2. Problem
 The introduction of new grading policies by the ISB administration has been
met with frustration and opposition by ISB parents and students
 Parents and students want the ISB administration to revert back to the old
grading policy at ISB (or reconsider how to apply it)
 There has also been miscommunication about these new policies

3. Surface Level Elements
 HAL
 Qualifier-Based Assessment Criteria
 Will eventually be sent to colleges
 Transcript/Grades

4. Surface Level Elements
(continued)
 Formative Assessment, Summative Assessment, Exams, and their
percentages
 Formative = 15%, Summative = 65%, Exam = 20%
 Mandatory Study Hall
 Students spend time in hall to complete homework
 Students can send late homework for full points the day after

5. Intermediate Level Aspects
 ISB Parents + Students
 Abrupt introduction and communication of new policy hurts the NORM of giving people enough
time to react to change (Anonymous Parent)
 OPINION that ISB administration does not understand importance of grades for college-bound
upperclassmen (Bradley, Jetro, Nine)
 OPINION that colleges could not possibly be aware of changes in ISB’s education policy (Nine,
Jetro)
 OPINION that HAL grade is arbitrary and subjective (Anonymous Parent)
 OPINION that grading system comes from British educational system (Self, Bradley)

6. Intermediate Level Aspects
(Continued)
 ISB Administrators + Teachers
 With no homework grades, BELIEF that students learn best when taking risks (Bradley &
Gatti)
 Creates BELIEF that students should take risks in learning (Bradley)
 OPINION that separating grades into two components (HAL and transcript grade) allows
more accurate evaluation of learning (Bradley)
 BELIEF that achieving improved learning should occur without focusing on learning skills
and attitudes (Definition of Learning)

7. Deep Level Origins
 Why are parents and students uncomfortable with HAL?
 TRADITION of having one grade “that captures everything” system
 TRADITION of not wanting to deal with multiple interpretations
 Why do ISB administrators and some teachers want grades to be separated ?
 TRADITION of grading/thinking through defined categories “taxonomic thinking”
 BELIEF that grading becomes easier and is unbiased (Bradley & Gatti)

8. Solution-College Acceptance
Policies
 Interactive Context
 Head of School should explain to college admissions officials during college visits about change
in system (face-face format)
 It is Interactive Context because a change in the physical environment of the conversation could
affect whether officials take the message seriously
 Symbolic Exchange
 ISB should send formal summary and explanation to college admissions officials about how ISB
interprets these new grades
 It is Symbolic Exchange because ISB is showing the colleges how they interpret these
grades, the colleges might interpret them in a different way
Non-Process Model of Intercultural Communication Solution
Student body should take an active initiative in communicating with the administration about these grade policies
(for convenience suggest student council)