Assessment Policy - The International School of Azerbaijan

The International School of Azerbaijan 

TISA WHOLE SCHOOL ASSESSMENT POLICY 

1. Philosophy of Assessment 

What is assessment? 

Assessment is the gathering and analysis of information about student performance. It identifies 

what students know, understand, can do and feel at different stages in the learning process. 

Assessment is integral to all learning. It is central to the PYP‟s goal of thoughtfully and 

effectively guiding children through the five essential elements of learning: the understanding of 

concepts, the acquisition of knowledge, the mastering of skills, the development of positive 

attitudes, and the decision to take responsible action. 

Everyone involved in the student learning process (students, teachers, parents, administrators) 

must have a clear understanding of the reasons for assessment, what is being assessed, the 

criteria for success and the method by which the assessment is made. 

The single most important aim of assessment in the MYP and Post 16 Programmes is to support 

and encourage student learning. 

The primary objective of assessment in the MYP is to provide a basis for future learning. The 

assessment system of the MYP allows schools to incorporate multiple forms of assessment 

adapted to the learning objectives. 

Assessment in the Post 16 Programme has a number of significant purposes which includes 

reinforcing the teaching of the curricular goals of the programme. Assessment provides 

differentiated information about student achievement. It also provides the grades to award 

certifications of achievement whether through the IB Diploma and IB Certificates or through 

TISA‟s High School Graduation Certificate, transcripts and term grades. 

Why do we assess? 

The purposes of assessment are: 

 

 

 

 

 

To provide feedback to students- to assist them to develop an understanding of where 

they are and to help them on to the next stage 

To provide feedback to parents - to assist them in understanding where their child is and 

support their child‟s learning 

To provide feedback to teachers - to assist them in planning and teaching 

To provide feedback to the administration of the school - to assist and evaluate the 

effectiveness of the curriculum 

To provide feedback to colleges and universities – to assist student entry into tertiary 

education 

2. Collecting Assessment Data 

What do we assess in the PYP? 

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The PYP aim to thoughtfully and effectively guide children through five essential elements of 

learning: 

the understanding of concepts 

the acquisition of knowledge 

the mastering of skills 

the development of positive attitudes 

the decision to take responsible action. 

Because we consider these elements essential to our programme, we need to assess student 

progress in each of these elements in all subject areas. 

What do we assess in the MYP? 

Assessment is a continuous process and is designed to address the MYP objectives in each of the 

eight subject groups and the personal project, according to a criterion referenced approach. The 

assessment focuses on process as well as product. The MYP approach to assessment recognizes 

the importance of assessing the processes of learning as well as the products of learning, and 

aims to integrate and support both. 

What do we assess in the Post-16 Programme? 

A wide variety of approaches to assessment are used to support curricular goals and encourage 

appropriate student learning. These assessment approaches provide students with suitable 

contexts in which to demonstrate their capabilities. Student learning is regularly assessed against 

the objectives and assessment criteria specific to each subject within the Diploma, Certificate or 

TISA Graduation track of the Post-16 Programme. 

Who assesses in the PYP? 

Throughout the learning process, both students and teachers should be actively involved in 

assessing student progress. Students will regularly be asked to assess their own work and to 

reflect on their learning process. Teachers will support students in assessing their own work by 

providing assessment criteria and by modelling the assessment process. Assessment criteria as 

phrased in performance lists or in rubrics should preferably be established in collaboration with 

the students and should guide both feedback sessions between the teacher and the student and 

student self assessment. The assessment criteria should be accessible for the students while they 

are working towards a product. 

Who assesses in the MYP? 

As in the PYP, both students and teachers are actively involved in the assessment of student 

work. Reflection is a crucial component of the MYP and learning in all subject areas involves 

the students in both peer and self-assessment. Where more than one teacher is delivering the 

same subject, the process of internal standardization takes place before final levels of 

achievement are awarded. In M5 student work is sent to the IB for external moderation to ensure 

that programme standards are maintained. 

The Personal Project is completed during M5 and is a significant piece of work produced over an 

extended period, and is a direct application of skills acquired over the course of the programme 

through Approaches to Learning. The process of completing the Personal Project is led by the 

student, with supervision and guidance by a teacher. The assessment of the personal project is a 

form of summative assessment of students‟ ability to conduct independent work using the Areas 

of Interaction as contexts for their inquiries. 

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Who assesses in the Post-16 Programme? 

Methods of formative assessment, particularly those involving direct interaction between teacher 

and student, provide both with detailed feedback on the nature of the student‟s strengths and 

weaknesses, and help to develop the student‟s capabilities. Teachers plan for learning activities 

that involve students in peer- and self-assessment. Teachers carry out summative assessment in 

order to measure the level of student achievement at any one time. Formal assessment of students 

following the Diploma and Certificate tracks will contribute to their final qualifications awarded 

by the IB. All courses except Creativity, Action and Service are formally assessed by external 

examiners and all include significant components that are internally assessed by subject teachers. 

Some subjects also include components that are completed by students under the supervision of 

their teachers and which are assessed by external examiners. 

When do we assess in the PYP? 

Pre-Assessment 

At the beginning of each Unit of Inquiry, teachers will assess children‟s prior knowledge 

and experience before embarking on new learning experiences. 

Formative Assessment 

Ongoing and regular assessment will be used during the teaching and learning process to 

inform teachers and children about how the learning is developing. Formative assessment 

and teaching are directly linked. A variety of methods will be used. 

Summative assessment 

Summative assessment happens at the end of the teaching and learning process and is 

planned for in advance. The assessment is designed so that students can show their 

understanding in authentic contexts and apply it in new and flexible ways. 

We believe that assessment is most effective when it is integrated in and generated from the ongoing 

teaching activities that take place in the class. 

When do we assess in the MYP? 

Assessment in the MYP is continuous and viewed as a necessary and important part of the 

learning process. By assessing students as they engage with subject content, teachers identify 

student learning needs in order to better inform the learning process. 

As well as formative and summative assessment strategies including unit tests and quizzes, 

formal exams are held in January and June for M4 and M5 students. The grades from these 

exams are used as one of the assessment tools in providing levels at the end of the term. Levels 

that are reported at the end of each term are based on the skill level that has been attained 

throughout that term. 

When do we assess in the Post-16 Programme? 

The levels of students‟ current knowledge and experience are assessed before embarking on new 

learning. Over the course of the Post-16 Programme, teachers must engage in assessment for 

learning, involving formative assessment structures and practices. Summative assessment is 

frequently conducted at the end of topics, options, or other sections of the curriculum. 

Summative assessment contributes to reported student achievement levels and predicted grades 

for college applications. Formal assessment of Diploma and Certificate track students is designed 

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to record student achievement at, or towards, the end of the course of study and is used to 

contribute to the final qualification awarded by the IB 

How do we assess in the PYP? 

Assessment strategies 

Observations: All children are observed informally, with the teacher taking notes on the 

individual, the group, and the whole class. Observations include how groups work and 

the roles of participants within the group. 

Process focus: Students‟ skills and developing understanding are observed in real 

contexts, wherever possible, using checklists, narrative notes and inventories. The 

emphasis is on the process and skill application rather than the product. 

Selected responses: Single „snapshot‟ samples of what students know or are able to do. 

Open Ended tasks: Students are given a stimulus and asked to communicate an original 

response. No two students will have the same response. In this way the student 

understands and application can be individually assessed. 

Student Portfolios: Teachers and students maintain a portfolio of work that 

demonstrates growth, thinking, creativity and reflection for both academic and social 

development over time. 

Performance Tasks: represents the kind of challenges that adults face in the world 

beyond the classroom, requires using a repertoire of knowledge and skill to accomplish a 

goal or solve a problem, requires thoughtfully applying knowledge, rather than recalling 

facts, is open ended, developing a tangible product or performance, has an identified 

purpose an audience, involves a realistic scenario, and involves criteria to be met. 

How do we assess in the MYP? 

The MYP assessment model is also described as criterion related as it is based upon 

predetermined criteria to which all students have access. The MYP identifies a set of objectives 

for each subject group, which are directly related to the assessment criteria of that particular 

subject group. 

A variety of assessment strategies are applied during the programme, from the more subjective 

and intuitive to the more objective and scientific. Such strategies may include: 

Observation of students in whole class settings or individually. 

Selected response in the form of test and quizzes to elicit responses that will indicate 

understanding. 

Open-ended tasks presenting students with a stimulus to prompt original response. 

Performance assessments that allow students to perform the learned skills and show their 

understanding in real world contacts. These may take the form of a composition, 

research report, a presentation or a proposed solution. 

Process journals that demonstrate reflection and metacognition, which are essential stages 

in the process of higher order thinking skills. 

Portfolio Assessment used to record student learning achievements. 

Complex performance tasks. 

How do we assess in the Post-16 Programme? 

Assessment within the Post-16 Programme is viewed as integral with planning, teaching and 

learning. Learning expectations and integral assessment strategies are made clear to students and 

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parents through the Post-16 Programme Handbook, course introduction handouts, and the 

relevant sections of subject guides, including assessment criteria and assessment rubrics. 

The school uses a balanced range of strategies for formative and summative assessment, which 

are reviewed regularly. Formative assessment is designed to correctly identify the knowledge, 

skills and understanding that the students should develop. Teachers have the responsibility of 

designing and providing formative assessment structures and practices that help students 

improve their understanding of what constitutes excellence and where their own work stands in 

relation to this. This emphasis on „learning how to learn‟ involves methods that improve 

students‟ judgements of their own strengths and weaknesses and then helping them to develop 

strategies to improve. Summative assessment involves accurately measuring the level of each 

student‟s achievement at any given time. 

In order to ensure high validity and reliability of summative assessment, Post-16 Programme 

teachers use published examination questions and corresponding mark schemes (in subjects 

where these form part of the formal assessment) and assignments suitable for, and marked 

according to, criteria and rubrics for internally and externally assessed work., Formal assessment 

of Diploma and Certificate track students is through criterion-related performance assessment, 

and contributes to the final qualification awarded by the IB. 

3. Recording Assessment Data 

Recording Assessment Data in the PYP 

All teachers at TISA have a recording system. The recording system includes record sheets on 

which teachers are required to write narrative comments on student performance. The school has 

developed record sheets that will be used by all teachers. The record sheets assist teachers to 

record developments in the areas of conceptual understanding, skills and attitudes. Most of the 

assessment data available on students will be recorded in the recording system. In addition it is 

possible that assessment data are available at other places e.g. teacher comments that are 

included in the Portfolio or are written on student products. 

Assessment tools are used to derive meaning from the assessment data generated through the 

activities described under the Assessment Strategies listed above. Most assessment tools describe 

how well a student is doing and help to determine the progress a student has made. 

Assessment tools 

Performance Lists: Performance lists offer a practical means of judging student 

performance based upon identified criteria. A performance list consists of a set of 

criterion elements, but not performance levels. These are used for students to know the 

criteria before embarking on their work, to assess that they met the criteria. These do not 

measure how well the students performed. 

Holistic Rubrics: A holistic rubric provides an overall impression of a student‟s work, 

they yield a single score or rating for a product or performance. They provide a quick 

snapshot or impact of overall performance. These are used for complex performances 

where the criteria amalgamation results in the impact (ie. dramatic performance), or to 

get a general impression of a piece of work. 

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Analytic Rubrics: An analytic rubric divides a product or performance into distinct traits 

or dimensions and judges each separately. Since an analytic rubric rates each of the 

identified traits independently, a separate score is provided for each. These are used for 

larger projects and summative assessments as well as for analysing writing. 

Exemplars: These are samples of student work that serve as concrete standards against 

which other samples are judged. These can be used in conjunction with rubrics or 

continuums. 

Anecdotal Notes: Anecdotal notes are written notes based on observation of children. 

These notes need to be systematically compiled, organised and analysed. 

Continuums: These are a visual representation of developmental stages of learning. 

They show a progression of achievement or identify where a child is in a process. 

The reporting of the results of our assessments is holistic. Reporting focuses on process as well 

as product and relates the assessment results to both the curriculum and the learning contexts. 

Recording Assessment Data in the MYP 

To determine the final level of achievement for a student in each of the criteria, teachers gather 

sufficient evidence from a range of assessment tasks to enable them to make a professional and 

informed judgement. Teachers analyse the achievement levels of students over the course of the 

final school year. 

Recording Assessment Data in the Post-16 Programme 

There are efficient systems for recording data about student learning, which are in-keeping with 

the requirements of the programme. Subject teachers keep their own records of formative and 

summative assessment in the form of qualitative observations and quantitative levels of student 

performance in the various summative assessment tasks. At the end of each term, teachers on end 

of term reports record summative achievement levels. These reports are also used to record data 

related to approaches to learning and skills development. Electronic copies of end of term reports 

are archived on the TISA server. The Diploma Coordinator keeps an updated spreadsheet that 

includes levels awarded at the end of each term as well as levels achieved in the IB1 mid-year 

and end of year examinations, and the IB2 mock examinations. Predicted grades for college 

applications are also recorded on this spreadsheet. Transcripts of student achievement that cover 

the last four years of High School (M4 to IB2) are produced by the College Counsellor. 

4. Reporting Assessment Data 

Reporting Assessment Data in the PYP 

When writing written reports and preparing for Parent Teacher Conferences, teachers will 

consult and use their recording system. In the written reports and in the Parent Teacher 

conferences specific reference will be made to student performance as evidenced in written 

work, discussion or behaviour. 

We report the findings of our assessment through: 

Parent-Teacher Conferences 

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Parent teacher conferences will take place every year in the week before the October break. 

During the Parent-Teacher Conference, the teacher will describe how the student performs and 

behaves in the class and the parents will provide their perspective. If there is any concern about 

the progress of a child, this concern will be documented in a Progress Summary Report. A copy 

of the report will be given to the parents after the conference and another copy will be given to 

the principal who will file it in the student file. 

Additional parent teacher conferences can be scheduled upon request of either the parents or the 

teacher. 

We will book one afternoon (between 3:00 and 4:00) in the last week before the winter break and 

summer break for parents to sign up for optional 10 minute conferences to discuss the written 

report. 

Parents may request additional parent teacher conferences at any time during the year. Whenever 

a teacher is concerned about a student‟s performance, the teacher will contact the parents to 

request an additional parent teacher conference. 

Portfolios 

Portfolios are purposeful collections of students‟ work. Throughout the year, students regularly 

look back at their work, select products that show progress and reflect on them. This assists the 

students in becoming self-assessors. The teacher will offer advice regarding the selection of 

student products and the teacher may select some products. The teacher will add descriptions of 

the context in which the student product was generated, an explanation of the task, the link to the 

curriculum as well as their own comments on the product. In addition, general reflections, 

photographs illustrating processes and other evidence of student progress may be included. A 

selection of work in the student portfolio should be annotated with a student reflection saying 

what the work shows and why it was chosen. All products in the Portfolio should be dated. The 

student and teacher are responsible for regular additions to and revision of the portfolio. The 

student portfolio should include self assessments, draft and final form exemplars, reflections and 

samples to show growth over time. Teachers will be responsible for monitoring student portfolio 

content, both for the teacher selected and student-selected entries. Throughout the year, Single 

Subject teachers will collect items that will go into the Student Portfolio and will pass the items 

on to the homeroom teacher. 

Student-Led Conferences 

The Student-Led Conference is a meeting in which the students use their Portfolio as a basis for 

discussion with their parents about their learning. The conferences allow students to play an 

active role in the reporting process and communicate their progress to their parents. The teacher 

will usually not participate in the Student-Led Conference. The teacher may be present as a 

facilitator, if necessary, but not as the reporting authority. At the end of the conference, the 

parent and the student may together fill in a form that describes strengths, goals and strategies. 

Each class will schedule two Student-led Conferences per year. The first one will take place 

between September and December. The second one will take place between January and May 

The Student-led Conferences can be connected to end-of-unit open houses. Each grade level will 

choose when they will do their student led conference /open house. This means that the studentled 

conferences will not all take place at the same time but will depend on when the grade level 

teachers schedule them. 

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Parents will be offered the opportunity to schedule a Parent-Teacher conference as a follow up to 

the Student-Led conferences. 

Written Reports 

Written reports are sent home in December and June. All teachers contribute to the written 

reports. The reports will be issued in the second last week before the beginning of the winter and 

summer vacation, allowing parents to schedule a conference with a teacher should they wish to 

do so. 

Reporting Assessment Data in the MYP 

Students in the MYP are provided with ongoing feedback from teachers. Assessment data is 

communicated to parents in the form of reports at the end of each term. This information 

includes subject areas as well as a report on homeroom involvement focusing on the Areas of 

Interaction. Twice yearly there are Three Way conferences, which provide students, teachers 

and parents with an opportunity to conference and discuss progress in the programme. Pastoral 

Coordinators in the MYP provide feedback with parents and students when there are concerns 

that assessed criteria are not being met during the remainder of the year. 

Reporting Assessment Data in the Post 16 Programme 

Students are provided with regular and prompt progress. Reports are issued at the end of each 

term. In addition, there are Three-way Conferences scheduled twice a year for both IB1 and IB2. 

Parents and students are invited to meet teachers at these conferences to discuss individual 

strengths and weaknesses and strategies for improvement. 

Assessment data is analysed to inform the evaluation and subsequent modification of teaching 

and learning strategies. Summative assessment data tracked over each two-year course, as well 

as the formal summative data released by the IB, are analysed by the Diploma Coordinator, 

Heads of Departments and individual subject teachers at the beginning of each academic year. 

Subject Departments set goals that might be related to modification of teaching and learning 

strategies with a view to improving final achievement levels. Individual teachers set Post-16 

Programme goals at the beginning of each year, again related to the modification of teaching and 

learning in order to bring about measurable improvements in student achievement. These goals 

are reviewed at the end of each academic year. 

The summative achievement levels of M5 students, their teachers‟ knowledge of the students‟ 

strengths and weaknesses, interviews with each student and input from parents are all used to 

help guide students on which Post-16 Programme track might be most suited to their needs and 

which courses would allow them to be successful. Students entering the Post-16 Programme 

from outside TISA sit entrance tests in English, Second Languages, Maths, and a Science 

subject. The tests give Faculty Coordinators assessment data related to student skills and 

understanding in those subject areas. The tests are designed to measure achievement levels 

appropriate to a student at the end of M5. 

5. Assessment in Learning Support 

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Diagnostic assessments are used to identify and support learning difficulties. When it is 

appropriate the results of assessments are used to develop Individual Education Plans, which 

focus on meeting specific targets 

6. Significant Assessment Schedule for the Middle School 

To avoid student overload in the middle years an Significant Assessment Schedule is placed on 

the Server. Only one major project and one major test can be due for a class on a given day. 

7. Awards for Secondary Student Achievement 

In the Secondary School, students are eligible for progress and achievement awards. The two 

MYP students with the highest academic achievement per grade level receive the Principal‟s 

Award each term. These awards are presented at Assemblies. In the MYP each Term, one 

achievement award is presented per grade level for the student receiving the highest number of 

IB points. 

In the Post-16 Programme the Principal‟s Award is made to students who receive a total of 35 

points or more at the end of a term. These awards are presented in assemblies. At the end of IB1 

and IB2, Honours Awards are presented to those students receiving more than 30 points on 

average over the three terms. A High Honours Award is presented to a student who achieves 

more than 36 points on average over the three terms. These achievement awards are presented at 

the end of the school year, either in an assembly or during the Graduation Ceremony. 

The Valedictorian is awarded to the student who has received the highest cumulative total grade 

during the two years of the Post 16 Programme. The Salutatorian is awarded to a student who 

has received the second highest cumulative total grade during the two years of the Post 16 

Programme. Cumulative total grades are calculated using the reported grades from each subject 

from Groups 1 to 6 over the six terms of the Post 16 Programme. 

10. Admission Assessment Requirements 

Primary School 

There is no formal assessment for children applying for the Primary School at TISA. However, 

the English Learning Support Coordinator will interview children in need of English Learning 

Support. 

Secondary School 

If the supporting documents are in order, students applying to enter the Secondary School 

may be invited to write assessments in the following subjects: 

Math 

English 

French/Spanish/Russian (if not a beginner) 

Biology/Chemistry/Physics (as applicable for IB 1) 

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The Coordinator of the programme for placement purposes will assess students in need of 

English Language Support. 

All new students joining the Secondary School have to complete the Cognitive Abilities Test 

(CAT). This is a standardized test, which assesses cognitive ability and learning potential. If 

concerns are raised after having admitted a student, a referral process will be followed. 

Specific assessment procedures and subject criteria can be viewed in: 

The PYP Handbook 

The MYP Handbook 

The Post 16 Handbook 

The Student Parent Handbook 

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SECONDARY DEPARTMENT ASSESSMENT POLICIES 

ENGLISH A DEPARTMENT ASSESSMENT POLICY 

THE CRITERIA 

Criterion A - Content 

Criterion A is assessed through investigations and research, and critical reading and analysis set 

in the class and as homework. Evidence of understanding is displayed through written and oral 

articulation. 

Criterion B - Organization 

Criterion B is assessed through various assignments that require organization, supported 

argumentation, and formal elements of writing. 

Criterion C - Style and Language 

Criterion C is assessed through assignments that require varied language usage including formal 

language, informal language and dialect, dialogue and various narrative styles. 

HOMEWORK POLICY - MYP 

Classroom studies and work are rigorous and broad. Homework tasks are often continuations of 

classroom work. Typical homework tasks would include further reading and research, publishing 

of written work, and reflection. Regular reading is actively encouraged. 

Certain homework and class activities may not be directly assessed by the criteria, but are 

corrected and gone over in class or are a necessary step towards final summative assessment 

marks. 

All homework is to be checked or discussed to ensure student understanding, and teachers will 

provide written feedback on homework, tests, etc, on a regular basis. Students who do not 

complete homework activities need to make up the time or complete the work. 

Students understand homework not completed will have an impact on their ability to succeed on 

summative assessment tasks and will result in a - for that assignment. 

It is expected that students will have homework ready at the beginning of class on the due date 

unless otherwise negotiated with the teacher 

Please refer to TISA general homework policy for quantity of homework (varies depending on 

year level). 

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HOMEWORK POLICY – POST-16 

Classroom studies and work are rigorous and broad. Typically homework tasks often include 

continuation of classroom work, critical reading and analysis, research and informal and formal 

writing. Preparation for all formal IB English assessments must be completed outside of class 

time with strict internal deadlines. 

Certain homework and class activities may not be directly assessed, but are corrected and gone 

over in class or are a necessary step towards summative assessment tasks. 

All homework is to be checked or discussed to ensure student understanding, and teachers will 

provide written feedback on homework, tests, etc, on a regular basis. 

Students who do not complete homework activities need to make up the time or complete the 

work. 

Students understand homework not completed will have an impact on their ability to succeed on 

summative assessment tasks and will result in a zero for that assignment. 

It is expected that students will have homework ready at the beginning of class on the due date 

unless otherwise negotiated with the teacher 

Please refer to TISA general homework policy for quantity of homework (varies depending on 

year level). 

FREQUENCY OF ASSESSMENT 

Diagnostic assessment or background research tasks can occur at the beginning of each unit to 

ensure a base of prior knowledge is collected. 

Assessment is ongoing. On average, each assessment criteria is applied twice on every unit of 

work depending on the length of the project. Within each unit, formative assessments lead to 

culminating summative assessments. 

WEIGHTING OF DIFFERENT TYPES OF ASSESSMENT 

The criteria assessment rubric is evenly distributed throughout each unit. In this way, students 

adequately employ all areas of the MYP criteria. 

USE OF CRITERIA 

Task specific criteria sheets are given to students with the task. At that time, the criteria and 

expectations are reviewed as a class. Students are encouraged to use criteria as a guide. 

TYPES OF FORMATIVE ASSESSMENT 

Formative assessments are those given on a regular basis throughout a unit. Teachers and 

students use them to assure on-going growth in learning and skill. Teachers use them to assess 

the success of their teaching materials and practices. They include: 

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Homework responses to questions/Reflections on topics 

Pop quizzes 

Class discussion 

Clear notes in notebook 

Self-assessment 

Sharing/presentation of information collected to class 

Research skills 

In-class writing 

Formal writing 

TYPES OF SUMMATIVE ASSESSMENT 

Summative assessments are usually the culminating unit assessment and are given at least once 

in each unit taught. They provide the student the opportunity to show what they have learned and 

produce their best work. They include: 

Posters 

Presentations 

Essays and other formal writing tasks 

Brochures 

Technology integrated presentations – e.g. videos/recordings, slideshows 

Debate 

Speeches 

Dramatic activities e.g. role-plays, skits 

Teaching others 

Monologues 

Formal IB summative assessments include Individual Oral Commentary, Individual Oral 

Presentation or Interactive Oral Task, World Literature Essay(s) or Written Tasks, and Final 

Exam Papers. 

TYPES OF STUDENT REFLECTION AND SELF ASSESSMENT 

Students self-assess and/or peer assess against the rubric. Final assessments are often designed to 

include a reflective element. Student portfolios are maintained and reviewed at regular intervals 

by students. Self-assessment and reflective activities include: 

Peer assessment 

Written responses to reflective questions (e.g. What did I learn? What was the 

best/worst?) 

Reflection on ATL skills and Criteria C skills 

Self assessment of criteria before/during/after summative assessment 

Group discussion 

STANDARDIZATION AND MODERATION 

The Department meets regularly to share sample student work to be assessed by all Department 

members. 

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External Moderation occurs in M5. All Department members aid in the process of standardizing 

the marks before submission to IB. 

Post-16 summative assessment tasks are externally assessed, and written feedback is reviewed 

annually. 

PROVISIONS FOR LEARNING SUPPORT 

Some students meet LS coordinator to aid with time-management and other skills, but this does 

not affect class time. LS coordinator determines necessary modifications. Modifications may 

include: 

Modified summative assessment expectations 

Time allowance for tests/quizzes 

Extra time to aid with organization and homework diary maintenance 

Collaboration work with LS department 

Liaising with homeroom teacher to aid with organizational and time-management skills 

PROVISIONS FOR ELS 

Students who are formally designated as ELS are placed in ELS English classrooms. Students 

who have been exited from the ELS program are placed into English A classrooms. Once placed, 

English A teachers will meet with ELS Department members to discuss concerns if they arise. 

PLACEMENT POLICY 

Essay exams are conducted by admissions office and assessed by the English Department. 

Students are then placed in ELS or English A accordingly. 

STUDENT PORTFOLIOS 

Student portfolios are maintained and reviewed at regular intervals by students and are used to 

monitor growth and improvement. Portfolios are available to students who leave TISA. They are 

available for teachers to review student achievement between grades. 

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LANGUAGE DEPARTMENT ASSESSMENT POLICY 

Middle Years Programme 

The Criteria 

Oral communication 

Criterion A - Oral communication – message and interaction 

Criterion B - Oral 

Criterion C - Writing – message and organization 

Criteria D – Writing – language 

Criteria E: Reading Comprehension 

The language department has three sets of criteria, adapted one for M1 and M2, another for M3 

and the published MYP criteria are used for M4 and M5. Each criterion is used at least two times 

each term. 

At the end of the term the teacher calculates the levels of each criterion to give a term criterion 

levels total for language B for each student. Students have the opportunity to gain a maximum 

level of eight (8) for criteria A, B, C and D, and maximum level of sixteen (16) for criterion E. 

The maximum criterion total for Language B is forty-eight (48). 

The Language B grade boundaries 

GRADE BOUNDARIES 

1 0 - 8 

2 9 - 16 

3 17 - 23 

4 24 - 30 

5 31 - 36 

6 37 - 42 

7 43 - 48 

Post-16 Programme 

Paper 1: Written response Max. marks/ 10 

Written production & Oral component 

Criterion A : Language Max. marks/ 10 

Criterion B : Culture Interaction Max. marks/ 10 

Criterion C: Message Max. marks/ 10 

TYPES OF ASSESSMENT/ FREQUENCY OF ASSESSMENT 

Summative 

This is the assessment of a student‟s achievement reached at the end of stage of the programme. 

It is designed to measure the final achievement of a student. Each assessment criterion is applied 

a few times a term. 

Examples of summative assessment in Language B are: 

Exams 

Presentations 

Essays 

Brochures 

Debate 

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Speeches 

Creative writing 

Interview 

Reading comprehension 

Formative 

In formative assessment the objectives are shared with students with feedback taking place as 

soon as possible. 

Examples of formative assessment in Language B are: 

Quizzes 

Homework assignments 

Grammar exercises/revision 

Paragraph writing 

HOMEWORK MYP 

Homework is set at least three times a week. Homework tasks are checked and discussed, and 

teacher will provide feedback on a regular basis. Students who do not complete homework need 

to finish the work the next night or during break time. If students are constantly not completing 

their homework, a note will be sent home in the diary. 

HOMEWORK – POST 16 

Typically homework tasks include continuation of class work, reading comprehensions, research, 

creative writing, grammar exercises, and preparation for interactive oral. 

Certain homework may not be graded, but are checked and discussed in class, and teacher will 

provide written feedback on a regular basis. A record of missed homework tasks will be kept to 

help with report writing. Students who do not complete homework tasks need to do the work by 

the next lesson. 

Please refer to TISA general homework policy for quantity of homework. 

SELF ASSESSMENT 

This is intended primarily to help students reflect on their progress and study skills. The ways 

are: 

Write a reflection on work done 

Predict their grade by using the criteria 

Peer assessment 

IBO MODERATION /STANDARDIZATION 

For language B the work requested consists of: 

One writing samples produced under supervision in class 

Two reading comprehension exercises completed under supervision in class 

A cassette or CD recording of an oral activity 

The members of department meet on a regular basis to share student work to be assessed by 

specific language teachers. External Moderation takes place in M5. All teachers are involved in 

standardizing the marks for each student work submitted for moderation. 


16


Students who come from other schools and have previous language background are required 

to take a language test to determine their Language level. 

CURRENT STUDENTS 

Transition from Standard level to Advance level 

The process typically takes place after M4. For recommended entry into the 

language B advanced a student needs to achieve an eight in a minimum of the 3 

criteria graded by the MYP programme. 

The sum of total points should be 43 out of 48. 


Each student‟s summative assessments are kept in a folder. 

ELS ASSESSMENT POLICY 

Assessment + Frequency of Assessment 

ELS English students are assessed formally against MYP Language B criteria a few times a term 

(summative assessment), and informally throughout the year (formative assessment). The final 

term grade is calculated against the MYP Language B boundaries, and is then reflected in the 

narrative reports twice a year. M1 – M4 assignments are set against modified criteria at a 

Foundation or Advanced level, which in turn are task-specific. M5 assignments are set against 

the IB published criteria. Homework is set at least three times a week and mostly incorporates 

the four macro skills of reading, writing, listening and speaking. 

The Assessment Techniques 

Types of Summative Assessment 

Criterion A (Speaking and Listening – Message and Interaction) and Criterion B (Speaking – 

Style and Language) are assessed through interactive and prepared orals, interviews, 

collaborative and flexible grouping, role play, dramatic production, presentations (PowerPoint, 

video, posters, flash and index cards etc.), as well as question and answers at the end of a 

presentation. 

Criterion C (Writing – Message and Organisation) and Criterion D (Writing– Style and 

Language Use) are assessed through essays, posters, PowerPoint presentations, poetry, letters, 

reports, book reviews, brochures, pamphlets, proposals, summaries and plays. 

Criterion E (Text Interpretation – Reading Comprehension) is assessed through reading 

comprehensions where the questions are designed according to different levels of thinking 

(Blooms Taxonomy). 

Types of Formative Assessment 

Reading/viewing/writing: note taking, summarizing, discussion, comprehensions, 

paragraphing, drawing conclusions, writing evaluations, short scenes in a play, role-play, 

grammar exercises, games, singing, vocabulary games, predicting and using graphic 

organizer to show planning etc. 

Listening: visualizing, recall, imaginative writing, diagram of major points, graphic 

organisers etc. 

Speaking: small group discussion, dramatic interpretation, informal interviews etc. 

Types of Student Reflection and Self Assessment 

Students are encouraged to reflect on their own work in the following ways: 

17


Predict their grade by using the relevant criteria, before the teacher grades it 

Write written reflections on oral, written or practical work done. A framework, which 

includes reflective questions, is given to guide them. 

After being assessed by their peers, students reflect on the comments made and act 

accordingly 

Reflect either orally or in writing, on the relevant AOI, at the end of a unit 

Reflect on their collaborative/group skills 

Standardization/Moderation 

All summative assessments are moderated within the department. 

Provision for LS Students 

Lessons are automatically differentiated according to the student‟s English language proficiency. 

The types of differentiation are similar to those used for LS students. 

Placement Policy 

Students applying to TISA who are non-native speakers of English may be candidates for the 

ELS programme. Upon application to the school, parents are asked to complete a „Language 

Background‟ survey giving information about languages spoken and levels of literacy of the 

prospective student. Before entry (or during orientation at TISA) students will be given a written 

placement test to determine their level of English language proficiency and gauge how much 

ELS instruction may be required. If they are potential candidates for the ELS Language 

programme, they may also be invited for a more comprehensive oral examination. 

The progress and needs of individual students are discussed at regular ELS department meetings. 

If a student is functioning at grade level in mainstream subject areas, he or she may no longer 

require ELS support. If a student is ready to exit ELS English and enter mainstream English, a 

process of testing, inspection of portfolio work and teacher consultation with parents and the 

mainstream English teacher will occur. Students who are exiting ELS to mainstream classes will 

do so at the end of a term. During the period of transition the student is monitored by the ELS 

and subject teacher to ensure that he or she is performing as expected in the mainstream class. 

Student Portfolios 

Every ELS student has an individual portfolio (hanging file) located in the filing cabinet in 

Room 332A. Copies of all their summative assessments and process writing are placed in it. 

18


HUMANITIES ASSESSMENT POLICY 

THE CRITERIA 

Criteria A – Knowledge and Understanding 

(10) 

Criteria B – Concepts (10) 

Time, Place and Space, Change, 

Systems, Global Awareness 

Criteria C – Skills (10) 

Technical, Analytical, Decisionmaking, 

Investigative 

Criteria D – Organization and Presentation (8) 

All the criteria can be used in almost all summative 

assessment tasks depending on the focus decided by the 

teacher/unit. For specific types of assessment tasks and 

specific criteria see below**. 

HOMEWORK POLICY - MYP 

Certain homework and classwork activities may not be directly assessed by the criteria, 

but are corrected and gone over in class or are a necessary step towards a final summative 

assessment marks 

All homework is to be checked or discussed to ensure student understanding and teachers 

will provide written feedback on homework, tests, etc, on a regular basis. 

On a discretionary basis, students who do not complete homework activities need to 

make up the time or complete the work for the teacher on a case by case basis 

Students accept homework not completed will have an impact on summative assessment 

marks 

Failure to complete homework after repeated requests will result in a zero for relevant 

summative assessment marks 

It is expected that students will have homework ready at the beginning of class on the due 

date unless otherwise specified by the teacher 

Please refer to TISA general homework policy for quantity of homework (varies 

depending on year level) 


Diagnostic assessment can occur at the beginning of each unit where prior knowledge is 

collected (Guiding Questions and AOI are often used as a focus tool) 

Formative assessment is ongoing to ensure understanding and activities will range in size 

and structure 

Each unit will have a minimum of two summative assessment tasks to ensure 

understanding of the unit content – these will assessed according to one or more criteria 

and marks will be recorded and go towards final grade/report card marks 


FORMATIVE ASSESSMENT ACTIVITIES INCLUDE (both using and not 

using criteria): 

19


homework responses to questions/Reflections on topics 

Textbook questions 

Pop quizzes 


Clear notes in notebook 



Finishing classwork activities 


SUMMATIVE TYPES OF ASSESSMENT INCLUDE (using criteria): 

Tests (Criteria A, B, C**) 

Exams (A, B, C, D) 

Quizzes (A, B, C) 

Posters (A, B, C, D) 

Presentations (A, B, C, D) 

Essays (A, B, C, D) 

Brochures (A, B, C, D) 

Technology integrated presentations – e.g. videos/recordings, slideshows (A, B, C, D) 

Debate (A, B, C, D) 

Speeches (A, B, C, D) 

Dramatic activities e.g. Role-plays, skits (A, B, D) 

Teaching others (A, B, C, D) 


Peer assessment (A, B, C, D) 

Written responses to reflective questions (e.g. What did I learn? What was the 

best/worst?) 

Reflection on ATL skills and Criteria C: Skills 

Self assessment of criteria before/during/after summative assessment (A, B, C, D) 

Group discussion (e.g. of collaboration skills) 

WEIGHTING OF DIFFERENT TYPES OF ASSESSMENT 

Depends on unit and year level 

STANDARDIZATION/MODERATION 

The department meets regularly to share sample student work to be assessed by all 

department members 

External Moderation occurs in M5 – all department members aid in the process of 

standardizing the marks 

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HOMEWORK- POST-16 PROGRAMME 

Psychology, History and Economics maintain subject specific requirements 

Regular revision is expected 


Psychology, History and Economics maintain subject specific requirements 

Diploma Examination style tests at varying frequency 

Regular short assessments and quizzes 

PROVISIONS FOR ELS STUDENTS 

In-class support 

Visual aids for students during discussions 

Lists of pertinent vocabulary 

Collaboration work with ELS department (sharing unit planners and extended activities 

in ELS classtime) 

Allowing use of electronic and other dictionaries 

Allowing use of mother tongue research/articles 

Extra time allowance and occasional ELS teacher support on quizzes and tests 

Spelling and grammar errors has no affect on criteria marks for ELS students (for 

Criterion D organization and presentation marks in particular) 

PROVISIONS FOR LEARNING SUPPORT STUDENTS 

Some students meet LS coordinator to aid with time-management and other skills but this 

does not affect Humanities class time 

Modified summative assessment expectations 






Currently all students attend MYP humanities 


A folder is kept in the classroom with a copy of the criteria, samples of formative 

assessments, the summative assessment tasks and the marks – some information will be 

kept in the MYP portfolio (with the homeroom teacher) at the end of the year 

21


MATHS DEPARTMENT ASSESSMENT POLICY 

MYP (M1 – M5) – including Homework 

The Criteria 

a) In MYP, the 4 Criteria used for assessment are: 

Criteria A Knowledge and Understanding Max marks / 8 

All tests, exams and the vast majority of homework tasks are assessed according to Criteria A 

Criteria B Investigating patterns Max marks / 8 

Criteria C Communication Max marks / 6 

Criteria D Reflection and Evaluation Max marks / 6 

The Investigations (1 or 2 for each term) assess the other 3 Criteria (B, C and D) 

Whilst the rubrics for various assessed tasks may change, the maximum marks available are set 

as above. 

b) Diploma Math 

Math Studies Assessment Criteria 

There are 2 examination papers (Paper 1 and Paper 2), on consecutive days and each take 90 

minutes to complete. Each paper contributes 40% for the final grade. 

The remaining 20 % comes from an internally graded and externally moderated Math Project - 

the criteria for this is listed in the table below. 

Criteria Description Max’m marks allocated 

A Introduction 2 

B Information / Measurement 3 

C Mathematical Processes 5 

D Interpretation of Results 3 

E Validity 2 

F Structure and Communication 3 

G Commitment 2 

Math Standard Level Assessment Criteria 


minutes to complete. Each paper contributes 40% for the final grade. 

The remaining 20 % comes from two pieces of internally graded and externally moderated 

coursework tasks – Type I (mathematical investigation) and Type II (mathematical modeling). 

The assessment criteria for these are listed in the tables below. 

Type I 


A Use of terminology and notation 2 

B Communication 3 

C Mathematical process – searching for 

5 

patterns 

D Results - generalization 5 

E Use of technology 3 

F Quality of work 2 

22


Type II 




C Mathematical process – developing a model 5 

D Results – interpretation 5 



Maths High Level Assessment Criteria 


minutes to complete. Each paper contributes 35% for the final grade. Paper 3 is taken some days 

later. It is one hour long, based on the chosen HL Option topic, and constitutes 20% of the final 

assessment. 

The remaining 20 % comes from two pieces of internally graded and externally moderated 

coursework tasks – Type I (mathematical investigation) and Type II (mathematical modelling). 

The assessment criteria for these are listed in the tables below. 

Type I 




C Mathematical process – searching for 

5 

patterns 

D Results - generalization 5 



Type II 




C Mathematical process – developing a model 5 

D Results – interpretation 5 



Homework 

M1 and M2 will have a graded homework assignment every 2 weeks. This will usually be a 

longer piece of work (approx 30 – 45 mins) than the normal homework set – we aim to set a 

minimum of 2 home-works per week. Work books will be collected and a comment made 

approximately each 2 weeks. The homework tasks may be written on separate sheets, in the back 

23


of the students general work book or as a continuation of the normal class room work – it is up to 

the teacher how this will be set out. 

M3 – M5 will generally have more graded homework than in M1and M2. It will be assessed 

once or twice a fortnight. The Extended classes will usually have tasks that are longer than those 

set for the Standard classes. 

The information above applies to both the extended and standard classes in M3 – M5, as well as 

the general classes in M1 and M2. It is different in the Diploma program. 

When students do not complete homework, they must finish the set work the next night or during 

break times. If students are persistently not completing all their homework, a note will be sent 

home to parents in the diary. Follow up to this is at the discretion of the teacher. 

IB Diploma Homework 

All IB Math classes have homework set as it is imperative to do so in order to both complete the 

required work in the syllabus and especially to practice skills learnt in class relating to the 

syllabus content. The amount of work actually set depends to a fair degree on the actual level of 

Math course and the stage of the course work. 

As a minimum requirement however, there will be homework set on at least 2 separate occasions 

during a normal school week, or if it is only set once, then it would be an extended amount of 

work requiring 2 – 4 days to complete (this happens quite a lot in Higher level Math classes). 

The homework set should take between 1-2 hours to complete for the Standard Math courses and 

2-3 hours for the Extended Math course (average per week). Completed homework needs to be 

sighted by the teacher and checked to see that correct processes are followed. A record of missed 

or incomplete homework tasks will be kept to assist with report writing. Some homework tasks 

may be graded and used in the calculations for the end of term grade – this is up to the discretion 

of the teacher, but in all cases the end of term grade will be determined by tests that come from 

past exam questions. Some graded homework assignments (especially in HL courses) will also 

be taken into account when determining the end of term grade, but not in determining the 

predicted grade. 

Frequency of Assessment 

In each terms we aim to have at least 3 tests completed, 2 investigations (although this is often 

difficult to achieve in each of the 3 terms) and at least 4 graded homework activities. The number 

of graded homework tasks will vary depending on the year level, but there is likely to be at least 

3 for the term in M3 – M5 and 3-5 for M1 – M2. M4 and M5 will also have an exam in both 

Term 2 and Term 3. At the end of the school year the M1 – M3 have a longer test than normal to 

help prepare them for the idea of exams later in M4 onwards. Tests and Investigations should be 

signed by the parent(s) after they have been graded. 

Use of Criteria (see above for the actual list of the 4 Criteria A, B, C and D). 

At the end of each term, the final grade (from 1 – 7) is obtained using all the assessed tasks from 

that term. A weighting is applied to the exams (they count for double a normal test), and all the 

homework grades are combined to become the equivalent of one test grade. The most sustained 

level within each Criteria is used, not the average level. 

The boundaries for the actual grades are determined by the IB and is as follows (for each year 

level): 

Grade Boundaries 

Grade 

Boundaries 

24


1 0 - 4 

2 5 - 8 

3 9 – 12 

4 13 - 17 

5 18 - 21 

6 22 - 25 

7 26 - 28 

If a student has an overall grade that is “right on the boundary” ie within one mark of the next 

boundary, there may be cause to give the student the grade from the accompanying boundary – 

depending on the teacher‟s justification of this (eg as a consequence of general class work 

results). 

Summative and Formative assessments 

Exams for M4 and M5 at the end of the year and mid-term 2 along with end of unit tests are 

Summative assessments and the other set assessments are Formative 

Student Reflection and Self Assessment 

All Investigations have Criteria D as part of the assessed component – these deal with 

reflections (eg why did you choose a particular method to solve a problem and what are the 

advantages / disadvantages of the methods you could have chosen). In some investigations 

students are asked to provide some self assessment, and at the end of each test students have the 

opportunity to comment on how they felt re the success or otherwise of the test. 

Standardisation / Moderation 

The teachers meet and discuss / standardise grading of assignments, particularly in the earlier 

part of the school year and where there are year levels being taught by more than one teacher. 

M5 coursework is sent away for moderation (Extended and Standard classes separately) in 

March. Samples of work from 4 students (one above average, 2 average and one below average) 

is sent. The materials sent consist of 2 samples for each of the 4 Criteria, and must include 1 

exam. 

ELS students 

This is provided by the ELS Department if there is deemed to be a need for support within the 

classroom. The ELS teacher generally provides this support twice a week and works closely with 

the students in most need of the support. 

Learning Support 

This is provided by the Learning Support Department if there is deemed to be a need for support 

within the classroom. The ELS teacher generally provides this support twice a week and works 

closely with the students in most need of the support. 

Placement Policy 

At the beginning of M3 students complete placement tests which, along with their results from 

M2, help determine whether they move into the Extended or Standard class. 

25


Movement between Standard and Extended Classes 

Math classes in years M3-M5 are divided into a Standard and an Extended program. Movement between 

the standard and extended programs is easiest during M3 and becomes progressively more problematic by 

the end of M5. This is due to differentiation between the two levels with respect to topics covered. 

Students may move between levels as they continue to develop their mathematical skills. In order to move 

from Math Standard to Math Extended students need to achieve a high level on a minimum of 3 

consecutive assessment items (greater than or equal to level 6 for Criterion A or a score of 15 or higher 

for criteria B, C and D for an Investigation). Students can be moved from a Math Extended class to a 

Math Standard Class if they have achieved less than a level 4 on Criteria A or a score of less than 10 for 

criteria B, C and D for an Investigation on 3 consecutive assessment items. Parents of course will be 

notified of any impending changes. 

M5 students do need to be aware that the deadline for registration for the MYP certificate is usually mid- 

October of each academic year. Any level changes after this date will involve payment of the MYP 

change of registration fee. Movement between courses is possible until the beginning of term 3. 

Entry to IB Math Courses 

The Math Dept encourages students to aim high and achieve the best they can at the highest possible 

level. Students also need to demonstrate that they are capable of studying at a particular level. 

However there should be no assumptions that a student in M5 can automatically move into a Diploma 

Math course of their choice. The following levels of expertise and understanding have to be attained in 

the respective M5 Math course as a pre-requisite to entry to Diploma courses. Emphasis here is on the 

score for Criteria A in their M5 results, but consideration will also be given to the Criteria B, C and D 

scores as there are internally assessed ―investigative type assignments in the Diploma Math courses. 

Students should have a minimum combined score of 8 / 20 for these 3 Criteria (sustained score). 

For (consideration for) entry to HL (Higher Level) Math, a student has to consistently achieve a minimum 

level of 6 out of 8 under Criterion A (Knowledge and Understanding) in the M5 extended Math class. 

For (consideration for) entry into the Math Standard Level course, a student has to consistently achieve a 

minimum level of 4 out of 8 under Criterion A (Knowledge and Understanding) in the M5 extended Math 

class. If a student is in the M5 Standard class, they will have to be consistently scoring a level 7 or higher 

for Criteria A in order to be considered for Math Standard level in IB 1 

For entry into Math Studies, a student has to consistently achieve a minimum level of 3 out of 8 under 

Criterion A (Knowledge and Understanding) in the M5 Standard class. Students who achieve lower than 

this level in M5 Standard may be required to repeat the year M5 Math course. Much will depend on their 

results in other subjects 

A combination of aptitude and a willingness to work hard are important for success in the IB diploma. In 

addition to the grade pre-requisites as listed above, we also recommend that attitude towards the subject 

and the students„ overall work ethic be taken into consideration, particularly when borderline cases apply. 


All Math students keep their assessed work in a portfolio which is kept by the teacher. This folio 

is then used to help the teacher and the student during 3 way conferences and the ongoing 

summary sheet of grades obtained helps determine the end of term / year grade. 

26


Science Department Assessment Policy for MYP 

The Criteria assessment techniques 

A One World 

o Write an essay, poster, presentation, blog entry, debate 

B Communication in science 

o Through essay, process journals, posters, presentation 

C Knowledge and understanding of science 

o Tests, guides, posters, responses to questions 

D Scientific inquiry 

o Open-ended experimental investigations 

E Processing data 

o Experimental work/investigations, data analysis tasks 

F Attitudes in science 

o Observation during experimental work 

Homework Policy and procedures 

Follow the general school guide of M1–M3: 80 min/wk; M4-M5: 90 min/wk 

Maximum of two homeworks per week 

When related to summative assessment, time given for completion: 1 week; other homeworks: 

until the next lesson. 

Summative assessment is always marked, with feedback, using MYP criteria. If handed in late 

without good reason a -is awarded. 

Other homework is marked with tick/cross/comments as necessary & wherever possible „two 

stars and a wish‟ (two positives and an improvement) for feedback. Homework not handed in 

should be completed – during lunch/break if necessary and a note made in the mark book. 

Frequency of assessment 

IB defines the minimum assessment in M5 as follows: MYP sciences have six criteria and so at 

least twelve judgments (two per criterion) must be made for each student in the final year for 

the purposes of final assessment (p38 MYP Sciences Guide). 

Extrapolating this to all year groups and to assist in adhering to the school reporting needs, we 

will aim to summatively assess each criterion once a term (3 times a year, i.e. a minimum of 3 

assessments x 6 criteria = 18 grades) and in each Unit to assess 2-3 criteria (i.e. 2-3 criteria x 9 

units = 18 to 27 possible grades) 

Summative assessment grade are entered on the „MYP Sci Sum Asses marks‟ spreadsheet. 

This calculates a grade for the end of term 1-7 grade based on the number of criteria assessed 

(scaling the boundaries as necessary). 

Types of summative assessment 

As above in „The Criteria assessment techniques‟ 

Types of formative assessment 

As per the Faculty Handbook, p28 „How do we assess in the MYP?‟ (adapted): 

Observation of students in whole class settings or individually – especially during 

investigation practicals and extensive use of open questioning techniques at all 

times. 

27


Selected response in the form of test and quizzes to elicit responses that will 

indicate understanding – especially ranking, sorting and matching activities – 

some of which are available as ICT activities. 

Open-ended tasks presenting students with a stimulus to prompt original response 

– usually in the form of a practical investigation or a One World piece of 

research. 

Performance assessments that allow students to perform the learned skills and 

show their understanding in real world contexts. These may take the form of a 

composition, research report, a presentation or a proposed solution. 

Process journals that demonstrate reflection and metacognition, which are 

essential stages in the process of higher order thinking skills – only in extended 

practical investigations. 

Types of student reflection and self assessment 

End of Unit reflections; self/peer marking of summative tasks; reflections 

/evaluations/improvements after the return of marked summative tasks. 


When at all possible, „A‟ and „B‟ classes should be given the same summative assessments, 

marked to the same standards. For M5 this is vital – where practical the same teacher should 

mark all M5 work for a particular assessment. 

Agreement as to the interpretation of the rubric vocabulary is an ongoing activity between 

teachers. 

To maintain general standards across year groups, student work is marked in Dept Meets. 

There is moderation between three teachers for the M5 samples before sending. 

Provisions for ELS students 

Sue/Mary-Beth in lessons; modification of tests to reduce the load (and where possible 

proofing by ELS teachers to provide vocab sheets); picture labels on cupboards. Wherever 

possible essential vocabulary sheets produced for all units. 

Provisions for Learning Support 

As per LS instructions; 

Placement Policy if relevant 

All students do Science 


Marking cover sheets for summative assessments kept; all M5 work is kept 

Science Department Assessment Policy for DP 

The Criteria assessment techniques 

Design 

o Writing a plan – care with collusion and plagiarism of methods – start in lesson time to get 

the RQ set independently. 

Data collection and processing 

o From an experiment – avoid any guidance in terms of how to record/treat data. 

28


Conclusion and evaluation 

o From experiment – best achieved if from student‟s own design. 

Manipulative skills 

o Over the whole course. 

Personal skills 

o During Group 4 project. 

Homework Policy and procedures 

Approx 2hrs a week; deadline ranges from next day to 1 week depending on task. 

Tasks range from writing up IA; Example Qus from book/past papers; research for case 

studies/presentations/debates; peer assessment 

IA receives IB 1-6 grade & detailed written feedback on coversheet; Qus tick/cross & suitable 

guiding comments; oral feedback 

Frequency of assessment 

Summative tests at the end of topics, about every 3-6 weeks 

IA about one a month 

Types of summative assessment 

Tests during year and Exams Jan/June (all based on IB past questions) 

Types of formative assessment 

Homework; approach to experiments; oral and written Q&A in class; 

presentations/debates/projects 

Types of student reflection and self assessment 

Self-marking of IA; activities such as writing Qs for Answers; predicting scores in tests; end of 

topic review/feedback 


Marking of student work in Dept Meets; use of OCC/IB marked sample practicals; two 

teachers signing off on IA samples. 

Provisions for ELS students 

None specifically, where appropriate encourage use of dictionaries; construction of glossaries. 

Provisions for Learning Support 

None (extra time for exams) 

Placement Policy if relevant 

Subject & H/SL decisions based on M5 performance 


Only stored IA work 

29


TECHNOLOGY ASSESSMENT POLICY 

THE CRITERIA 

Criteria A – Investigation (6) 

This criteria assesses the student‟s ability to write: 

Design Brief – overview of project 

Research – analysis, evaluation of sources of information to help in creation of project. 

What ideas can the research give them to design specs for a project. 

Design Specifications – list of criteria describing essential, desirable and undesirable 

features and characteristics of product solution 

Testing Details – descriptions of how final product will be tested against design 

specification (3 tests) 

Bibliography – MLA format of all sources and cited within text 

Criteria B – Design (6) 

Students produce 3+ designs for a possible product solution. Each design must be 

evaluated against the design spec and final choice justified. 

Criteria C – Plan (6) 

Students develop a detailed logical plan of how their product will be created showing use 

of time, resources and skills and techniques needed. Plan must be evaluated. 

Criteria D – Create (6) 

Students create product by following their design specification, design and plan. A 

detailed, dated process journal must be kept. 

Criteria E – Evaluation (6) 

Students test their finished product and evaluate it against the design specification. The 

evaluation includes: self testing, feedback from end users, evaluation of their 

performance, suggestions for improvement and effect of society/environment etc. 

Criteria E – Attitude (6) 

Students‟ attitude to work, such as their motivation, cooperation with others, attention to 

safety and timely handing in of work. 

HOMEWORK POLICY MYP 

Students will not be able to carry out practical applications at home due to lack of 

software and tools. However, the following can be completed at home: Criteria A, B, C 

and E. Students are expected to plan how to carry out these criteria both in class and at 

home. Time is allocated at home, as well as in class, to complete projects and other tasks. 

Late submission of work incurs reduced points for Criteria F. 

Late work also entails detention. 

After one reminder a zero is given for late work unless there is a reasonable excuse. 

Homework is not set on any particular day as it depends on the stage of a project task. 

30


Students must plan when to do their homework as part of fulfilling their planning criteria. 

M5 homework has to be saved electronically. Other homework is saved in a format at the 

discretion of the teacher. 

Homework is collected (or saved on server) during the lesson. 

Homework is returned with a highlighted, and/or commented, rubric attached so that 

students can see exactly how and why they have scored a certain level. 


Grade CT Homework DT Homework 

M1 Formative structured tasks once a week. 

Summative project every unit (one every 10 

weeks) 

(every 8 weeks) 

M2 

M3 

M4 

M5 

Formative structured tasks once a week, 

which usually consist of finishing off 

worksheets. Summative project every unit 

(one every 6 weeks) 

Formative structured tasks once a week, 

which usually consist of finishing off 

worksheets. Summative project every unit 

(one every 6 weeks) 

4 projects over the whole year. Each criteria 

for each project has a separate deadline – 

approx every 2 weeks. 

3 projects over the whole year. 2 are used 

for moderation. Each criteria for each 

project has a separate deadline – approx 

every 2 weeks. 

Formative structured tasks once a 

week. Summative project every unit 







4 projects over the whole year. Each 

student has a project brief and 

portfolios taken in every month to do a 

formative assessment 

3 projects over the whole year. 2 are 

used for moderation. Each student has 

a project brief and workbooks taken in 

every month to do a formative 

assessment. 


M1 – M4 (term1) use modified rubrics which are task specific. 

M4 term 2 – 3 use the MYP unmodified criteria. 

M5 use the MYP unmodified criteria. 

TYPES OF FORMATIVE ASSESSMENT 

CT – use of worksheets with exercises to learn software. There are several tasks that test 

student understanding of software ie criteria D. 

In DT each design and workshop skill is assessed. 

Finishing class work activities 

Class discussions 

Questions and Answers 

TYPES OF SUMMATIVE ASSESSMENT 

31


Whole projects testing all or some of the criteria. 

M1 – M3 have projects that concentrate on a few of the criteria 

Most of the M4 projects address all 5 criteria 

All M5 projects address ALL of the criteria. 

Example projects include: 

o Brochures 

o Websites 

o Posters 

o Animations 

o Movies 

o Multimedia productions 


Written reflection is part of 4 criteria – Design (B), Plan(C), Create (D) and Evaluation 

(E). 

DT – Self and peer assessment in place this year – CT to activate this idea. 

STANDARDIZATION/MODERATION 

Department meetings consist of regular review of assignments tasks to standardize. 

Example student work is examined by CT and DT to review grades. 

External Moderation occurs in M5. DT and CT liaise to moderate samples. 

HOMEWORK POST 16 PROGRAMME 

No Technology courses are offered in Post 16 Programme 

PROVISION FOR ELS STUDENTS 

All instructions are written out on worksheets and any difficult words explained 

Students work at own pace during lessons and can help each other 


M1 – M3 students take 2 periods of DT and 2 periods of CT every week 

M3 students choose between DT and CT at the end of M3 

M4 – M4 students take 4 periods of DT or CT each week. 


All students have a plastic wallet where they keep a record of their work 

All projects are saved on the server and a back up copy is made of the M5‟s –portfolios 

for moderation. 

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ARTS ASSESSMENT POLICY 

Guiding Philosophy 

We believe that using assessment for learning is an excellent way to make students more 

engaged in their own education. By increasing their self awareness and guiding them in making 

value judgments against assessment criteria, students become increasingly aware about what is 

needed to improve and can therefore make plans and set targets that will help them to achieve 

this. In this way, the department uses self, peer and teacher assessment as a teaching tool to 

ensure that students get the most out of their studies. To further facilitate this process, for each 

assessment task, we aim to provide a „Guide, Checklist & Criteria‟ sheet that not only provides 

the criteria that the student will be assessed by, but that the student can use to guide them 

through the process step by step. 

Assessment Criteria: MYP Arts 

One of the really great things about the MYP Creative Arts is that from M1 – M5 students are 

judged against the same four assessment objectives, so students get plenty of practice meeting 

them. Additionally, Music, Art & Drama all use the same four objectives for assessment which 

enables us to streamline the programme that we deliver. 

The Developmental Workbook 

Accompanying the practical work, students must complete a „Developmental Workbook‟ that 

contains ideas, analysis, reflections and explorations. It is important that the „DW‟ is an accurate 

reflection of a student‟s ability in the subject as this is sent away for moderation in M5 and is a 

tool that helps teachers to justify the grades that they have been given. 

The Criterion MYP 

Knowledge & Understanding: Students have to show that they understand the content and 

skills that they are being taught. They can do this through an analysis of a piece of work in the 

style that they are studying, an essay that explores how that art form has originated from culture, 

a brochure teaching younger students about the art form, a rubric that could be used to assess 

other people working within that art form, a PowerPoint presentation etc. (Marked out of eight) 

Application: This is where the students‟ practical work is assessed – where students actually 

work with the knowledge from Criterion A. Students must apply skills, techniques and processes 

to create perform and/or present Art work. (Marked out of ten.) 

Reflection & Evaluation: Students will be asked to reflect and evaluate both verbally and in 

their Developmental Workbook. Students should reflect on the process of creating Art work as 

well as the final product that they create. (Marked out of eight.) 

Personal Engagement: This assessment objective is concerned with a student‟s attitude to 

learning throughout the unit, whether they are motivated, show initiative and curiosity and if they 

are receptive to Art forms from all around the world. This will be evident both in the practical 

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work done in class time and in the work that evolves through the Developmental Workbook. 

(Marked out of eight.) 

N.B. Each of the assessment criteria has an emphasis on studying, applying, reflecting on or 

being open to Art practices from different cultures 

Summative Assessment Examples: 

Students may be asked to create a brochure, an essay, a piece of reflection, an analysis on the art 

style, a practical piece of work. For specific information regarding how the summative tasks fit 

with the individual criteria, please refer to the section entitled, „The Criterion MYP‟. 

Formative Assessment Examples: 

Everything that we ask the students to do in the Arts is, in some way, an example of formative 

assessment in action. Students are given continuous verbal and written feedback and are 

expected to apply this to their work; this may be a piece of practical work, or a DW entry or even 

an essay. This is fully in line with our guiding philosophy and the MYP aims. 

Homework 

M1 – M3 Arts: Students will generally be asked to complete an activity at home that addresses 

the objectives covered in Criterion A. This varies between subjects but is generally between one 

and two projects per term. All of the other assessment criteria are met during the class time. 

M4 – M5 Arts: In addition to one or two assessment tasks that address Criterion A, students are 

also expected to add reflections and ideas to their Developmental Workbook. Depending on the 

subject, these are collected in weekly or bi-weekly. 

Delayed Work 

As a department we are committed to supporting our students in their education and will have a 

degree of flexibility in dealing with student work that misses the deadline. Additionally, students 

who submit work that falls well below the expected standard will be allowed the opportunity to 

try to apply the feedback that they have been given. This practice further hi-lights our application 

of formative assessment principles. 

Standardisation 

The Creative Arts Department recognizes the importance of standardizing across the three 

subjects. Although teaching three different subjects creates some difficulties in terms of 

moderating subject specific work, sharing the same assessment criteria does present one or two 

opportunities. The Creative Arts Department aims to moderate student work in each of the 

grades at least twice a year, with the focus being on transferable skills such as reflection and 

analysis and personal engagement. 

ELS Students 

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The Creative Arts department is very aware of the necessity of creating avenues that make the 

curriculum more accessible to students whose first language is not English. There are a variety of 

strategies that we may employ, depending of the level of need and the nature of what we are 

assessing. Strategies may include extending the deadline, adjusting the level descriptors, 

modifying the task, not assessing grammar & spelling. 

Learning Support Students 

At TISA, we teach students whose learning needs vary tremendously. In addition to utilizing a 

variety of teaching strategies we recognize that it is our responsibility to ensure that all students 

can have some success at the work that we assign. We ensure that the types of assessment tasks 

vary, that students can complete assessments in a variety of formats e.g. record it rather than 

write it and that we unpack the assessment task as we assign it so that all students have a full 

understanding of what is expected of them. 

POST 16 ARTS ASSESSMENT POLICY 

Guiding Philosophy 

We believe that by sharing assessment criteria early on with students, we are engaging, 

supporting and empowering the students to take the initiative for their own education. We can 

justify everything we teach and assess throughout the two years as preparing the post 16 students 

for their final IB assessments; familiarizing the students with the standards expected to reach the 

higher grades. Whilst we may adjust the grade boundaries or modify the assessment expectations 

for IB1 students, we are really careful to include every objective that the IB Diploma expects to 

be met for that particular assessment. 

Diploma Arts teachers share a belief that by providing students with detailed feedback that 

correlates with the assessment criteria we are more fully preparing them for the rigors of IB 

assessment. Careful checks of future work watch out for the explicit application of this feedback. 

For each assessment task that we issue, we provide students with a clear set of guidelines, a 

checklist and, in some cases, a template that, if followed, will ensure a minimum standard is met. 

Underpinning our work on assessment is the belief that self and peer assessment encourages 

students to not only develop their critical thinking skills but increases their awareness of how 

their work can improve and what targets need to be set in order for it to get there. 

The Arts teachers at TISA evaluate the IB Diploma results every year and read both the subject 

report and the examiner feedback on internal assessment in order to ensure that our knowledge of 

assessments is up to date and wholly accurate. 

Here at TISA, we offer Diploma Theatre & Visual Arts. As each subject has very different 

objectives & dynamics for assessment, further clarification can be found below. 

Visual Arts 

Students are assessed on their „Investigation Workbook‟ which then leads on to (and enhances) 

the assessment of their Studio Work. The course is finalized by a visiting examiner reading the 

Investigation Workbook, looking at the Studio Work and asking the students questions to clarify 

35


their understanding of how they have approached Visual Arts and the creation of the work being 

displayed. 

Throughout the two year course, students are prepared for the completion of the two assessments 

and the visiting examiner through careful construction of questioning, feedback and teacher 

input. 

The course is almost entirely student led in that students determine an artistic avenue to follow. 

The teacher then modifies their input according to the needs of the student and the work style. 

Every month students are expected to complete one studio piece and to have completed the 

correlating entries into the Investigation Workbook (this work supports and enhances the studio 

piece). 

Students are expected to use both class time and homework time in order to meet this deadline. 

Those who have not completed work on their studio piece or Investigation Workbook by the 

deadline will be marked on the work that they have completed. Students are given written 

feedback and a mark that correlates with the IB grading system. 

Assessment Objectives for Investigation, Option A & B 

All criteria for this assessment are combined to form one descriptor for each level, rather than 

separate criterion. The assessment emphasis for the Investigation is on the following categories; 

analysis of Art from different times & culture, skills, techniques and processes used when 

analyzing art work, focused investigative strategies, development of ideas, use of specialist 

vocabulary, appropriate use of correctly annotated sources, presents work creatively and the 

presentation of a focused relationship between investigation & studio. 

Assessment Objectives for Studio, Option A & B 


separate criterion. The assessment emphasis for Studio, Option A is on the following categories; 

excellent understanding of artistic techniques, production of artwork exploring ideas, thoughtful 

development of ideas, sensitivity to materials and their use, technical competence, confidence 

and inventiveness and extending boundaries through reflective judgment. 

(For more comprehensive information, please refer to the red book issued to all Art students and 

the IB Diploma TISA guide.) 

Theatre 

There are four assessment tasks for IB Theatre; two of which are internally assessed and 

moderated and two are externally assessed. Internal assessments include the TPPP (a 

presentation that reflects on how the student has progressed and what they have learned 

throughout the year) and the IPP (an independent project where the student practically explores 

an aspect of theatre and then writes this up as a portfolio). The external assessments are the RI (a 

formal essay that the student writes having researched an unfamiliar theatre practice and play) 

and the PPP (a creative exercise where the students respond to a stimulus in order to put together 

ideas for a play). 

36


Students are given a practice attempt at completing the RI, two practice attempts at completing 

the TPPP, two practice attempts for the PPP and parallels and connections to the IPP are made 

explicit throughout the course. 

Throughout the two years, students have to make regular contributions to a written journal that 

documents work they have done, ideas they have had, research they have found out, analysis of 

work and connections between different areas of theatre practice that they have been exposed to. 

This work is marked using a combination of assessment criteria from the IPP and the TPPP as 

both assessment tasks use skills and knowledge made explicit in the journal 

For each of the 4 major assessments, students are provided with a „Student Guide‟ to that 

specific assessment. The guides all have a similar format in that they break the assessment down 

into what the assessment is for, what is being assessed, ideas that could be used, examiner tips, 

comments from the subject reports, a suggested template and a guide to getting started. In 

addition to these guides, students will be presented with „Guide & Assessment‟ sheets for 

smaller assessment tasks such as writing the journal. We only ever assess skills and knowledge 

that will enhance the student‟s work in one of the four final assessments. For example, as 

practical performing skills are not assessed by the IB, they are never needlessly assessed on 

them. 

Students use a significant amount of class time to complete the practical work. However, where 

students are attempting to approach a new assessment some class time will be allocated in order 

to ensure that the students are receiving enough input. 

At the beginning of the year, the teacher presents the students with a year outline that identifies 

key assessments in advance. In this way, students are given long term deadlines in order to meet 

the demands of the assessment tasks. There is some flexibility with the deadline and students are 

not penalized if an extension on the practice assessments has been negotiated. There is very little 

flexibility with the final version of the four assessment tasks and the teacher has a responsibility 

to communicate a significant delay in submitting the work to the IB. 

Assessment objectives 

Research Investigation (25%) 

There are 3 separate assessment criteria for this task, with Higher level students also being 

assessed on their ability to critique their sources. All students have to demonstrate that they can 

effective research skills, select and use relevant information, show initiative and perseverance 

and write a formal essay by using an appropriate format. 

Practical Performance Proposal (25%) 


separate criterion. The assessment emphasis for the PPP is on the following categories; Creative 

response to the stimulus, a consideration of alternative ideas, a practical understanding of 

production elements and their effects and the ability to generate a coherent performance concept. 

HL students have to write an essay justifying their artistic choices against theory into 

performance. 

37


Theatre Performance & Production Presentation (25%) 

There are three separate assessment criterion that all students have to meet. Additionally, HL 

students must show that they can reflect theory against practice. Students must demonstrate the 

ability to identify, understand and apply skills from specific theatre practices in addition to 

analysing productions that they have been in and also seen. Students must seek to find 

connections between theatre practices and experiment imaginatively with the individual 

elements. Students are assessed on their ability to reflect on the course and their own progress 

and on how their work links with the work of others. 

Independent Project Portfolio (25%) 

There are four common assessment criteria for all students in addition to HL students needing to 

demonstrate how they have applied research on theory into performance into their practical 

work. All students are assessed on their creative ideas, on the amount of initiative and 

perseverance that they demonstrate and on their understanding of production elements and the 

task. Additionally, students must write their IPP in a specific format and are assessed on the 

depth of their reflections on the evolution of the actual project. 

Homework Policy for Visual Arts and Theatre IB Diploma 

In Visual Arts, students are expected to produce one studio piece and the accompanying 

workbook pages every month. Students will use both class time and homework time in order to 

meet this deadline. As a result, the amount of homework each Diploma student will do, will 

depend entirely on the project that they are completing. 

If a student does not fully complete their work, they will be given a mark using the same 

criterion that would have been used had the work been completed. Consequently, although the 

student will not get a „0‟, it is likely that the unfinished nature of the project will be reflected in 

the eventual grade. 

Typically, Theatre students will submit their journal once a week and are graded against the 

quality of reflection and connections they are able to establish, using the criteria from the TPPP 

and the IPP. In this way, they are improving their skills in preparation for the final assessments. 

In addition to the regular journal entries, students complete two practice PPPs, two practice 

TPPPs and one practice RI over the two years of study. Although some class time is put aside for 

the first attempt at an assessment, the student is usually expected to complete the projects in their 

own time. 

Students will only get a zero if absolutely nothing is submitted to the teacher in the way of 

assessment. Students are not penalized if their work is late, rather the students work to a deadline 

that they initiate. Students will receive both feedback and a grade from the assessment criteria 

used for the eventual assessment in IB2. However, where students are attempting an assessment 

task for the first time, they may first be assessed against SL criteria. 

Standardization 

It is not possible to participate in meaningful standardization between the Arts as there is only 

one Diploma teacher of each subject. However, teachers will actively seek out opportunities to 

standardize their marking by using the examples provided on the OCC and other opportunities 

such as becoming an examiner for their subject. 

38


ELS & Learning Support Students 

In the Arts department, we recognize that students following the Diploma programme may need 

the work modifying, or the curriculum to be re-structured in order to meet the needs of all of our 

students. Templates, examples and booklets are provided for all students to ensure that they can 

maximize their success in the Arts at Diploma level. Additionally, where it is the students‟ 

preference (and the work lends itself), some assessment tasks may be submitted in a verbal 

format. 

Finally … 

We believe that assessment should be used to enhance student learning rather than to simply 

record it. This informs the majority of the decisions that the department makes together. 

39


PHYSICAL EDUCATION ASSESSMENT POLICY 

Criteria A – Use of Knowledge (8) 

Portfolio/PE diary, written assignments, written unit test, use of observation sheets (peer 

assessment, self assessment, group assessment), unit research assignment. 

Criteria B – Movement composition (6) 

Summative assessment, group, self and peer assessment, assessment made by teacher, 

video analysis. 

Criteria C – Performance (10) 

Skills assessment, use of smart goals, collecting and analyzing data from PE 

performance, use of observations (teacher, self, peer and group observation), video 

analysis. 

Criteria D – Social skills and personal engagement (8) 

On-going procedure where students are assessed on attitudes and approaches to learning, 

including: tardies to class, preparedness for class, collaboration with teacher and peers, 

following essential class agreement, bringing (medical) excuse notes, meeting due dates 

for assignments. 

All the criteria can be used in almost all summative assessment tasks depending on the focus 

decided by the teacher/unit. For specific types of assessment tasks and specific criteria see 

below**. 

Homework Policy MYP 

Students keep a portfolio. Portfolios are handed in to the teacher at regular intervals in 

order to assess learning and understanding. 

All portfolio homework is to be checked or discussed to ensure student understanding 

and teachers will provide written feedback on portfolio entries on a regular basis. 

On a discretionary basis, students who do not complete portfolio activities need to make 

up the time or complete the work for the teacher on a case by case basis. The students 

will be reminded once to complete assignment. If the assignment is not handed in, the 

parents of the student will receive an email and the student will receive a department 

detention to complete assignment if this is not completed with seven (7) days. If the 

assignment is still not completed within another seven (7) days the parents of the student 

will be contacted by phone and a school detention will be assigned. 

Students accept homework not completed will have an impact on summative assessment 

marks 

Failure to complete homework after repeated requests will result in a zero for relevant 

summative assessment marks 

It is expected that students will have homework ready at the beginning of class on the due 

date unless otherwise specified by the teacher 

Missing or tardy work is not graded unless there is a warranted reason. 

40


Please refer to TISA general homework policy for quantity of homework (varies 

depending on year level) 

Frequency of Assessment 

Pre assessment can occur at the beginning of each unit where prior knowledge is 

collected (Guiding Questions and AOI are often used as a focus tool) 

Formative assessment is ongoing to ensure understanding and activities will range in size 

and structure 

Each unit will have a minimum of two summative assessment tasks to ensure 

understanding of the unit content – these will be assessed according to one or more 

criteria and marks will be recorded and go towards final grade/report card marks 

Formative assessment activities include (both using and not using criteria): 

Use of task specific rubrics. 

Homework responses to questions/Reflections on topics in portfolio. 

Unit questions in class 


Clear notes in portfolio notebook 



Finishing class work activities 


Summative Types of Assessment (using criteria) include: 

Tests (Criteria A, B, C**) 

Quizzes (A, B, C) 

Posters (A, B, C, D) 

Presentations (A, B, C, D) 

Brochures (A, B, C, D) 

Technology integrated presentations – e.g. videos/recordings, slideshows (A, B, C, D) 

Teaching others (A, B, C, D) 

Use of anecdotal notes of the teacher 

Types of student reflection and self-assessment 

Peer assessment (A, B, C, D) 

Written responses to reflective questions (e.g. What did I learn? What was the best? 

Where can I improve?) 

Reflection on ATL skills and Criteria C: Performance 

Self assessment of criteria before/during/after summative assessment (A, B, C, D) 

Group discussion (e.g. of collaboration skills) 

41



The department meets regularly to share sample student work to be assessed by all 

department members 

External Moderation occurs in M5 – all department members aid in the process of 

standardizing the marks 

Provisions for ELS students (to be developed with collaboration with ELS department) 

Visual aids for students (use of flashcards) 

Lists of pertinent vocabulary 

Collaboration work with ELS department (sharing unit planners) 

Extra time allowance and occasional ELS teacher support on quizzes and tests 

Spelling and grammar errors has no affect on criteria marks for ELS students (for 

Criterion D organization and presentation marks in particular) 

Provisions for Learning Support students (to be developed with collaboration with LS 

department) 





Student portfolios 

A notebook is kept with the teacher with a copy of the four criteria used in Physical 

Education. 

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Assessment Policy - The International School of Azerbaijan

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