Effective assessment at SVP is guided by several key principles that ensure it accurately reflects student learning. All assessments should be:

• Valid - assessments must measure what they are intended to measure, aligning with learning objectives. 

• Reliable -  students would receive the same results if assessed under similar conditions. 

• Fair - assessments must be free from bias and provide equal opportunities for all students to demonstrate their knowledge and skills. 

• Transparent - students understand the purpose, criteria, and expectations of the assessment

• Inclusive - assessments accommodate diverse learning needs, ensuring that assessments are accessible to all students.

• Balanced - assessments are balanced between formative and summative assessment. Formative assessments provide ongoing feedback to guide learning, while summative assessments evaluate learning at the end of an instructional period.

• Varied - students are assessed through multiple strategies, methods and tools, allowing them to demonstrate their understanding in diverse ways. This variety helps reduce the limitations of any single form of assessment, promotes engagement, and ensures that all students have opportunities to showcase their strengths.

Assessment in the DP provides valid, reliable evidence of student achievement against DP course objectives and IB assessment criteria. It measures higher-order academic skills (analysis, argumentation, synthesis, problem solving) and foundational skills (knowledge, methods, application) while supporting international-mindedness and academic integrity. 

International Baccalaureate®

Principles

Assessment for DP will follow these guiding principles (derived from IB assessment principles and common school practice):

• Criterion-related: student achievement is judged against pre-set descriptors (IB criteria), not relative rank. 

• Validity & authenticity: tasks should align to course aims and replicate real disciplinary practice. 

• Reliability: internal moderation and external moderation processes support consistent standards. 

• Formative use: frequent formative tasks provide feedback, preparation and opportunities to improve before high-stakes assessment. 

• Transparency: students receive clear rubrics and timelines. 

Types of assessment

External assessment

Final examinations (April/May session) are the primary external evidence for most courses: essays, structured problems, data-response, case studies, short answers, etc. 

Externally assessed coursework

Where applicable, components such as Language A coursework, extended essays (EE), and some subject portfolios are externally assessed following IB authentication. 

Internal assessment (IA)

Teacher-assessed components (oral work, lab/practical work, investigations, performances, portfolios) form part of the course grade and are subject to IB moderation. IA weighting varies by subject (commonly 20–60% of the final subject mark). Teachers must follow IB authentication and submission requirements. 

Scoring, the Diploma and the Core

Course grading

Each DP course is graded on a 1–7 scale. HL and SL use the same grade descriptors; HL students must demonstrate descriptors across greater breadth/depth. 

Diploma total

The diploma score is the sum of six subject grades plus up to 3 bonus points awarded for TOK and the EE. CAS is compulsory but does not add to the points total; authenticated completion is required for the diploma award. 

Planning, timelines and administration

Course & assessment planning

Teachers plan backward from IB course aims and external exams, embedding formative tasks that scaffold summative performance. Collaborative planning should produce a published DP IA and Core calendar with accompanying IA Timeline and Content Timeline.. 

Communication

From Day 1 of DP1 students receive course outlines, assessment rubrics, exemplar work, IA timelines and the school’s academic honesty policy. This transparency reduces late submission issues and supports authentic work. This information is shown to Year 1 students during DP Orientation through the DP Student website.

Assessment design and classroom practice

Formative practice

Formative assessment includes low-stakes tasks, feedback cycles, peer/self assessment and opportunities for revision. Formative work is structured to develop skills required by summatives and the external examinations. 

International Baccalaureate®

Summative task design

Summatives should:

• Align to IB criteria and grade descriptors.

• Include varied task types (essay, data response, practical portfolio, oral) to allow students to demonstrate different skills.

• Simulate external conditions where appropriate (timed practice, exam technique).

• Provide clear marking rubrics/exemplars. 

Differentiation and access

Access arrangements (extra time, separate venues, modified formats) follow the school’s Inclusion Policy and IB guidance. Approved accommodations must be documented and communicated by the Inclusion Support Team to the DP Coordinator in advance. 

Internal assessment: moderation and quality assurance

Internal standardization: Departments standardize marking via moderation meetings and sample marking to ensure teacher judgements align with IB criteria before submission. Where only one teacher teaches a subject, collaboration with other schools or external moderators is recommended. 

External moderation: The IB moderates samples and may adjust school marks to align to international standards; IA weightings differ by subject. Teacher must retain evidence and records for IB verification. 

Use of assessment data, reporting and feedback

Teachers analyse assessment data (mock exams, IA progress, class summatives) to set targets, plan interventions and inform DP course guidance. 

Departments  conduct post-exam/item analysis to identify curriculum adjustments. 

SVP holds annual DP reviews after IB results to reflect, adjust teaching and support strategies. 

Student support, interventions and Core monitoring

Core (TOK, EE, CAS)

Theory of Knowledge (TOK): essay (externally assessed) and exhibition (internally assessed) are supported by rubrics, exemplars and scaffolded lessons. TOK contributes to the award of up to 3 bonus points with the EE. Interim deadlines are built into the DP IA and Core calendar and IA Timeline. Failure to meet deadlines is escalated. 

Extended Essay (EE): 4,000-word independent research project; teacher mentors guide research and drafts; final submission is externally assessed. Interim deadlines are built into the DP IA and Core calendar and IA Timeline. Failure to meet deadlines is escalated. 

CAS: compulsory, not point-bearing; students must provide evidence and reflections of authentic experiences. Incomplete CAS jeopardizes the award of the diploma and is treated as a high-priority academic concern. Interim deadlines are built into the DP IA and Core calendar and IA Timeline. Failure to meet deadlines is escalated. 

DP Coordinator and Associate Coordinator and Core Coordinators maintain progress trackers and intervene early. Core non-engagement is flagged during monthly Academic Concerns reviews and triggers interventions (mentoring, parental meetings, formal support plans).

Interventions and tailored support

Interventions include IA workshops, targeted tutorials, subject clinics, exam technique sessions, mock review clinics, wellbeing referrals and adjustments for verified access needs. Interventions are documented, time-bound and reviewed at regular intervals.

If there is suspicion that a student has been academically dishonest in a summative task or exam, the following procedure will be followed:

1.  The teacher takes initial action by:

   1. discussing the ideas, language, and structural choices of the summative assessment with the student

   2. asking to see the development of the summative task (thought webs, notes, drafts)

   3. checking the version history of the document used to create the work (where applicable)

2. If the teacher believes there is a case of academic misconduct, following the initial investigation, this is shared with the Programme Coordinator, including documents gathered during the initial investigation.

3. The Programme Coordinator gathers input and information from the teacher and student involved. Depending on the nature and severity of the alleged misconduct, the Programme Coordinator’s investigation may include written statements from:

   1. The student

   2. The teacher and/or the invigilator

4. The Programme Coordinator reviews the situation, consulting with the VP of Student Welfare.

5. The Programme Coordinator discusses the findings with SS Principals to determine an appropriate response.

6. The decision and any follow-up actions are communicated to the student, parents and teacher by the Programme Coordinator.

7. All statements and evidence, as well as decisions, are recorded on Managebac and student files.

A summative assessment task or result may be appealed by the student or parent.

Appeals will only be deemed valid when based on procedural irregularity in terms of the conduct of the summative assessment or determination of the result.

Appeals will be deemed invalid and not upheld if based purely on the following:

• Academic judgement of examiners

• Extenuating circumstances affecting performance

• The candidate’s lack of awareness of exam regulations and procedures

Appeals fall under 2 categories:

1. Procedural appeals

2. Assessment decision appeals

The written appeals procedure is as follows:

The pupil, or the parent or carer of a pupil, wishing to appeal should write to the school’s Middle Years Programme or Diploma Programme Coordinators.

The deadline for appeal applications is:

• Up to 2 days prior to the start of the summative assessment deadline or due date (in the case of procedural appeals) 

• Up to 2 days after the assessment decision is communicated via Managebac (for assessment decision appeals).

• Internal appeals will be resolved within 7 days of the written appeal being received.

1. On receipt of a written appeal, an inquiry will be conducted by the relevant programme coordinator, the Deputy Principal – Student Welfare and a head of department who is not involved in the internal assessment decision. This inquiry will consider whether the procedure used in the assessment, including the procedure involved in arriving at the assessment decision, conforms to the SVP Assessment policy and procedures. Consideration will be given to whether the original mark given is fair and just.  If necessary, comparisons will be made to other pupils’ work to help determine a correct and appropriate mark.

2. A written response to the appeal will be sent to the candidate and their parents/carers within 10 working days of the school receiving the appeal.

3. A written record of the appeal and the outcome will be kept on file at the school.

4. If a candidate is not happy with the result of the appeal, a letter requesting a personal hearing should be made to the Secondary Principal. 

5. A date for a hearing must be given to the candidate and any teachers involved in the assessment. 

6. The panel must consist of at least two individuals who have not previously dealt with the particular case. 

7. The school will make a written record of the hearing, which should include the outcome of the appeal and the reasons for that outcome. 

8. A copy will be sent to the candidate, their parents/carers and teacher(s) within 10 working days of the hearing.

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 remoderation 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.

Promotion from IBDP Year 1 to DP Year 2

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

Promotion from the first year (DP1) to the second year (DP2) of the IBDP (Full Diploma) is based on academic achievement, completion of core requirements, and overall readiness to meet the rigour of the programme.

A student will be promoted to DP2 if all the following criteria are met:

• CAS: All CAS requirements are completed according to the school’s published deadlines.

• Points Total: The student achieves at least 24 points in total on the final DP1 report card.

• Core Completion: The Extended Essay (EE) and Theory of Knowledge (TOK) requirements are completed satisfactorily in line with the school’s timeline.

• Subject Achievement:

• No more than two grades of 2 (HL or SL).

• No more than three grades of 3 or below (HL or SL).

• At least 12 points across HL subjects (for students taking 4 HLs, the best 3 are counted).

• At least 9 points across SL subjects.

A student who does not meet these requirements may:

• Repeat DP Year 1 OR

• Move to DP Courses

Conditional Promotion

• Students who do not fully meet the requirements may be considered for conditional promotion if:

  • Their total points are close to 24 and there is clear evidence of improvement.

  • Total HL points are close to 12.

  • Total SL points are close to 9.

  • No subject is below 2.

  • Missing requirements (such as EE or TOK drafts) can be realistically completed over the summer with structured support.

  • A formal support plan is agreed upon by the student, parents, and the DP Coordinator.

Promotion decisions are made by the Promotion Committee (DP Coordinator and Associate Coordinator, Secondary School Principals, Vice Principal Student Welfare and subject teachers) and communicated in writing to families.

Families may submit an appeal to the Secondary School Principals if they believe there are extenuating circumstances that affected the student’s performance.

Appeals are reviewed in consultation with the DP Coordinator and relevant teachers before a final decision is made.

Promotion from Grade 11 to Grade 12

Promotion to Grade 12 requires students to demonstrate consistent academic achievement, responsible behavior, and commitment to the core values of the school. Meeting these requirements ensures that students are prepared to successfully complete the final year of high school.

Promotion Requirements

A student will be promoted from Grade 11 to Grade 12 if all the following conditions are met:

• Attitude Grade: At least “Good” in overall conduct and responsibility.

• National Curriculum Subjects: No failing grades (below 75%, equivalent to IB Level 2) in PPKn, Religion, and Bahasa Indonesia.

• Other Subjects: No failing grades (below 75%, equivalent to IB Level 2) in more than two additional subjects.

• Attendance: No more than 10% absences of the total effective school days.

• CAS: All CAS requirements for Grade 11 are completed according to published deadlines.

Conditional Promotion

In cases where a student narrowly misses one of the requirements, the school may consider conditional promotion based on:

• Evidence of improvement and commitment to address the identified gaps.

• A support plan agreed upon by the student, parents, and the DP Coordinator.

• Completion of specific academic or behavioral conditions before the start of Grade 12.

Promotion decisions are reviewed and finalised by the Promotion Committee, consisting of the DP Coordinator, Vice Principal Student Welfare, and the Secondary Principals.

Families may submit an appeal to the Secondary School Principals if they believe there are extenuating circumstances that affected the student’s performance.

Appeals are reviewed in consultation with the DP Coordinator and relevant teachers before a final decision is made.

Award of the IB Diploma

The IB Diploma is awarded by the International Baccalaureate Organization (IBO) when all assessment components are completed and the following requirements are met:

• CAS requirements have been met.

• Total of 24 or more points overall.

• No “N” (no grade awarded) in TOK, EE, or a contributing subject.

• No grade E in TOK or EE.

• No grade 1 in any subject.

• No more than two grade 2s (HL or SL).

• No more than three grades of 3 or below (HL or SL).

• At least 12 points across HL subjects (counting the best 3 if registered for 4 HLs).

• At least 9 points across SL subjects (students taking only 2 SLs must earn at least 5 points in total at SL).

• No penalties for academic misconduct imposed by the IB Final Award Committee.

High School Graduation

In addition to the IB Diploma requirements, all students must also meet the criteria for the school’s high school diploma in order to graduate. This ensures compliance with national SPK (Sekolah Penyelenggara Kerja Sama) requirements.

A student qualifies for high school graduation if:

• Attitude Grade: At least “Good.”

• National Curriculum Subjects: No failing grades (below 75%, equivalent to IB Level 2) in PPKn, Religion, and Bahasa Indonesia.

• Other Subjects: No failing grades (below 75%, equivalent to IB Level 2) in more than two additional subjects.

• Attendance: No more than 10% unexcused absences in Grade 12.

• CAS: All CAS requirements for Grades 11 and 12 are met.

Final Score Calculation:

• 70% from summative performance in Grades 10–12.

• 30% from final school-based exams (mock exams).

External IB Exams and Graduation Ceremony

As an SPK school, all students must sit for the official IB examinations (whether registered as full Diploma candidates or DP Course candidates).

These exams are a compulsory graduation requirement.

Any student who is registered but misses an IB exam without a valid reason will not be eligible to participate in the SVP Graduation Ceremony or Prom.

IBDP Transcripts

An IBDP transcript (also referred to as an IB “results certificate”) is the official document that records a student’s performance in IB Diploma or DP courses. This document is issued by the International Baccalaureate (IB) and is used by universities, governments, and other institutions worldwide as proof of academic achievement.

In some cases, institutions may require the transcript or certificate to be legalized (also called homologation or authentication) to verify the authenticity of the document — for example, confirming that signatures, seals, and formatting are genuine. The IB provides a legalization service under certain conditions. 

Before Results Release

• Students may request that their transcripts or results be sent to up to six universities or admissions centers (e.g., UCAS in the UK). Of these six, no more than three may be in Canada or the United States, and only one may be a U.S. institution.

• Requests made before results are released are free of charge. 

• All transcript requests must be submitted through the school’s Diploma Programme (DP) Coordinator using the official Transcript Request Form.

• The DP Coordinator submits the request directly to the IB using the information provided in the Transcript Request form. The school cannot be held responsible for any incorrect or incomplete information supplied by students.

• Once the submission is complete, the DP Coordinator will confirm the request with the student, who must verify that all details are accurate.

• Internal deadline for transcript requests: end of April for May exam session.

After Results Release

• Students submit transcript requests via rrs.ibo.org (IB’s Request for Results Service). 

• A fee is charged for each request made after the release of results. 

IBDP Legalization of Transcripts

• Legalization is typically required only in certain countries or for specific institution requirements. It is not standard for all universities or for all students. 

• Legalization (sometimes called homologation) authenticates the signature, seal, and legitimacy of the document. 

• International Baccalaureate®

• Most often, the document requiring legalization is the Diploma Programme Results Certificate or the DP Course Results document. 

• In rare cases, even the Diploma certificate (the document only showing the award of the diploma) may need legalization when specifically requested by an institution. 

• Student requests for legalization should be submitted using the Transcript Request Form.

• Requests for legalization must be submitted by the DP Coordinator via IBIS. 

• The IB deadline for legalization requests is 15 June for May exam sessions

• Graduates (past students) may submit legalization requests themselves after six months have passed since results were issued. 

• A fee is charged per document that is legalized, regardless of certificate type or country.

The IB acknowledges the value of AI, but it is essential that this AI use is declared and properly referenced.

The key rules are:

• Never cite AI as the original source of facts. Always reference primary sources.

• Follow classification requirements (see below).

• Failure to reference AI use where required will be treated as academic misconduct.

All drafts and final submissions must include a student AI Use Declaration indicating the appropriate classification level (0–3) - see below for the levels.

AI Declaration

The declaration must specify:

• The AI tool name and version,

• The purpose of use, and

• A statement confirming that you have verified all information and rewritten any generated material in their own words.

Example:

AI Use Declaration

AI Tool and Version: ChatGPT (GPT-5), OpenAI

Purpose of Use: Used to brainstorm potential research questions related to marketing strategies for small businesses, and to improve clarity in written explanations. No AI-generated text or analysis has been copied directly into the IA.

Verification Statement: I confirm that all information presented in this IA has been verified through independent research and that any ideas or text generated with AI assistance have been rewritten entirely in my own words to reflect my personal understanding.

How to determine "Purpose of Use"

To guide you in writing the purpose of use, you can refer to the levels of AI use as follows:

Level 0:  No AI Use - Work completed entirely by the student without any AI assistance. This is unlikely.

Level 1: Limited Assistance - AI is used only for mechanical or surface-level improvements (grammar, formatting, spellcheck). All ideas, arguments, and analysis are original. This will not be referenced but should be included in the declaration. For example: Using Grammarly or other AI to check clarity or grammar. 

Level 2: Documented Support  - AI used as a learning aid (e.g. summarising background texts, generating practice questions, or brainstorming structure). Output must be critically evaluated, revised, and properly referenced. This will need to be declared and referenced. For example: Using AI to summarise a research paper, then rewriting findings in your own words and citing the tool. 

Level 3: Generative or Analytical Contribution - AI produces text, analysis, or data directly integrated into assessed work. This is only permitted in exceptional circumstances and requires the DP Coordinator's approval and clear documentation. May not be accepted for submission if deemed excessive or misleading. For example: Using AI to draft or rewrite body paragraphs or to generate code or statistical calculations.

Level 4: Undeclared or Misrepresented AI Use - AI-generated work submitted as the student’s own without acknowledgment or approval. This is not permitted and is an act of academic dishonesty.  For example: Copying or lightly editing AI text and presenting it as original.

Please note:

Teachers will only provide feedback on drafts that include a declaration.

If AI use changes between drafts, the declaration must be updated accordingly.

Citing and Referencing AI Use

According to APA requirements:

• AI is treated as a nonrecoverable source.

• Cite the authoring organization, tool, version, descriptor, and URL.

In-text citation examples:

Direct quote: “Malaria cases rose in 2020 due to disrupted health services” (OpenAI, 2025).

Paraphrase: AI output suggested that malaria trends changed after the pandemic (OpenAI, 2025).

Reference list entry:

OpenAI. (2025). ChatGPT (Mar 26 version) [Large language model]. https://chat.openai.com/

If anything is unclear about these instructions, please speak to the DP Coordinator or to a subject teacher.