SENIOR SCHOOL STUDENT - PARENT HANDBOOK

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year head who will note the incident. Any subsequent infractions will be deemed to be intentional. b. If the infraction was intentional, i. The student will, if appropriate, be required to repeat the assignment or test, or submit/take a parallel version of the assignment/test. ii. The year head will give the student a written warning, send a copy of the warning home to the parents, inform the principal, and place a copy of the letter in the student’s file. iii. The principal and year head should ensure that any other necessary steps are taken so that they can reasonably expect that the student has learned from the experience and will not repeat the offence e.g. counseling, probation. Second occasion: i. The student will, if appropriate, be required to repeat the assignment or test, or submit/take a parallel version of the assignment/test. ii. The student will be suspended from school for a period not to exceed two days. Third occasion: The case will be referred to the principal to consider a recommendation to the director for the expulsion of the student. 2. ASSESSMENT AND EVALUATION Assessment at ISD is guided by the current best practices outlined in the standards for accreditation issued by the Council of International Schools (CIS) and the New England Association of Schools and Colleges (NEASC). At ISD, we believe that: • Assessment is a powerful tool to promote learning. • Effective schools employ a wide range and variety of assessment strategies, which reflect different learning styles. • Effective schools have a common assessment policy. • Assessment is an integral part of the curriculum, to be considered when the curriculum is planned, and not as something which only takes place at the end of a teaching unit. Principles of assessment: Assessing at ISD should: • compare a student’s performance to agreed standards such as rubrics, grade-level or course standards, benchmarks etc. (criterionreferencing) rather than to the performances of other students in the class; 14
• be carried out using shared criteria, methods and standards. • use a variety of assessment strategies (make use of multiple forms of evidence); • indicate clear performance targets for students, and the purposes of each assessment should be explicit (transparency); • provide timely feedback in an accessible and easily understandable form; • incorporate authentic assessment tasks, which reflect “real world” tasks and achievements; • include self-assessment; • accommodate different learning styles, aptitudes, linguistic and educational backgrounds; • be based on what is being taught and the expected outcomes; • include both formative and summative aspects; • incorporate procedures for ensuring consistent results independent of the assessor and the time of the assessment (reliability); • measure what it claims to measure (validity); • be monitored, evaluated and revised regularly; • address the intellectual, social, and physical development of the student; We distinguish clearly between “assessment” and “evaluation”: Assessment is the collection and analysis of data about student learning. It identifies what students know, understand, value, and what they can do at various stages of the learning process. Evaluation is a judgment based on the results of assessment and is represented by a number grade (1-7). Assessment is broadly categorized as: • Formative assessment: refers to evidence used to adapt teaching to meet student needs and to help students understand their progress and how they could improve e.g. observations, quizzes, homework, initial drafts, teaching questions. Formative assessment takes place during the learning process and teachers give feedback to the students in a variety of forms to help them to improve their learning. It is designed to answer the question “is learning taking place?” The results of formative assessments are used to guide learning and are not used for grading (evaluation). • Summative assessment: refers to the periodic (end of unit, semester or year) assessment of pupils’ overall achievement, and is designed to provide a comprehensive, summary description of performance and progress in pupils’ learning e.g. final versions of written work, tests, exams, projects, performances. It is designed to answer the question “did learning occur?” and the results are expressed as numbers. 15
Page 1 and 2: SENIOR SCHOOL STUDENT - PARENT HAND
Page 3 and 4: 3. AUDIO EQUIPMENT.................
Page 5 and 6: Finally, some advice on becoming
Page 7 and 8: IB Learner Profile The aim of all I
Page 9 and 10: THE SENIOR SCHOOL AT A GLANCE For s
Page 11 and 12: Timescale for expatriate candidates
Page 13: o understand that observed cases of
Page 17 and 18: Grading Final (end of year) grades
Page 19 and 20: 4. COURSE SELECTION AND SCHEDULING
Page 21 and 22: How to help your child to work at h
Page 23 and 24: • completed four years of educati
Page 25 and 26: This 10 th grade diploma is the onl
Page 27 and 28: o “EE” (exceeding expectations)
Page 29 and 30: 9. Paying for tutorial help is the
Page 31 and 32: will result in the deduction of two
Page 33 and 34: The teaching, learning process is a
Page 35 and 36: REGULATIONS 1. DISCIPLINE CODE “A
Page 37 and 38: Participation in extra-curricular a
Page 39 and 40: • Should a student in any way inh
Page 41 and 42: 5. EMERGENCY PROCEDURES Emergency e
Page 43 and 44: 2. Put their names on all personal
Page 45: (Schutzenfest), at these events chi

SENIOR SCHOOL STUDENT - PARENT HANDBOOK

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