Assessment

The grading scale used in the Tutorial House is the one used in the International Baccalaureate (IB) Diploma Program, with grades from 1 to 7. General grade descriptors and subject-specific grade descriptors are provided by the IB, and listed below. Our assessment philosophy is to rank a student’s academic performance against the course standards. UNIS does not rank students against one another, and does not calculate or provide class ranking. 

Our 1-7 grading scale is also explained on the transcripts and on our school profile, both of which are sent to universities as part of the college application process. A simplified reference table with U.S. letter grades and 4.0 GPA scale equivalencies are provided below for information only. A more detailed reference table between UNIS / IB grades, and GPA 4.0, is included on students’ transcripts, and can be found in the GPA / Transcripts section of our Handbook.

Tutorial House 1-7 grade descriptors are provided by the IB and detailed below, and describe the extent to which a student is meeting the overall learning standards or learning objectives of a particular course at a particular grade level. 

• 7 - MASTERING: The student demonstrates excellent content knowledge and understanding, conceptual and contextual awareness and critical, reflective thinking. Highly effective research, investigation and technical skills are evident, as is the ability to analyze, evaluate and synthesize qualitative and quantitative evidence, knowledge and concepts to reach valid conclusions or solve problems. In collaborative exercises, the student works very well with others, ethically and responsibly, and with perseverance. Responses are highly insightful, accurate, clear, concise, convincing, logically structured, with sufficient detail, precise use of appropriate terminology and with appropriate attention to purpose and audience. Responses are creative, make very effective use of well-selected examples, demonstrate awareness of alternative points of view and provide clear evidence of intercultural understanding

• 6 - EXPANDING: The student demonstrates very good content knowledge and understanding, conceptual and contextual awareness and critical, reflective thinking. Competent research, investigation and technical skills are evident, as is the ability to analyze, evaluate and synthesize evidence, knowledge and concepts. In collaborative exercises, the student works well with others, ethically and responsibly, and with perseverance. Responses are mainly accurate, clear, concise, convincing, logically structured, with sufficient detail, using consistent terminology and with appropriate attention to purpose and audience. Responses show creativity, make effective use of examples, demonstrate awareness of alternative points of view and provide evidence of intercultural understanding

• 5 - PROFICIENT: The student demonstrates sound content knowledge and understanding, good conceptual and contextual awareness and evidence of critical, reflective thinking. Research, investigation and technical skills are evident and sometimes well developed. Analytical ability is evident, although responses may at times be more descriptive than evaluative. In collaborative investigations, the student generally works well with others, ethically and responsibly, and with perseverance. Responses are generally accurate, clear, logically structured and coherent, with mainly relevant material, using suitable terminology, and are sometimes well developed. Responses show reasonable creativity, use
 of examples, awareness of audience and evidence of intercultural understanding

• 4 - PROGRESSING: The student demonstrates, with some gaps, secure content knowledge and understanding, some conceptual and contextual awareness and some evidence of critical thinking. Research, investigation and technical skills are evident, but not thoroughly developed. Analysis is generally valid, but more descriptive than evaluative. The student solves basic or routine problems, but with limited ability to deal with new or difficult situations. In collaborative exercises, the student works within a team and generally approaches investigations ethically and responsibly, but requires supervision. Responses are mostly accurate and clear with little irrelevant material. There is some ability to logically structure responses with adequate coherence and use of appropriate terminology. Responses sometimes show creativity, and include some awareness of the audience and evidence of intercultural understanding

• 3 - EMERGING: The student demonstrates basic knowledge and understanding of the content, with limited evidence of conceptual and contextual awareness. Research and/or investigation is evident, but remains undeveloped. There is some ability to comprehend and solve problems. Collaborative investigations are approached ethically and responsibly, but require close supervision. Responses are only sometimes valid and appropriately detailed. There is some expression of ideas and organization of work and basic use of appropriate terminology, but arguments are rarely convincing. Responses lack clarity and some material is repeated or irrelevant. There is limited creativity, awareness of context or audience and limited evidence of intercultural understanding

• 2 - STRUGGLING (no credit): The student demonstrates little knowledge or understanding of the content, with weak comprehension of concepts and context and little evidence of application. Evidence of research and/or investigation is only superficial. There is little ability to comprehend and solve problems. Responses are rarely accurate or valid. There is some attempt to express ideas, use terminology appropriate to the subject and organize work, but the response is rarely convincing. There is very little creativity, awareness of context or audience and little evidence of intercultural understanding

• 1 - FAILING (no credit): The student demonstrates very rudimentary knowledge or understanding of the content, with very weak comprehension of concepts and context. Ability to comprehend and solve problems or to express ideas is not evident. Responses are rarely accurate or valid. Organization is lacking to the point that responses are confusing. Responses demonstrate very little to no appreciation of context or audience, inappropriate or inadequate use of terminology, and little to no intercultural understanding

Click here to view the IB Subject-specific 1-7 grade descriptors, which are used in T1 through T4.

The Approaches to Learning (ATLs) are “deliberate strategies, skills and attitudes that permeate the IB teaching and learning environment” (IB Website). UNIS uses the following Approaches to Learning, from T1 to T4, which are all derived from the IB:

• COMMUNICATION: Communicates appropriately ideas or findings to others

• SOCIAL SKILLS: Collaborates effectively and respectfully with others

• SELF-MANAGEMENT: Demonstrates effective study habits, time management and organizational skills

• THINKING SKILLS: Demonstrates analytical thinking by challenging assumptions and articulating conclusions clearly

The four Approaches to Learning are assessed, on a student’s report card, as:

• Consistently (happening most of the time)

• Inconsistently (happening approximately half the time)

• Rarely (not happening most of the time)

The goal for each student is to consistently meet all four Approaches to Learning, in all of their classes

Detailed information can be found in a dedicated section about IB Predicted Grades in our Tutorial House Handbook. 

An IB Predicted Grade (1-7) is “the teacher's prediction of the grade the candidate is expected to achieve in the subject, based on all the evidence of the candidate's work and the teacher's knowledge of IB standards and grade descriptors.” (www.ibo.org).

These Predicted Grades are often used by universities and colleges, as part of the admissions process. Predicted Grades are also used by the IB Organization, to help flag potential inconsistencies in the marking of the IB examinations. Finally, they can be used in rare cases, as part of the IB “missing mark” procedure, when a student has missed a portion of the IB assessment (e.g. medical reasons).

Teachers are asked to estimate Predicted Grades at 3 points in the T4 year:

• September/October: PGs are sent to universities (early decision/early decisions)

• January: PGs are sent to universities (regular decisions)

• March: PGs are sent to the IB Organization

Teachers carefully consider the evidence of student work and their knowledge of IB standards and grade descriptors, in order to estimate a student’s Predicted Grade. Predicted Grades are communicated to students along with their report cards. Because Predicted Grades are a holistic estimate of the final student performance in an IB course, they may sometimes differ slightly from the interim or semester grades which students are also receiving.

Detailed information can be found in a dedicated section about Assessment in our Tutorial House Handbook. 

• Semester Report Cards: 

The school year is divided into two semesters. The first semester ends approximately on January 31, and the second semester ends approximately on June 15. All students receive a report card at the end of each semester: semester grades from T1 to T4 are used for the college application process, to prepare a student’s transcript, and to calculate a student’s Grade Point Average (GPA).

• Interim Report Cards:

In addition to the semester report cards, all students also receive two mid-term interim report cards in the Fall and Spring. These mid-term interim report cards represent a snapshot of the levels of achievement of students half-way through each semester. Interim grades do not appear on the student’s transcript, or in the calculation of a student’s GPA. However, while mid-term interim report cards are not shared with outside institutions (including universities), mid-term interim grades given in the Fall of a student’s senior year may be shared with universities to which a student is applying early. Note that T4 students do not receive a Spring mid-term report card, given that the last day of the 2nd semester is in April.

• Information communicated on the report cards:

Report cards are published quarterly on the UNIS portal for parents and students. The purpose of report cards is to communicate the student’s achievement level (1 to 7) and the extent to which the student is demonstrating behaviors that support lifelong learning (Approaches to Learning, or ATLs: Consistently, Inconsistently, or Rarely). Teacher comments include a brief course overview, student’s strengths and suggestions for improvement. Report cards also provide a record of student lateness and absences. Subject specific grade descriptors (1-7) can be found in this Handbook.

• Low grades on report cards (3 or below):

  • • Students who have received at least one grade of 2 or 3 on their interim report card will be contacted by the School Counselor. This is to alert them and their family to the situation and ensure they can work with their School Counselor on an improvement plan, before semester grades are issued and are included in the student’s transcript. Interim grades are NOT used in a student's GPA and Transcript.

    • Students who have failed a course (or received a 2/7) on their semester report card will be contacted by the School to detail the credit recovery options available to them (see the section about credit recovery). Semester grades are used for the students' GPA and Transcript.

First Interim Grading Period (grades are informational only)

• Nov 3: End of First Interim Grading Period

• Nov 10 (5pm): First Interim Report Cards and T4 Predicted Grades published to students and families on the UNIS portal

First Semester (grades count on college transcript and GPA)

• Jan 5: Last day of First Semester for T4

• Jan 10 (5pm): First Semester Report Cards and Predicted Grades published to T4 students and families on the UNIS portal

• Jan 26: Last day of the First Semester for T1/T2/T3

• Feb 2 (5pm): First Semester Report Cards published to T1/T2/T3 students and families on the UNIS portal

2nd Interim Grading Period (grades are informational only - No spring interim report cards for T4)

• March 22: Last day of the Second Interim Grading Period for T1/T2/T3

• March 29 (5pm): Second Interim Report Cards published to T1/T2/T3 students and families on the UNIS portal

Second Semester (grades count on college transcript and GPA)

• May 24 (5pm): Second Semester Report Cards published to T4 students and families on the UNIS portal

• June 14 (5pm): Second Semester Report Cards published to T1/T2/T3 students and families on the UNIS portal

Summative assessments are organized in December (T1 thru T3) and June (T1 thru T3).

In T4, students will sit for mock IB exams (Feb/March) and actual IB Exams (May).

• December exams (T1 thru T3) - No December Exams in T4 (Regular Classes)

  • • Last day for new materials to be introduced on the exam: TBD

    • December exams: TBD

• IB exams (T4)

  • • T4 instructional time continues during the T1-T3 exam week

    • Mock exams between Feb 26 and March 8 (TBD)

    • Last day of school for T4 students: April 18, 2024

    • Review days for T4 students (attendance optional): Apr 19-23, 2024

    • IB Exams: April 24 - May 17, 2024

• June exams (T1-T2-T3):

  • • Last day for new materials to be introduced on the exam: May 29, 2024

    • May 31, 2024 (UNIS closed for T4 graduation after 12pm, TBC)

    • June exams: June 5-11, 2024

Detailed information can be found in a dedicated section about GPA and Transcripts in our Tutorial House Handbook. 

The Grade Point Average (GPA) of UNIS students is calculated on a 7.0 scale, using unweighted semester grades obtained in High School at UNIS and taking into account the credit value of the UNIS graduation requirements listed below:

• • • • T1/T2 courses (Mathematics, English, Humanities, Languages), T1 Integrated Science, T2 Physics, T2 Chemistry: 0.5 credit per semester

      • T2 Biology, T1/T2 Physical Education and Electives (except Music Ensembles): 0.25 credit per semester

      • T1/T2/T3/T4 Music Ensembles: 0.5 credit per semester

      • T1 Health: 0.25 credit per semester

      • T3/T4 IB courses (SL or HL) or UNIS-level equivalents: 0.5 credit per semester

      • T3/T4 Theory of Knowledge (ToK): 0.25 credit per semester

      • T1/T2 Community Service: 0.5 credit (in Semester 2 of T1 and of T2 only)

      • T3/T4 Creativity, Activity, Service (CAS): 0.25 credit per semester

      • T4 Extended Essay (EE) / Senior Project (SP): 0.5 credit (in Semester 1 of T4 only)

Important note regarding credit / GPA calculation:

• • • • Courses/Requirements receiving “Pass”, “Medical Excuse” or “Not Assessed” do not enter in the calculation of the GPA

      • Courses/Requirements with a numerical value receiving “Fail” or “Incomplete” enter in the calculation of the GPA with a numerical value of zero

      • Community Service (T1/T2), Creativity-Activity-Service (T3/T4) and Extended Essay / Senior Project (T4) are graduation requirements, but do not enter in the calculation of the GPA

      • Extracurriculars and enrichment activities are not graduation requirements, do not appear on a student’s transcript, and do not enter in the calculation of the GPA

The GPA is communicated by the College Office to students, starting at the end of the 1st semester of T3 (unless they need it earlier due to specific college admission requirements). It also appears on the student’s UNIS transcript.

UNIS transcripts reports unweighted for-credit semester grades in all four years of high school, including our IB courses, as well as the student’s GPA:

• • • • Transcripts are prepared by our Registrar

      • UNIS does not rank students

      • UNIS Transcript grades match the semester report card grades received by students at UNIS

      • Many universities recalculate their own GPA, leaving out Physical Education and Electives (including T1 through T4 Music Ensembles)

      • Extracurriculars do not appear on the transcript and do not enter in the  calculation of the GPA, including Athletic Teams, Jazz Band and Vocal Chamber (both are considered as an extracurricular extension of the curricular Music Ensembles/Senior Chorus), Private Music Lessons / Performing Arts, Musical, Yearbook, UNISVerse, Student Council, Model UN, UNIS-UN, Afterschool Language Program, etc. However, students are encouraged to list and showcase any extracurricular on their college applications.

Go to the GPA and Transcripts section of the Tutorial House Handbook to view the reference table, which appears on UNIS transcripts, and is used between UNIS / IB grades, and GPA 4.0 scale.

Detailed information can be found in a dedicated section about Credit Recovery in our Tutorial House Handbook. 

Failing semester grades (F, 1/7 or 2/7) may be eligible for credit recovery (see below), if a passing grade is needed to meet the UNIS graduation requirements at the end of T4. Interim grades are informational only and are not used in a student's GPA and Transcript: as such they are not eligible for credit recovery.

A student who received a failing grade on any given semester report card will be contacted by their School Counselor who will provide them with credit recovery options. This typically includes completing a school-approved program of studies through an outside online institution, that is considered equivalent to the course that the student has failed. The school must received an official certificate of completion (or passing grade) from the outside institution, at which point the student record will be updated to a "Pass". The certificate of completion or outside transcript will be attached to the UNIS transcript.

Please contact your School counselor should you wish to discuss further. 

As a student at UNIS, honesty in academic endeavors is essential and the basis for true success; honest behavior is the expectation of the school and the responsibility of each student. While we under no certain terms encourage, condone, or accept work that is not from a student’s own hand, or properly cited in appropriate cases, we understand that students today are under incredible pressure to achieve high marks. 

UNIS will not tolerate any form of academic dishonesty or attempt at dishonesty, including (but not limited to):

• Plagiarism

• Collusion

• Cheating

• Fabrication/falsification

• Unauthorized sharing of work

Plagiarism is the act of using another’s words or ideas without proper citation. Examples of plagiarism include, but are not limited to:

• using another writer’s words without proper citation (use of quotation marks and a footnote);

• using another writer’s ideas without proper citation or other means, where information can be found;

• citing a source, but reproducing the exact words/answers of a printed source without quotation marks;

• borrowing the structure of another author’s phrases or sentences without crediting the author from whom it came;

• borrowing all or part of another student’s paper or using someone else’s outline to write your own paper;

• borrowing a computer code from another student and presenting it as your own in technology class.

Collusion is collective work but presented as one’s own. It may involve:

• Using a paper writing service, tutor, or having a friend, parent or sibling write for you or edit your work without the prior approval of the teacher.

Cheating may involve:

• copying from someone’s paper during an exam;

• allowing another student to copy from your test paper, homework, or in-class assignment;

• Unauthorized possession or use of notes/ materials, programmed calculator, phone, smart watch (e.g. “iWatch”) or any other electronic device in a test/exam setting (regardless of whether the device is being used or not).

• altering an exam or re-grading;

• obtaining an advance copy (electronic version or hard copy) of an examination;

Fabrication and Falsification may involve:

• Inventing or counterfeiting information

• Deliberately altering or changing legitimate information to suit one’s needs in an assignment or exam (including in a scientific experiment).

Unauthorized Sharing of Work may involve:

• Allowing another student to use/access your work knowingly, which may result in allowing another student to present it as his/her/their own.

What happens if there is potential engagement of Academic Dishonesty? Click Here for Flowchart.

The faculty member is the first to meet directly with the student to learn more about the potentiality of a case of Academic Dishonesty. If it is determined by the TEACHER that there is a case of Academic Dishonesty, the teacher then contacts, the family to give context and notify. Afterwards, it is reported to the Administration. The Administration will meet with the student to determine further context and potential supports needed. A decision as to which tier the incident falls under is in consultation between the faculty member and School Administrator. Given the above, the following sanction(s) would be implemented. Communication occurs then between the Administration and the family, as to the sanction and additional recommendations, where applicable. 

What are the consequences?

If an act of academic dishonesty or an attempt at academic dishonesty is determined to have occurred, the guidelines below (details in our Student Handbook) are followed:

• 1st Occurrence- Tier 3: no zero or lowered grade, but a re-take of a similar assignment that will be counted. The student may also be required to complete an additional paper on academic integrity and ethical behavior. Preventative measures will also be put in place to avoid the situation to reoccur, which may include -but is not limited to- meeting with the teacher and/or librarian to review things such as testing protocols, referencing quotes or other people’s ideas, etc, meeting with the Counselor and/or Learning Specialist regarding time management, organization and/or grade pressure, attending school tutorials/intensives to improve test preparedness. Such recommendations/requirements are provided by the Assistant Principal once a meeting has taken place between the AP and the student.

• 2nd Occurrence - Tier 4: The above sanction is applied, in addition to: Disclosure of incidents to external institutions (i.e. schools for transfer, colleges/universities), loss of school privileges, etc.

• 3rd Occurrence - Tier 5: The above sanctions are applied, in addition to or in lieu of: Suspension or expulsion, if on-going. Expulsion is at the discretion of the Executive Director in consultation with the Principal /Head of Division.

***A note about tutors/homework supporters: Students who work with a tutor, or work as a tutor with other students, are reminded that all student work assigned at UNIS must be authentic, and be the genuine work of the student assigned the work. ***