Assessment Policy - The International School of Azerbaijan

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The International School of Azerbaijan 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: 12
The International School of Azerbaijan 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. 13
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Assessment Policy - The International School of Azerbaijan

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