IB Program

Assessment Policy

Assessment Philosophy

In EAS, assessment is viewed as part of pedagogy and student learning, driven by faculty questions about their classroom and programmatic practices in ways that guide future developments in both teaching and learning. The main purpose of assessment is formative, and to enhance teaching and student learning by determining valid and reliable approaches to gathering data on student learning drive decisions and discussions on assessing student learning. Thus, the process of assessment is viewed as one of learning and as embedded within teaching and learning. In addition, assessment is viewed as a mechanism by which students can learn about their own learning by being an active participant in the assessment process that’s why assessments here are about reflective and engaged processes in which students learn about themselves as learners, how they learn, what they know, and are actively involved in and an agent of their own learning process. Students are not simply the object of assessment, but the primary beneficiaries

The assessment policy will be reviewed annually to meet the needs of our students, teachers and to meet any required changes by IBO. The review is the responsibility of IB teachers, the DPC and the School Principal.

The Assessment Purposes:

  • To enhance the learning of the students
  • To monitor the progress of individual student learning and achievement
  • To determine the effectiveness of teaching
  • To inform curriculum review
  • To help evaluate suitability of the courses
  • To inform others as appropriate, including, students, teachers, parents, receiving schools and colleges

Types of Assessments

  • Formative Assessment (Assessment for Learning)

    This type of assessment includes both short and long-term learning experiences that culminate in on-going feedback to inform students’ targets as well as teaching strategies. Formative assessments help students to improve and help teachers distinguish the students’ strengths and weaknesses. Students judge their own performance and teachers help them improve through best practices on “how to learn” like using rubrics, benchmarks, peer and self-evaluations all mentored by the teachers. Teachers are responsible for designing and delivering formative assessments to help students improve their academic performance. Teachers’ feedback and reflections are the main component of formative assessments whether they are recorded or verbal.

    Examples of formative assessment include

    • extended written tasks,
    • diagrammatic forms of communication
    • Annual MAP tests
    • mind-maps,
    • open-ended opportunities for developing questions,
    • quizzes and presentations in a variety of formats.

    Formative assessments provide data of students’ knowledge and skills that inform teaching and learning strategies.

  • Summative Assessment (Assessment of Learning)

    This form of assessment is designed to illustrate students’ skill and knowledge levels at designated points of their learning timeline. The evidence drawn from this type of assessment informs the periodic progress reports.

    Summative assessment practices are formal mostly external examinations. Most formal assessments are external and include examinations or work completed during the course and then sent to an external examiner. Some formal assessments are internal, requiring the teacher to mark the work before it is moderated by an external moderator.

    Examples of summative assessment include

    • unit tests,
    • summative projects and oral examinations.
    • EAS internal summative assessments inform students’ progress reports, while external summative assessments are led by the IB Diploma Programme.
  • Formative Assessment

  • Summative Assessments

Summative Assessment (Assessment of Learning)

  • School Based

    Internal Assessments

  • IB External Assessments

    IB External Assessments

Assessment practices

  • The school academic year is divided into 4 quarters . In each of the four quarters, a report is produced indicating the student’s current attainment and attitudes to learning.
  • Students and parents are therefore kept well informed of progress towards examination success.
  • We also include two mock examination grades on these reports

Types of assessment

  • Once per quarter.
  • One revision week before each quarter exams
  • Homework should not be given in addition to revision.
  • No teaching of new content or skills in the revision week prior to exams.
  • No tests in the revision week.
  • Lots of guidance about the topics that will be covered.
  • Study guide will be sent on the platform as a snapshot of what has been learned that quarter.
  • Progress reports will be written by the end of each quarter to inform the students and parents with weaknesses and strengths and areas that need improvements with recommendations for improvements.

  • Essential internal assessments that contribute to final grade.
  • Frequency dictated by exam boards
  • Lots of notice (planned a term in advance and booked in on the test scheduling calendar, assuming we make one?)
  • Students taught how to succeed (e.g. by looking at exemplars and criteria etc).

  • Can be frequent.
  • Can be self or peer assessed against criteria
  • Comment only marking is encouraged
  • Formative – feedback is key to success, ensuring students know next steps and teachers know next steps for teaching. If the student is not making good progress, it is the teacher's responsibility to communicate that clearly
  • Only regular homework notice time required or class time.
  • Teachers can record marks and inform students to know their progress and what they need to improve but will not be part of the report marks.

  • Can be done every lesson/maximum 3 times per quarter
  • Quizzes do not require revision or preparation.
  • Teachers’ feedback will be provided after each quiz

  • Can be done every lesson
  • Teacher can observe misconceptions or misunderstandings in the room and respond appropriately.

  • Can be used frequently – breaking down the full paper into manageable chunks
  • Students will know their marks to be aware of their progress but marks will not be part of their report cards

At all times, all the work presented by the student, whether work done at home or in school, must be authentic and only presenting the student’s own work or with proper citation to any resources used.

Maintaining deadlines for internal assessments projects

Students are required to work on individual research projects While skills are taught at school, much of the research and written work will be done at home. It is essential that students show their teachers their planning and subsequent drafts in order to receive feedback and guidance through this process. Since the nature of this work is independent inquiry, the nature of guidance is through constructive comments on students’ attempted work. The project guidance and requirements will be explained and discussed clearly with the students with a detailed rubric. Students will be given deadlines for producing work in progress as they will be divided into stages with fixed deadlines. Deadlines will be assigned in the annual calendar to give the students the chance to manage their time effectively. If a student misses these deadlines, they will miss out teachers’ feedback and their final project submissions are unlikely to reflect their potential.


Initial Plan

Stage 1: first submission

Reflection and Feedback


Stage 2: 2nd submission

Reflection and Feedback


Final Submission

Between 20 – 25% of the attainment scores for each IB Diploma Course is based on such research projects or planned oral assessments. These are known as Internal Assessments (IA) and are assessed internally at EAS and then moderated externally by the IB.

The remaining 75-80% of attainment scores for the IB Diploma Courses are based on external examinations that are held in May at the end of the two-year programme.

Grading Scale

The marks awarded for each course range from 1 (lowest) to 7 (highest). Students can also be awarded up to three additional points for their combined results on TOK Theory of Knowledge and the EE Extended Essay. The diploma is awarded to students who gain at least 24 points, subject to certain minimum levels of performance across the whole programme and to satisfactory participation in the CAS Creativity, Activity and Service requirement. The highest total that a Diploma Programme student can be awarded is 45 points.

GPA IB Descriptor IB DP Percentage
A+ 4.0 7 98-100
A 4.0 6 88-97
A- 3.7 6 85-87
B+ 3.3 6 82-84
B 3.0 5 78-81
B- 2.7 5 75-77
C+ 2.3 4 72-74
C 2.0 4 68-71
C- 1.7 3 65-67
D+ 1.3 3 63-64
D 1.0 3 61-62
D- 0.7 2 60
F 0 1 Below 60

Record and report students’ assessment data

  • All student data on assessment is posted regularly on EAS online school platform
  • Teachers update their grade books weekly and all parents and students have access to their assigned accounts both online and on the EAS mobile application.
  • Quarterly report cards are issued during each academic year as well as an end of the year report card
  • Quarterly struggling students' reports will be written and inform the parents by calling them on the phone and in some cases, parents are called to attend a one on one meeting with the IB Coordinator and teacher(s) to discuss the students’ progress.
  • Quarterly Parent Teacher Conferences occur two – three times a year.

Re-sitting the IB exams

In case of failing or getting low scores, students are allowed to retake any or all of their six academic subjects. The number of times they are allowed to retake a subject is up to three times in three different exam sessions. Students will register for retaking the exams in May or November. In this case, they will take complete responsibility for these subjects with minimal support from the school. Students will be reminded of our integrity policy through our EAS platform and the mobile application.