Internationella Engelska Gymnasiet Södermalm Math ... - IEGSmath

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Part I Assessment 3
1. Course Grading Our department strives to ensure that all students are graded in a holistic, fair and equal manner. Our department assessment procedures are based based on Skolverket’s Curriculum for the Upper Secondary School [Tur13] and Upper Secondary School 2011 [Sko12]. Before setting a final course grade, the teacher will make use of all available information on a student’s knowledge in relation to the national knowledge requirements of the course 1 , account for such knowledge that the student has acquired outside the course and comprehensively evaluate each student knowledge outside the national knowledge requirements. We have developed a means of assessing students on the knowledge requirements locally, which aims to 1. be easy for students, parents, and teachers to understand, 2. align our local results with the national test results and 3. collect flexible, consistent and transparent results for each course. 1.1 How final grades are awarded Ultimately, a decision needs to be taken by the teacher when setting a student’s final course grade, which needs to be set based on evidence provided by summative assessment and at the same time be done in a holistic context. Our grading system is a framework for collecting evidence of each student’s attainment of knowledge requirements over the course’s core content. It’s meant to give teachers of the same course a common overview of each student’s summative assessment performance in addition to a calculated suggested final course grade. A teacher can choose to override the suggested course grade if there are grounds to justify the decision. 1.1.1 Distribution of summative assessments There are four major summative assessments for each GY2011 course and each contributing approximately 25% towards the students suggested final grade. The distribution of weight for each summative assessment has been chosen to emphasise equality of assessment throughout the course. • National test common for all students taking the same course and helps to provide calibration at the national level. • Test 1 and Test 2 designed by all teachers teaching the course concurrently, common for all students taking the same course and helps to provide calibration at the local level. • In Class the number and type of assessment will vary from teacher to to teacher. Allows the teacher to use alternative forms of summative assessment that reflect either the interest of the teacher or the students of the group. 1 including the student’s national test result 4
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Page 13 and 14: 3.5 Frequently Asked Questions: Nat
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Page 17 and 18: Part II Math Support & Resources 16
Page 19 and 20: Part III References 18
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Internationella Engelska Gymnasiet Södermalm Math ... - IEGSmath

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