Assessment and Evaluation

Guiding Principles:

  1. The primary purpose of assessment and evaluation is to improve student learning.
  2. Assessment and evaluation must match the curriculum expectations.
  3. Assessment involves diagnostic, formative and summative assessment.
  4. Strategies used should be varied in nature, administered over a period of time, and designed for students to demonstrate the full range of their learning.
  5. Assessment and evaluation address both the process and product of student work.
  6. Learning expectations and criteria for assessment are communicated to students in advance.
  7. Students are provided with examples and models to assist them in understanding how to achieve excellence.
  8. Teachers provide students with ongoing, timely and descriptive feedback on their learning to help them establish goals for improvement.
  9. Assessment and evaluation accommodations may need to be made for students with special needs.
  10. Students must be made aware of and held accountable for academic honesty.
  11. Penalties for late assignments must be applied fairly and consistently.
  12. Progress Report grades must be based on sufficient evidence of achievement. The final grades are determined by the teacher using his/her professional judgement and is based on the most consistent performance of the student.
  13. Teachers work collaboratively to develop curriculum, determine achievement levels and to establish exemplars.

Assessment is the process of gathering of information on student learning from a variety of sources to understand how well students are achieving identified curriculum expectations.

Evaluation is the process of judging the quality of student work based on identified criteria and assigning a value to represent the level of achievement attained.

Roles and Responsibilities

Administrators

The Assessment Policy and its implementation within and across departments is monitored and evaluated by Administrators, Department Heads and IB Coordinators. It is the responsibility of Administrators to lead Department Heads to review, monitor and evaluate all aspects of the Assessment and Evaluation Policy within the context of whole school development planning.

Department Heads

It is the responsibility of Department Heads to apply and embed the principles of the School Assessment Policy within their own departments.

Subject Teachers

It is the responsibility of Subject Teachers to implement the school Assessment Policy; to mark in accordance with policy and practice in a positive, accurate, meaningful and formative manner; to compile and maintain individual pupil records; to report to pupils, parents and staff on pupil progress and liaise with the relevant Department Head and Guidance Counsellor regarding individual pupil concerns or support.

Where more than one class follows the same course of study, standardization procedures are used to ensure consistency across the department. These may include the use of common tests and teachers exchanging student work for comparative marking. This will include the use of common exams upon which mark schemes are agreed.

Internal Moderation by Subject Teachers

Where more than one class follows the same course of study, moderation procedures are used to ensure consistency across the department.  These may include the use of common tests and teachers exchanging student work for comparative marking.  This will include the use of common exams upon which mark schemes are agreed.

Moratorium on Assignments, Excursions, and Extra-Curricular Activities

During the last week prior to June OSSD exams, no assignments will be due or excursions or extra-curricular activities schedules which would entail students missing review classes. Parents are asked to assist their children by ensuring that appointments during these times are made for out-of-school hours.