This document discusses assessment practices at Prem International School's Senior School. It explains that assessment is centered around student learning and used purposefully to promote understanding. Teachers, students, and parents all have assessment responsibilities. In the MYP, students are assessed against published criteria on a 1-8 scale across four objective groups in each subject. In the DP, students receive grades from 1-7 in each subject and must meet overall grade thresholds. The CP involves coursework, projects, and other assessments depending on the particular program. Formative assessments check understanding, while summative assessments conclude units or projects. Report cards communicate criteria levels, learning behaviors marks, and teacher comments on student progress.

1. Assessment in the
Senior School
Gita Gemuts, Nicole Duhig
Date: May 9, 2017

2. Activity
• I know how to check my child's progress in
ManageBac
• I know how the school assesses my child's
work in the MYP and DP/CP
• I understand what criteria are
• I know what Learning Behaviors are and
how and why teachers assess them
• I know the difference between formative
and summative assessments
• I like to see grades on my child's work and
report cards
• I find teacher written comments valuable in
understanding my child's progress
4 Corners:
Agree
Somewhat Agree
Somewhat Disagree
Disagree

3. Whole School Assessment Agreement
Includes:
• Assessment Philosophy
“Student learning at Prem is at the centre of assessment. Assessment is
purposeful, varied and meaningful to promote learning, understanding,
knowledge and skills. Assessment challenges and empowers students to
be active, developing personal responsibility for their learning.”
• Responsibilities of students, teachers, parents/guardians
• Reporting in the Senior school:
– Assessment Criteria
– Assessment Frequency
– Formative and Summative
– PST Conferences
– Reporting
– Transcripts
– External and Internal Assessment requirements
– Moderation

4. What are Criteria?
Criteria based teaching
• Shares requirements for assignments students need to complete
• The criteria in MYP are all based on a 1-8 marking system
• The criteria in DP/CP are different for each course and assignment.

5. What is the difference between
Formative and Summative Assessment?
Formative Assessment:
• Checking regularly for
understanding of learning
• A variety of assignments
– A quick two minute check-in
– A blog post
– A written task
– Peer conversation/feedback
• Teachers use to quickly assess,
adjust and develop the teaching
and learning processes
Summative Assessment:
• Final assessment tasks at the
end of a project or unit
– Test
– Essay
– Large Project
– Lab report
– Presentations
• In the DP/CP these are the only
grades that are recorded in
ManageBac

6. Reporting

7. Report Cards
Learning Behaviors:
MYP/DP/CP:
Comment and a 1-7 mark

8. MYP Assessment
Objectives - stated learning targets
• describing the skills, knowledge and understanding that will be
assessed in the course/ project.
• four objective groups per subject (listed on next slide)
Criteria - measuring the objectives
• criteria align directly with objectives
• assessment process based on determining levels of achievement
against previously agreed descriptions, provided in rubrics
• all criteria assessed from 0 to maximum of 8

9. MYP Assessment
Criterion A Criterion B Criterion C Criterion D
The Arts Knowing & Understanding Developing Skills Thinking Creatively Responding
HPE Knowing & Understanding Planning for Performance Applying & Performing Reflecting & Improving
Performance
Humanities Knowing & Understanding Investigating Communicating Thinking Critically
Maths Knowing & Understanding Investigating Patterns Communicating Applying Mathematics in
Real Life Contexts
Science Knowing & Understanding Inquiring & Designing Processing & Evaluating Reflecting on the Impacts
of Science
Language
Acquisition
Comprehending Spoken &
Visual Text
Comprehending Written &
Visual Text
Communicating in Response to
Spoken/Written/Visual Texts
Using Language in
Spoken / Written Form
Language
& Literature
Analysing Organising Producing Text Using Language
Design Inquiring & Analysing Developing Ideas Creating the Solution Evaluating
MYP Projects Investigating Planning Taking Action Reflecting
Inter-
disciplinary
Disciplinary Grounding Synthesizing Communicating Reflecting

10. MYP Assessment
Overall MYP Report Grades
• end of semester achievement levels based on sum of four criteria
• teachers can exercise some professional judgment where a student’s
performance has changed drastically over the reporting period
1 2 3 4 5 6 7
1 - 5 6 - 9 10 - 14 15 - 18 19 - 23 24 - 27 28 - 32

11. DP Assessment
• Internal Assessments (IA’s)
• External examinations after
two years
• Main subjects graded 1
(lowest) to 7 (highest)
• For full DP maximum score
is (6 x 7) 42 + 3 possible
additional points for TOK
and EE = 45 points
• Students must also meet a
total of 12 points in the
Higher Level subject areas

12. CP Assessment
CISI Diploma in Finance, Risk & Investment modules
• Two narrative exams
• One computer based tested exam
• One piece of coursework (3-4000 words)
• One free resit per module if student under performs
BTEC Computing Subsidiary Diploma modules
• Internally and externally moderated and verified
• No exams; all assessment is coursework and project based
Core CP requirements:
• Language portfolio (50 hours)
• Reflective Project (40 hours)
• Service Learning (50 hours)
• Professional and Personal Skills Course (90 hours)

13. Activity
• I know how to check my child's progress in
ManageBac
• I know how the school assesses my child's
work in the MYP and DP/CP
• I understand what criteria are
• I know what Learning Behaviors are and
how and why teachers assess them
• I know the difference between formative
and summative assessments
• I like to see grades on my child's work and
report cards
• I find teacher written comments valuable in
understanding my child's progress
4 Corners:
Agree
Somewhat Agree
Somewhat Disagree
Disagree