Embedded Files
Guidance on the creation of an assessment policy, including all expectations, interactions with practices and requirements, and resulting questions for self-reflection.
EXPECTATIONS: Clearly states the school’s philosophy of assessment that supports student learning
EXPECTATIONS: Clearly states the school’s philosophy of assessment that supports student learning
Culture 5.5
(0301-05-0500)
The school describes in its assessment policy the value of assessment for continuous learning and growth.
In what ways does the school think of assessment not only in terms of assessment of learning but also in terms of assessment for learning and assessment as learning?
Approaches to assessment 3
(0404-03)
The school administrates assessment consistently, fairly, inclusively and transparently.
To what extent does the administration of assessment in the school rest on the pillars of consistency, fairness, inclusiveness and transparency?
EXPECTATIONS: Is aligned with the IB philosophy concerning learning and assessment
EXPECTATIONS: Is aligned with the IB philosophy concerning learning and assessment
Culture 5.2
(0301-05-0200)
The school identifies in its assessment policy all necessary local and IB requirements, and outlines how the school is adhering to these requirements.
Does the policy correctly identify and include IB assessment requirements?
To what extent is the policy aligned with IB requirements?
Approaches to assessment 3.1
(0404-03-0100)
The school administrates assessments in accordance with IB rules, regulations, and/or relevant programme documentation.
To what extent does the policy align with current relevant IB rules, regulations and programme documentation?
Approaches to assessment 3.2
(0404-03-0200)
The school regularly reviews and ensures compliance with all access arrangements.
How compliant is the school with access arrangements?
EXPECTATIONS: Describe the rights and responsibilities of all members of the school community
EXPECTATIONS: Describe the rights and responsibilities of all members of the school community
Culture 5.3
(0301-05-0300)
The school describes in its assessment policy the rights and responsibilities of all members of the school community and clearly states what constitutes good assessment practice.
Does the policy detail the rights and responsibilities of the school leadership team, teachers, parents and students?
Does the policy refer to central notions that guarantee good assessment practice such as reliability and validity?
Culture 5.4
(0301-05-0400)
The school ensures relevant support materials, resources and processes are implemented for fair and valid assessment.
To what extent does the policy evidence the school’s awareness of support that is needed for successful implementation of the policy?
Leadership 4.3
(0201-04-0300)
The school captures and uses data that informs the quality of the implementation of the programme(s).
How far does the school make use of assessment data for programme implementation and development?
Which systems does the school have in place for such a use of assessment data?
Student support 2
(0202-02)
The school identifies and provides appropriate learning support.
How does the school identify, and provide for, individual assessment needs?
To what extent are students empowered to understand and participate in the assessment process?
Approaches to assessment 2.3
(0404-02-0300)
The school ensures that from the time of enrollment students and legal guardians are aware of and have access to documentation describing the relevant programme regulations and requirements regarding assessment.
How is information about assessment made available to students and parents?
Approaches to assessment 3.4
(0404-03-0400)
The school implements, communicates and regularly reviews consistent and fair systems and processes for reporting student progress and handling appeals or challenges.
How does the school inform students and parents about student progress?
Which processes are in place for student and parent appeals in relation to assessment?
EXPECTATIONS: States what constitutes effective assessment practice
EXPECTATIONS: States what constitutes effective assessment practice
Lifelong learners 1
(0402-01)
Students actively develop thinking, research, communication, social and self-management skills.
How does the school use assessment for the development of ATL skills?
Lifelong learners 6
(0402-06)
Students take ownership of their learning by setting challenging goals and pursuing personal inquiries.
In what ways does the school use self- and peer-assessment practices for students to set their own goals and monitor their progress towards them?
Approaches to assessment 1.1
(0404-01-0100)
Students and teachers use feedback to support stated outcomes and expectations, in accordance with IB philosophy and assessment documentation.
How does the school ensure that feedback provided to students is clear, individualized and actionable?
In what ways are students encouraged to use feedback to support their own learning?
Approaches to assessment 2
(0404-02)
The school uses assessment methods that are varied and fit-for-purpose for the curriculum and stated learning outcomes and objectives.
How does the school guarantee that assessment instruments are consistent with the stated learning objectives?
To what extent do assessment methods reflect pedagogical principles behind the approaches to teaching?:
To what extent are assessment methods formed around conceptual understanding?
How far are they inquiry-based?
Do they foster collaboration?
Are assessment methods contextualized in such a way as to make them meaningful?
To what extent are assessment methods designed to remove barriers?
How varied is the range of assessment methods implemented by the school? Do they offer all students opportunities to demonstrate their learning and progress?
Approaches to assessment 4
(0404-04)
Students take opportunities to consolidate their learning through assessment.
How do assessment methods contribute to formative assessment?
EXPECTATIONS: Includes evidence of a review process such as the date of the most recent review.
EXPECTATIONS: Includes evidence of a review process such as the date of the most recent review.
Culture 6
(0301-06)
The school implements, communicates and regularly reviews its IB-mandated policies to ensure they are cohesive and reflect IB philosophy.
How does the assessment policy interact with the other IB-mandated policies?
How does the school make sure there is consistency across policies?
EXPECTATIONS: Includes details of common practice for recording and reporting student achievement
EXPECTATIONS: Includes details of common practice for recording and reporting student achievement
Approaches to assessment 3.3
(0404-03-0300)
The school ensures that external reporting and/or predictions are as accurate as possible, and are appropriately designed for the contexts in which they are required.
How does the school ensure that reports to students and parents are as accurate and informative as possible?
For the MYP, DP and CP programmes, how does the school guarantee that predicted grades are as accurate as possible?
For the DP and CP, how does the school ensure that forecasted grades to other institutions are as accurate (such as those to higher education institutions) as possible?
EXPECTATIONS: Shows how implementation of formative and summative assessment is consistent with IB expectations
EXPECTATIONS: Shows how implementation of formative and summative assessment is consistent with IB expectations
Approaches to assessment 1.2
(0404-01-0200)
The school uses specific and constructive school-based reporting to provide students and teachers with information that can be used to improve learning, teaching and assessment.
How do teachers use information deriving from assessment to improve learning and teaching?
EXPECTATIONS: Indicates details of common practices for using the programme assessment criteria and determining achievement levels
EXPECTATIONS: Indicates details of common practices for using the programme assessment criteria and determining achievement levels
Teacher support 3
(0203-03)
The school provides time and other resources for teachers to collaborate effectively in the implementation of IB programme(s).
How is collaborative planning time used to consolidate and deepen teachers’ understanding of IB assessment criteria?
What systems are in place to facilitate standardization across teachers teaching the same subject, course or level?
Approaches to assessment 3.1
(0404-03-0100)
The school administrates assessment in accordance with IB rules, regulations, and/or relevant programme documentation.
In what ways do teachers standardize the application of assessment criteria to student work in order to ensure reliable results and reports?
EXPECTATIONS: (for schools with local / state / national requirements) Provides an explanation of the relationship of IB assessment principles and practices with required systems for grading and reporting
EXPECTATIONS: (for schools with local / state / national requirements) Provides an explanation of the relationship of IB assessment principles and practices with required systems for grading and reporting
Culture 5.2
(0301-05-0200)
The school identifies in its assessment policy all necessary local and IB requirements, and outlines how the school is adhering to these requirements.
Does the policy clearly identify local / national requirements?
To what extent are those local / national requirements reconciled with IB requirements?
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