AURA ASSESSMENT POLICY

Philosophy and Principles of Assessment in AURA

Assessment is a practice that drives instruction and involves teachers, students, and parents. Assessment measures student learning and informs stakeholders about an individual’s areas of strength and areas that are in development. Information from assessment is used to identify learning targets and plan curriculum.

AURA strives to develop assessment tasks that are authentic, that is, they are specific, criterion related, varied, use a range of measurement tools, and have real-world applications wherever possible. All participants in the process have opportunities to assess collaboratively through self-assessment, peer assessment, and teacher assessment. Teachers standardize consistency across the school. These practices develop a shared understanding of school-based expectations and the development of learning. Authentic assessment allows students to be active participants in their learning and allows teachers to account for the learning opportunities they provide for students.

General Assessment Philosophy

• Assessment is on-going.
• Assessment is consciously designed to measure and improve student learning.
• Reflection is an essential and integral part of assessment.
• Assessment tasks must be authentic whenever possible.
• Feedback is central to the assessment process.
• Students and teachers can use feedback to revise and improve performance.
• Assessment provides direction for teachers, the learners (students), the parents, the administration and the larger school community.
• Assessment should be sensitive to cultural, linguistic, racial, learning, physical and gender differences.
• Criteria for assessment is shared or developed with the students prior to assessment where appropriate.
• Assessment is objective; all judgments are based on evidence from student work.

Aims of Assessment at AURA

• Provide valid and reliable measurements of what students have learned.
• Reflect student growth, development, and learning.
• Identify areas of strengths and areas to be further developed.
• Provide direction for future planning and instruction.
• Develop a common language for discussing and evaluating.
• Evaluate the appropriateness of the curriculum.
• Inform academic target setting.
• Empower students to be active participants in their own learning.
• Develop shared year level and school-wide expectations and set standards.
• Create shared academic understanding in departments.
• Provide structured, focused, and relevant feedback to students and parents.
• Provide information to school management to inform budgets, resources, curriculum development, appraisal, and professional development.

General Assessment Practices in AURA

• Pre–assessment – All teachers will assess students’ prior knowledge and experience before embarking on new learning experiences.
• Formative Assessment –On-going and regular assessment will be used during the teaching and learning process to inform teachers and students about how the learning is developing. Formative assessment is expected to be conducted on a weekly basis, through both formal strategies such as quizzes, reflection write ups, discussions and short presentations, as well as informal strategies such as observations and anecdotal records. Formative assessment and teaching are directly linked. Results are shared with students. Teachers use results of formative assessment to inform teaching and learning strategies. Teachers keep records of their formative assessment in Toddle.
• Summative Assessment – Summative assessment is performed at the end of the teaching and learning process of each unit. In the MYP, each unit is planned for approximately 20-24 hours of teaching time. In the DP, units are defined differently in each subject according to the sections of the assigned syllabus by the IB. The process is transparent and the relevant assessment criteria are shared with students in advance.  The assessments are designed so that students can demonstrate their understanding of concepts, knowledge, and skills in authentic contexts. Results are shared with students and used to improve teaching and learning strategies.
• Internal Assessment Standardization – When there are multiple teachers per subject group, teams of educators are expected to standardize assessment tasks. This process involves multiple teachers making autonomous judgments against the same samples and then coming together to establish a consensus level of achievement. This practice is designed to create agreed-upon standards between professionals across the school.
• Assessments will be carried out in the following forms: Peer-assessment, Self-assessment, and Teacher assessment. Feedback will be provided within an appropriate amount of time, and never longer than one week.
• A balance of strategies will be used at developmentally appropriate levels and will be outlined in planning documentation.
• A balance of assessment tools will be used with the strategies.
• Assessment data provides evidence of developing the attributes of the IB learner profile.
• The assessment process at AURA involves the active participation of students, teachers and parents. They work together to keep each other informed about student progress. The student is at the center of the process and is actively involved in and takes appropriate responsibility for his/her own learning. Teachers, students, and parents support each other in the on-going assessment process.

Special Features of Assessment in the Middle Years Programme (MYP): Grade 9-10

Authentic assessment tasks in the MYP are generated by teachers and, where appropriate, students. Objectives for each subject group are identified by the MYP subject group guides and are aligned with the assessment criteria. Learning is measured through assessments by using criterion-related rubrics that are also found in the MYP subject group guides; these are modified with task-specific clarifications where appropriate. The rubrics describe eight levels of competency against the objectives. Evaluations are conducted by assessing the levels of accomplishment and assigning the one that most accurately characterizes the quality of work submitted.

The timing and frequency of both formative and summative assessments in the MYP will be determined by individual subject teachers. The number of summative assessments within each unit will also be at the teacher's discretion, taking place approximately every 4 to 6 weeks.

Level descriptors for summative tasks are distributed when the task is assigned. Where appropriate, students are expected to submit the work with a self-assessed evaluation based on the level descriptors. Teachers are expected to return student work with written feedback within one week of receipt. After a series of evaluations are made, the rubrics, along with formative assessment data and summative assessment data are used to make a final judgment using the “best-fit” approach (see pages 78 and 83 of MYP: From principles into practice).
 
MYP Assessment Criteria

The final grade is based on the total of the four criteria along the following grade boundaries:

Internal Standardization in MYP

In the cases where more than one teacher is teaching the same subject group in a given year level, instances of internal standardization will take place to ensure a common understanding of criteria and application of levels of achievement. Supervisors of the personal project will also standardize. According to the guide MYP: From principles into practice (2014): “Standardization throughout the school year promotes consistency and builds common understandings about student achievement with respect to MYP objectives.” (page 83). Standardizing is the process by which teachers share their own evaluation of a particular student’s work and come to a common agreement of the achievement level that is to be awarded for each criteria.

The Personal Project

The personal project is a self-directed inquiry which is an expression or an outcome of the students’ constructivist and holistic learning. It is produced over an extended period, completed during Year 5 of the MYP. It holds an important place in the MYP as the students explore the extent to which they have developed the IB learner Profile attributes and those of the lifelong learners as mentioned in the IB mission statement. The inquiry draws upon their disciplinary knowledge, skills acquired through approaches to learning (ATL) and the awareness of the real-world context of learning through the global contexts.

• The process of internal standardization will take place within the team of supervisors, the personal project coordinator and the MYP coordinator to ensure that similar standards have been applied to all students.
• Supervisors will then determine a profile of achievement for each student by determining the appropriate level for each criterion. The levels for each criterion must then be added together to give a criterion levels total for the personal project for each student. IB grade boundaries will then be applied to the criterion levels totals to decide the grade for each student.

Special Features of Assessment in the Diploma Programme (DP): Grade 11-12

In grades 11 and 12 assessment procedures measure the extent to which students have mastered advanced academic skills in fulfilling the goals of the program-, for example: analyzing and presenting information, evaluating and constructing arguments and solving problems creatively.

As with the MYP, teachers are expected to give clearly articulated assessment instructions with appropriate assessment criteria at least one week in advance of deadlines, returning them within a week of submission with detailed, written feedback on the quality of work. Where appropriate, teachers apply the assessment criteria as articulated in the Diploma Programme subject guides. Final internal evaluations are made in accordance with practices and mark schemes outlined in the Handbook of procedures for the Diploma Programme. “Formal summative assessment is defined as assessment directly contributing to the final diploma qualification. Most of these assessments are externally assessed, and include examinations or work completed during the course and then sent to an external examiner. The principles, practices and challenges involved in formal diploma assessment are considered in detail in Diploma Programme assessment: Principles and practice (2005).” (The Diploma Programme: From principles into practice, 2009, page 79). “Internal timelines—teachers will work with the Diploma Programme coordinator each year to develop a calendar of internal deadlines for IB assessments, the extended essay, and completion of Creativity, Activity and Service (CAS) requirements”. (The Diploma Programme: From principles into practice, 2015, page 50)

Students with Accommodation Needs

Reasonable accommodations will be provided to students that need them. In cases of students with special educational needs, the DP coordinator will make the necessary arrangements to ensure access of these students to the programme assessment.  AURA will provide arrangements to provide students with these needs such as the provision of extra time, alternative seating arrangements or scribes as necessary. Documentation from a licensed health care practitioner must be submitted to determine reasonable accommodation.

For external assessments, The Diploma Programme (DP) has well-established support mechanisms for assessment access requirements, as outlined in the publication Candidates with assessment access requirements (2014).”  (The Diploma Programme: From principles into practice, 2015, page. 29).

External Exam in the Diploma Programme

In April-May of their grade 12 year, students sit a series of academically rigorous exams that are sent off to be externally marked by IB examiners. This is the culminating experience of the Diploma Programme.

Assessment tools and strategies

The following is a list of some assessment tools and strategies which teachers and students may choose from, to assist in demonstrating student learning and development:


Summative Assessment Tasks

Any assessment task that can make valid and reliable judgments on student learning can and will be used. Such assessment tasks include, but are not limited to:

• Formal essays
• Photo essays
• Academic investigations
• Scientific experiments
• Presentations
• Projects
• Website development
• Speeches
• Performances
• Problem-solving
• Design
• Planning
• Organization
• Debates
• Journals
• Competitions
• Proposals

Curriculum Referenced Tests

What are ‘curriculum-referenced tests’?

• Curriculum-referenced tests are criterion-based tests, designed to measure the extent to which an individual student has achieved a particular skill or body of knowledge. The criteria are drawn directly from subject specific scope and sequence documents of IB.

Why use curriculum-referenced tests?

• To provide data on individual students and/or groups of students.
• To measure specific skill development of an individual student against the school-based expectations (curriculum).
• To identify patterns of strengths and weaknesses (for an individual student, group, class or the whole school).
• To inform teacher planning and future directions for teachers and students as they continue to improve student learning.
• To help evaluate the curriculum.
• To moderate standards across the school
• To promote standardization (assessments are designed by grade-level teams for all students in that year group).

How do we use curriculum-referenced tests?

• To evaluate student performance in a certain area of the curriculum  and compare it to a set of school-based expectations.
• As point of reference from which to view student performance.
• To assist with goal setting for individuals, groups, or classes.
• As  points for discussion during student-led conferences.
• To compare student learning with the expected level of skill development and competence.
• To help teachers identify how their students perform in relation to other groups/classes/levels.
• As a source of  important information for the school about how realistic the curriculum is and how well the students are prepared for attaining certain skills and performing well at certain levels, as they move through the school.

Reporting – How do we Report Student Learning?

There are a variety of methods employed at AURA for reporting. These include:

Quarterly Reports

One progress report is provided after attending school each quarter. This report includes detailed information regarding the student’s progress in each subject according to the IB criteria.
Teachers also provides comments regarding the students acquisition of Approaches to learning skills. A grade out of 7 is given on the learner’s progress and effort using the IB grading system and then converted to a local grade A-F .

Student-Led Conferences

What are ‘Student-Led Conferences’?

• A conference in which the students present major outcomes from the learning every quarter. The audience are usually the students' parents and teachers, and may include other students.
• The ability to ‘lead’ the conference depends on the student’s age, ability and past experience, however the goal is to increasingly develop each student’s ability to confidently discuss themselves and their work in an honest and open manner.

Why use Student-Led Conferences?

• ‘Conferencing’ as an assessment and reporting tool is an expression of a fundamental belief that students can and should reflect upon and share responsibility for their own learning.
• It communicates to the whole school community that we value the students in the assessment process by placing them at the very center of their own learning and assessment.
• Conferences help develop constructive and open relationships and communication between students, parents and teachers.
• Conferences offer students, teachers and parents the opportunity to reach a mutual understanding of the nature of the work completed and the progress it indicates.
• Conferences validate student learning and allow for discussion and explanation of individual achievements in a personal setting.
• Through focusing on student work and analyzing what it demonstrates about the student as a learner, students, teachers and parents are provided with an opportunity to address specific issues.
• Honest and open discussion, focusing on evidence of student learning, allows opportunities for students, teachers and parents to collaborate in making plans for the future and to provide encouragement for the student as he/she continues to learn.

How do we use student-led conferences?

• The student-led conference is scheduled to take place over 10-20minutess per subject.
• The teacher welcomes the student and his/her parents to the classroom as they arrive and provides the student with the opportunity to talk with their parents.
• The student initiates the conference, walking their parents around the classroom to look at and discuss the work displayed.
• The student takes the parent on a learning journey around the classroom highlighting specific learning opportunities that have occurred in the classroom. They may also have a presentation to share.
• The student and parents may sit at a desk and take time to look through sample assessment tasks and discuss the work included there and the formal teacher assessments and evaluations.
• Parents are encouraged to ask questions which will assist them in gaining information about the extent to which their child understands the purpose of the learning.
• The teacher’s role is to assist the student with planning the conference. Then assist the student as needed.

Parent-Teacher Interviews

• Parent-teacher interviews may occur at any time during the academic year as AURA has an open-door policy. The teacher, parent or senior management team may initiate the interview as required.

Evidence of Application of the Assessment Policy in Teachers, Students, and Parents

This will be evident when teachers:

• Plan with assessment as the focus of the teaching and learning in their classroom.
• Value and promote assessment as an integral part of the learning process in the classroom with their students.
• Allow their students time to reflect on their own learning as part of the teaching and learning process.
• Model the habit of reflection with their students.
• Provide students with the skills and tools to evaluate their own learning and provide time and support for this in the classroom.
• Adapt their teaching and the learning environment to cater for all student learning styles.
• Provide students with the learning expectations or assessment criteria prior to a particular task.
• Identify the extent to which the learning expectations or assessment criteria are met by an individual student.
• Select from a wide range of assessment tools, reflecting student needs and skills.
• Provide students with regular opportunities to share the outcomes of their learning experiences with others, including peers, teachers, and parents.
• Communicate clearly and openly with students and parents about achievements, on-going progress and future goals.

This will be evident when students: (as appropriate and applicable)

• Participate meaningfully in assessing and evaluating their own learning.
• Become aware of their own strengths and weaknesses.
• Become aware of their own learning style.
• Contribute actively to the setting of goals designed to focus on developing their performance in areas of both strength and weakness.
• Are aware of, use and develop a range of assessment tools.
• Share the outcomes of their learning with peers, teachers, and parents.
• Contribute to the assessment process through managing their own portfolios.
• Select and reflect on the work put into their portfolios.
• Know what the expectations are for their work and behavior at school.
• Recognize and increasingly use the common assessment vocabulary used throughout the school.
• Prepare for and lead their conferences with parents and teachers, describing their own learning and explaining the purpose behind the activities they have been engaged in.

This will be evident when parents:

• Are informed about the school-based expectations.
• Understand the assessment vocabulary used in the school.
• Are involved in setting goals for and with their children.
• Recognize that their child is at the center of the assessment process.
• Value that their child is aware of his/her own strengths, weaknesses, learning styles and preferences.
• Are invited to provide information to the teacher regarding their child’s on-going learning.

Monitoring and Revision of the Policy

This policy was first developed during the school year 2023 by the assessment steering committee and feedback was provided by the IB coordinator and AURA’s faculty. The school staff has reviewed the policy for the academic year of 2023-2024. In October 2023 and then again in April 2024, this policy was reviewed by the IB coordinator, head of school and members of the governing body. The assessment policy will be reviewed and updated in consultation with the whole community on an annual basis.

References

• The Program standards and practices, as well as the guide MYP: From principles into practice, were considered in developing the policy.
• The Program standards and practices, as well as the guide MYP: From principles into practice, were considered in developing the policy.