Assessment Policy

The objective of the Assessment Policy (hereinafter, Policy) is to provide a mechanism that helps students at the Han Academy (hereinafter, School) to improve their learning process and overall teaching quality of the IB Diploma Programme (IBDP) at the School. Implementation of the Policy aims at providing the School with information for future improvement of the assessment process, which, itself, is a crucial step toward the overall improvement of the education standard at the School. Based on the Policy implementation, the School identifies students’ progress toward meeting requirements of the IBDP, obtains information on quality of teaching at the School, including suitability of courses offered, and provides a feedback to students’ parents/guardians. The Policy regulates the assessment practice in the IBDP at the School and is a part of the assessment practice at the School and shall not contradict the assessment standards and practices applied at the School.

 

1. PURPOSE OF ASSESSMENT
1.1 The policy aims to contribute to the development of the School as an IB learning community and to continuously improving students’ learning, in particular, their analytical and critical thinking skills. The Policy provides a ground for the School to reflect on quality of education it offers.


1.2 The assessment process at the School consists of both formative and summative assessment. The School is committed to emphasize the importance of formative assessment and, at the same time, it recognizes the importance of preparing its IBDP students for their final programme assessment (examinations).


1.3 The Policy establishes rules and regulations for assessing IBDP students’ academic performance at the School and is reflected in academic documents, such as unit planners, course syllabi, and other relevant materials.

 

2. FORMATS OF ASSESSMENT
2.1 Formative assessment is an ongoing process and is conducted throughout the whole academic year. It is a complex exercise, which includes a range of assessment practices, as specified below. The purpose of formative assessment is to approach students’ academic performance, their learning process and outcomes from different perspectives, through different assessment exercises, with an aim to facilitate their learning process and motivate them to inquire and learn. All teachers are expected to conduct formative assessment of students’ performance on a regular basis, with appropriate feedback provided to students, as a guidance, on weekly basis.


2.2 Summative assessment relies on formal tests and examinations, which aim at identification of the quality of acquisition of the academic materials covered in the class. The most important aim of summative assessment is seen in its diagnostic function, which assumes understanding the current level of students’ academic performance and identification of ways for its continuous improvement.

 

3. ASSESSMENT CRITERIA
3.1 Assessment criteria for IBDP are established in order to provide fair judgment on students’ academic performance. The assessment process covers the whole process of learning at the School, throughout the whole academic year.


3.2 Assessment is centred around the core principle of academic integrity and honesty and aims at strengthening the importance of that principle in the whole process of teaching and learning. Maintaining the standard of academic honesty, as well as investigating issues relating to malpractice cases, in either in- classroom or homework, including examinations and internal assessment works, are regulated by the School’s Academic Honesty Policy.


3.3 Assessment criteria are meant to be flexible, valid, meaningful, varied, supportive, and diagnostic, with strong consideration of differentiated learning.


3.4 Assessment criteria are meant to be completely understandable for students and to provide them with true reflection of their academic achievement and progress.


3.5 Assessment is reflected in two formats: student’s achievement and attitude, and all students shall receive their marks for all subjects based on these criteria.


3.6 Achievement is graded based on the ‘A*’ to ‘F’ scale, with marks reflecting grade descriptors established by the IB.


3.7 Achievement assessment of students of IB subjects (courses) is based on the assessment scale of a respective subject (IBDP course) of IBDP May session (Time Zone 2) preceding the academic year.


3.8 Attitude grades are based on the standard applied at the School in regard to all the programmes and students. The grades reflect student’s attitude toward learning, including, as judged by the respective teacher, his/her time spent on learning the subject and to what extent the student is engaged in the class.


3.9 All subjects taught in the School are subject to assessment.


3.10 With exception of TOK, EE, and CAS, all IBDP subjects taught in the School are internally examinable during the academic year. In case of TOK and EE, the overall progress of students’ performance is also graded based on a the ‘A’ to ‘F’ scale, with ‘A’ being the highest grade. Students’ CAS performance is reflected by qualitative grading, based on comments provided by the CAS Coordinator.


3.11 The following are types of formative assessment applied in the School:
3.11.1 Class participation, which includes homework (a task to be performed by students in non-controlled environment), quizzes (short question-based written tasks), in-class discussions and presentations;
3.11.2 Research projects (individual or group-based), research portfolios, commentary portfolios, essays, journal writing.
3.11.3 Oral presentation of projects;
3.11.4 Art works, including music performances;
3.11.5 Field trip-based tasks;
3.11.6 Experimental practical works;
3.11.7 Unit tests on specific topics/chapters covered.


3.12 IBDP mock examinations serve as indicators for the School, in particular, the DP Coordinator and subject teachers in order to identify the current level of students’ performance and academic quality, aimed at further academic improvement and for determining predicted grades.


3.13 Summative assessment includes a formal examination, which is to be conducted at the end of each term.


3.14 Subject teachers are guided to follow the overall trend of the students’ progress, with strong consideration of recent performance compared to one demonstrated earlier during the academic period (term, year).

 

4. ASSESSMENT REQUIREMENTS
4.1 Assessment of IBDP at the School is conducted throughout the whole academic year. The academic year in the School consists of three academic terms.


4.2 If the attendance rate for a particular IBDP is below 50% in any term, either excused or unexcused absence, the student cannot be assessed by a respective subject teacher.


4.3 Performance of all students shall be assessed on a term basis.


4.4 Students who missed a subject term final examination because of a valid reason, such as accepted medical condition or family loss, are provided with a right to take the respective subject examination within one week before the beginning of classes of the next year level. Based on final marks awarded, the student will be considered for promotion to the next year level.


4.5 Students who failed the term final examination are not provided with an opportunity to retake it and the examination mark is considered final and is to be considered toward the total mark for the term and, subsequently, the academic year.


4.6 Teachers of all subjects are required to record students’ academic performance.


4.7 Preparation of internal examinations papers and the process of examination arrangement are regulated according to the overall regulations of the examinations papers at the School.


4.8 IBDP works shall be assessed (e.g. the Internal Assessment, or IA) and submitted for external assessment based on IB requirements and deadlines, as well as the School’s IBDP timeline.


4.9 IBDP course Internal Assessment works can include components such as Group 1 language Oral Commentary and Oral Presentation, Group 2 language Individual Oral and Interactive Oral exercises, Group 3 Commentary Portfolio, Group 4 Investigation, Group 5 Exploration, Group 6 Exhibition. The works are marked by respective course teachers in the School and, after sample works are sent to the IB (IB examiners) by the School, according to IB regulations, are moderated externally by an IB-appointed examiner.

 

4.10 IBDP teachers are expected to approach their IA marking duty with the highest standard of academic quality and integrity. The IBDP Coordinator is responsible for collection of IBDP course IA marks and sample IA works and their further submission (uploading) to the IB.


4.11 Together with mock (preparation) examinations, results and overall observation of students’ academic performance, IA marks are to be used for identification of IBDP Year 2 (Y13 class) predicted grades.


4.12 Promotion from IBDP Year 1 to Year 2 is based on final marks awarded to students by respective subject teachers, based on both formative and summative assessment.


4.13 Students are required to pass at least five out of six subjects studied at the School, provided they receive a satisfactory progress report in regard to the Core components of the Programme (TOK, EE, CAS).


4.14 External Assessment works, as required by IB regulations, have to be sent/uploaded to the IB (IB examiners) by the IBDP Coordinator. The IBDP Coordinator is the primary responsible staff member for administration of IBDP examinations at the School and organization of collection of all External Assessment works (examination scripts and non-examination External Assessment works, such as language Written Assignment, etc.) from course teachers for their final submission to the IB (IB examiners).

 

5. EVALUATION OF ASSESSMENT
5.1 The School uses results of students’ academic progress assessment to determine efficiency and quality of teaching and learning, as well as suitability of subjects offered in the IBDP at the School.


5.2 The Policy, as a document in progress, will be reviewed on a regular basis, at least once every academic year.


5.3 Review of the effectiveness of the intervention programmes is based on the input from the teachers involved and the School’s administration, and every group of new students and teachers will be involved in the process. The Policy will be discussed by the teachers, the staff in charge of IEN (IEN Coordinator), and the senior leadership of the School (Principal, Vice Principals, IBDP Coordinator and other involved staff members). Necessary changes will be incorporated into collaborative discussions and will be shared with the students’ parents each year during Parent-Teachers Conference, which takes place at least once per academic term.


5.4 In the process, analysis of student academic performance results and development (non-academic) progress is to be considered, in particular, the student’s inclusion in the School’s community.


5.5 Regular meetings of the faculty and School’s administration can be called, at least once in an academic year, to conduct the overall review of the Policy. 

 

References:
IB Grade Descriptors