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