Internationella Engelska Gymnasiet Södermalm Math ... - IEGSmath

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