The introduction of new grading policies at the International School of Beijing (ISB) has caused frustration among parents and students. They want to return to the old grading system or have the new system reconsidered. There has also been miscommunication about the new policies, which include qualitative assessment criteria, mandatory study hall, and separate formative/summative/exam grades and homework policies. ISB administrators believe the new system encourages risk-taking and more accurate learning evaluations, but parents think the changes lack transparency and understanding of college needs. Potential solutions include better explaining the policies directly to colleges and facilitating discussion between students and the administration.

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)