Countries that often require legalisation include:

Brazil, Bulgaria, Cyprus, Czechia (Czech Republic), Egypt, Georgia, Greece, Israel, Italy, Mexico, Portugal, Romania, Russian Federation, Saudi Arabia, Taiwan, Ukraine, United Arab Emirates

How to Request Legalisation

Before Results Are Released

Students needing legalisation before the end of the academic year must request them through the DP Coordinator (via an electronic form), who will submit the request to the IB.

After Results Are Released

For legalisation requests after results are released, the school is unable to submit a request on the student’s behalf and they must submit a request via rrs.ibo.org.

Portfolio

Each student will have a digital portfolio in Managebac. Teachers ensure that when adding a task in Managebac that they enable the Dropbox feature. This enables students to add any completed task to the dropbox which is then automatically added to the students Portfolio for that subject. If in the case of non-electronic tasks then a Dropbox is still enabled and students add an image or photo of the completed task to the Dropbox. This ensures that all samples of summative assessment will feature in the Portfolio.

Each student is responsible for regular additions to and revision of the digital portfolio.

Both subject teachers and homeroom teachers are required to provide time and structure for the development of the student portfolio. This is ongoing work and both students and teachers need to plan for this accordingly. Teachers ensure that time is allocated in class to upload or update any tasks to the Dropbox which is then transferred automatically to the Portfolio.

The student should include self and peer assessment, draft and final form exemplars, reflections and samples that show growth overtime.

Written Report

A formal written report is provided at the end of each semester containing detailed comments for each subject as well as progress pertaining to Approaches to Learning. This report is electronically generated but each student is provided with a signed, stamped hard copy for future references. The report covers all aspects of student development- knowledge, skills, and attitudes and reflects on action taken throughout the semester.

National Report

In the case of a student who wants to move to a National school, parents can request to have the DP grades as written in the school report to be converted to the National report system. The conversion considers the level of difficulties of each subject and the National passing grade. This conversion is fixed and therefore any request for changes cannot be entertained.

Absence & Lateness for Summative Assessments

Deadline extension - Tasks and Assignments

If a student anticipates difficulty submitting an assignment, task, IA component, or core component by the stated deadline, they must complete a Deadline Extension Form before the due date. The form must include a reasonable explanation for the extension request. The DP Coordinator, in consultation with the relevant teacher, will determine whether an extension is granted.

If a student is absent on the deadline date for an assignment, task, IA component, or core component, they must complete a Deadline Extension Form on their return to school.

The Deadline Extension form must be signed off by the parent / guardian, the subject teacher and the DP Coordinator.

A record of deadline extension requests will be logged. After the third deadline extension request (within a semester) a parent meeting will be held.

Deadline extension requests will be dealt with on an individual basis and must be due to adverse circumstances or student exceptionalities.

Requests for an extension will not be accepted less than 24 hours before the final deadline.

Should a student fail to submit an assessment task by the due date and not have a deadline extension approved, he/she will receive a zero for that assessment task.

Deadlines extension - Procedural Deadlines for Internal Assessments (IAs) and Core Components

Procedural deadlines refer to interim due dates set by teachers for components such as topic proposals, outlines, bibliographies, and first drafts. While these components are often formative and do not always carry a direct grade, they are mandatory requirements for the completion of the Diploma Programme.

Adherence to procedural deadlines is essential for two reasons:

Authentication: Teachers must see the work in progress to verify that it is the student's own work (Academic Integrity).
Feedback: The IB mandates specific opportunities for teacher feedback.

If a student anticipates difficulty meeting a procedural deadline due to exceptional circumstances, they must complete a Deadline Extension Form 48 hours before the due date. The form must include a reasonable explanation for the extension request. The DP Coordinator, in consultation with the relevant teacher, will determine whether an extension is granted.

Extensions for drafts and interim work are not automatic. Because these deadlines are designed to space out the workload, extensions are rarely granted except in exceptional circumstances.

Consequences of Missed Procedural Deadlines:

As these components are often not graded, marks cannot be deducted. However, the following consequences apply:

Limited Feedback: The student forfeits their right to detailed written feedback on that component.
Teachers are not required to provide detailed feedback if work is submitted after the deadline. This may significantly impact the quality of the student's final submission.
Authentication Risk: If a student fails to submit procedural work, the teacher may be unable to authenticate the final piece. Work that cannot be authenticated will not be submitted to the IB, resulting in a non-submission (N) for the subject. The school reserves the right to refuse the final submission if there is insufficient evidence of the student's process.
Supervised Study: Students who miss a procedural deadline may be required to attend supervised study sessions until the step is completed.
Repeated failure (2 or more) to meet these deadlines will trigger a meeting with the DP Coordinator and parents/guardians.
Ongoing failure to meet deadlines may be reflected in letters of reference.
Persistent failure to meet deadlines will be taken into account in teachers’ evaluations of self-management ATL proficiency, as documented in school reports.

For IB Internal Assessments, if a draft has been submitted, but the final copy has not, the student’s draft will be submitted in place of the absent final version. Should the student fail to submit both the draft and the final copy of their work, this will be recorded as “non-submission of work” to the IB.

Absence for Summative Assessments (Tests and assignment deadlines)

If a student is absent on the day of a test or assignment deadline due to illness or another legitimate reason, parents must submit an attendance excusal through ManageBac. Failure to do so will result in a zero for the missed assessment.

Upon receiving the excusal, the teacher will reschedule the assessment as soon as possible.

For planned absences (e.g., sporting events), students must complete a Deadline Extension Form. Failure to submit this form will also result in a zero.

Absence for Exams

Strict procedures apply if a student is ill or facing other adverse circumstances.

Adverse circumstances are defined as situations beyond a student’s control that impact exam performance.

Parents must inform the DP Coordinator and Associate Coordinator immediately.

A doctor’s certificate must be from an in-person diagnosis by a registered medical professional. Telehealth consultations (e.g., Halodoc) are not accepted.

Students who follow the procedure will be permitted to retake missed timed assessments or exams.

Failure to inform the coordinators or provide an official doctor’s certificate will result in a zero, with no option to reschedule. This also applies to summative retakes.

Unexcused absence from mock exams or IB exams will result in the student being barred from the Grade 12 Graduation Ceremony and Prom.

Lateness for Exams (Internal and IB)

Students who are late must inform the DP Coordinator and Associate Coordinator immediately.

If a student is late (within 60 minutes) due to a legitimate reason (e.g., road accident, car breakdown) with proof, they may take the exam with full time. The IB will review and assess legitimacy. If deemed illegitimate, the student will receive a zero.

If a student is late (within 60 minutes) without a valid reason (e.g., oversleeping, misreading the schedule), they may take the exam but will not receive additional time. The IB will be informed and mark accordingly.

If a student is late (after 60 minutes) with a legitimate reason, the exam will be rescheduled, subject to IB approval. If the IB deems the reason illegitimate, the student will receive a zero.

If a student is late (after 60 minutes) without a valid reason, they will be marked absent and receive a zero for the exam.

Academic Integrity

At Sekolah Victory Plus, we believe that learning should be holistic, encompassing both academic and non-academic aspects. Throughout the learning process, students are encouraged to explore their inquiries by gathering information from a variety of sources. To support this approach, Sekolah Victory Plus has established an Academic Integrity Policy to guide students in ethical scholarship.

Students are expected to think critically and creatively, demonstrating their learning through visual representations and diverse forms of writing. In an era of abundant information, it is essential that students learn to use sources responsibly. One of our key roles as educators is to instill respect for intellectual property by teaching proper referencing. This aligns with the expectations of the IB Learner Profile, particularly in developing students as inquirers, knowledgeable individuals, thinkers, principled, open-minded, and caring learners. The foundation of our Academic Integrity Policy is built upon five key principles: honesty, trust, fairness, respect, and responsibility.

Commitment to Academic Integrity

Academic dishonesty is a serious violation of the trust upon which our learning community is built. We uphold the fundamental academic right that students receive due credit for their work. Submitting work that represents another's ideas as one's own is a clear breach of integrity.

Students are responsible for maintaining academic integrity at all times. They must understand that even unintentional plagiarism compromises the credibility of their work. To uphold integrity, students must:

Familiarise themselves with assessment rubrics and tools, seeking clarification as needed.
Manage time effectively to meet deadlines and complete work in advance.
Ensure all submitted work is their own, demonstrating paraphrasing and summarising skills.
Correctly acknowledge the work or ideas of others using the school’s agreed referencing style (APA format).
Maintain evidence of their research process to document the development of their work.
Seek guidance from teachers if they are uncertain about academic integrity requirements.
Adhere to Sekolah Victory Plus’ Academic Integrity Policy at all times.

Academic Misconduct Investigation Process

In the event of suspected academic misconduct, a structured process ensures a fair and thorough investigation:

The DP Coordinator serves as the first point of contact, identifying and reporting potential misconduct.
The DP Coordinator gathers statements and evidence from relevant parties, including the teacher, student, and invigilator (if applicable).
The DP Coordinator and the Vice Principal Student Welfare review the evidence and provide findings and recommendations.
The Secondary School Principal (Admin) makes the final decision regarding consequences or sanctions.
The outcome is communicated to all involved parties.

Term 1 Assessment Calendar

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Grade 12

Term 2 Assessment Calendar

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Grade 12

Term 3 Assessment Calendar

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Grade 12

Term 4 Assessment Calendar

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IBDP and Mock Exam Regulations

Candidate Results Pack(ENG).pdf

Conduct of examinations.pdf

Items not permitted.pdf

Answer Booklet.pdf

Language acquisition.pdf

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