The purpose of assessment is to inform learning and teaching. It involves the gathering and analysis of information about student learning to inform teaching practice. It identifies what students know, understand and can do at different stages in the learning process, and identifies any barriers to learning.
Students become effective, self-regulated learners when they are actively engaged in assessment and act on constructive feedback. This helps them reflect on their progress, set goals for their learning and engages them in making decisions about what they need to do to achieve these goals.
Teachers become more effective when they continually learn and assess what students know and can do. They reflect on their practice, adjust their teaching based on data, and offer timely, specific and well-considered feedback to better support learning.
Both, assessment of learning and assessment for learning are essential parts of the IB programme. It provides insight into the students’ understanding of the concepts, attitudes, skills, knowledge and action.
Assessment at ISLK reflects the specified criteria for PYP and MYP Programmes leading to the overall assessment of student achievement. ISLK measures academic progress to ensure that all students will enhance their knowledge and the skills necessary to be lifelong learners.
The use of summative assessments are limited in the PYP, formative assessments used throughout the unit creating opportunities for the students to evidence their own learning and reflect on progress is preferred. Each unit in the PYP is planned to give students a variety of opportunities to demonstrate their learning in an integrated and appropriately challenging context. Summative assessments are used when appropriate.
The MYP has criterion based summative assessment that is used to identify achievement and progress that usually occurs at the end of the unit. At ISLK, we follow the guidelines set forth by MYP Principles into Practice 2014, updated April 2021. The final IB grade award takes place at the end of each year to determine the achievement levels of individual students throughout the year, in relation to the stated objectives for each subject group and for the personal project (Personal project MYP5 only). Students will receive a final grade for each subject, but they must have been assessed in all criteria and all strands at least twice in the different subject groups as per the IB guidelines. Therefore, the final grades are not
valid until the end of the school academic year. For clarification of MYP final grade award, please see the MYP assessment appendices for more details and clarification.
Being an IB school, students at ISLK participate in the PYP Exhibition and MYP Personal Project are used at the end of each programme for students to demonstrate consolidation of learning.
The assessment process involves collaboration between all members of the school community.
Students with learning support requirements may require reasonable adjustments to access the PYP and MYP curriculum framework, including internal and external assessments. A reasonable adjustment is an action taken to remove or decrease a disadvantage faced by students with learning support requirements. A reasonable adjustment could be unique to a specific student and may include changes in the presentation of the test or method of response. Where reasonable adjustments involve changes to specific aspects or specific criteria of the assessment, the overall learning outcome must remain the same.
Students with more challenging learning support requirements may require modifications
to subject-group objectives/assessment criteria or assessment criteria descriptors. If students participate in the programme with modifications to the required MYP curriculum framework, the IB is not able to validate grades or award the IB MYP certificate. (P 85, MYP: From Principles into Practice (IBO:2014 (Updated April, 2021)).
Elements this might include:
MYP: From Principles into Practice (IBO:2014 (Updated April, 2021)).
PYP: Learning and teaching. (IBO 2018 (Updated February 2019)).
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