Assessment Policy
Millbrook High School IB Programmes
Why do we assess?
At Millbrook High School our assessment of students serves multiple functions. First and foremost, assessment serves as tool that helps us to understand the extent to which students have mastered their learning objectives. At the same time assessment serves as a benchmarking tool, informing the students, teachers, and parents as to the progress students are making towards those learning objectives. Our assessment tools do not, however, simply serve as indicators of understanding; they are also used as learning opportunities through which students can engage material in new ways to further the learning process.
Of course assessment is a necessary process for teacher action and development as well. Through formative and summative assessment, are provided data that can track students’ understanding, inform teachers’ instructional planning, and determine areas for differentiation. This information provides opportunities for teachers to have conversations about student performance, content mastery, academic engagement and other critical matters. Finally, it gives teachers the opportunity to self-reflect on their efficacy in conveying material and ideas to students, and on the level of clarity and success they are having in their communication with students.
How do we assess?
Assessment is the process of gathering information through varying types of formative and summative assessments that allows us to draw conclusions about the extent to which our students are gaining proficiency and/or mastery in their subjects. To achieve such levels of learning, students must understand the content specific to their course of study. At the same time they must learn how to put that content to use in order to draw conclusions about their world. Therefore, assessment must address students’ ability to analyze and evaluate situations concerning course content and draw conclusions.
The assessments we offer must allow students the opportunity to demonstrate both content knowledge and the skills of application, analysis, and evaluation. Our goal at Millbrook is to use assessment as authentically as possible, in a way that allows students to demonstrate what they know, and not only what was taught. Assessments should be utilized in a manner that promotes positive attitudes towards learning.
The second half of the assessment process is the evaluation of student work. In keeping with the goal of measuring mastery of learning objectives and the requirements of IB course work, Millbrook teachers will utilize IB published criteria-referenced rubrics in each of the subject areas of the programme. The process will be standardized where all teachers work in a subject area together to agree on norms for each criteria in their subject. In this way, consistent application of the rubrics will occur. Rubric based assessment will be used regularly, and at all times when IB assessments are being given.
Persons with responsibilities in the assessment process:
The practice of assessment is one of shared responsibilities. It is critical that each stakeholder understand their role in the process.
Teachers
MYP and DP Coordinators
Students
Parents
Middle Years Programme Assessment Considerations
Throughout their time in the Middle Years Programmes, assessment is aligned with subject-specific, interim objectives that support student learning in Years 4 and 5. They are age-appropriate as students are a crucial part of the assessment process. Final grades will be determined using criteria-based rubrics that accurately reflect students’ learning. We are working toward common assessments that are internally standardized through our Professional Learning Teams (PLTs).
As students within the Wake County School System, students will also be measured on a scale of points from 0 to 100, with grade boundaries that result in the awarding of grades A through F. These grade boundaries are unique to the county and not congruent with IB grading practices. Therefore, teachers will be charged with translating IB style assessments into the Wake County system of grading using a fair and consistent model.
Recording, Reporting and Communicating IB MYP Grades
Throughout the course teachers will assess each criterion in their subject area at least twice and record the student’s achievement level. A copy of the rubrics along with the students’ level of achievement identified is given to students to take home to share with parents. The MYP Leadership Team is currently establishing a more formalized way in which these grades for all 8 subject area will be reported to students and parents, along with the frequency and format of the reports.
Enacting the MYP fundamental concept of communication, it will be important to communicate MYP grading practices with staff, students and parents. In the fall of 2012, we will hold a MYP Information Meeting for parents to give them an overview of the MYP and to explain how student assessment will be reported to them (and how often). Additionally, we will communicate with our parents through our PTSA newsletter and phone calls home any and all communication regarding grading in the MYP.
While at Millbrook High School we have fully developed our MYP principles and philosophy, we are still in the process of establishing protocols and procedures in order to best report grades.
Diploma Programme Assessment Considerations
Throughout their time in the Diploma Programmes, assessment is aligned with subject-specific, assessment objectives that support student learning and ultimate success on the IB exams. They are stage-appropriate as students develop as learners from the start to the end of the two-year programme. Student performance on these assessments will be measured using criteria-specific rubrics.
As students within the Wake County School System, students will also be measured on a scale of points from 0 to 100, with grade boundaries that result in the awarding of grades A through F. These grade boundaries are unique to the county and not congruent with IB grading practices. Therefore, teachers will be charged with translating IB style assessments into the Wake County system of grading using a fair and consistent model. That model includes teacher-created moderation tables that establish a set of grading norms for IB-specific assessments to reflect expected levels of understanding.
Description of Assessment Requirements for the Diploma Programme
Achievement of the IB Diploma
DP subjects are scored on a scale from 1-7. To receive the IB Diploma a student must earn a minimum of 24 points on six (6) IB subject assessments. A minimum of twelve (12) points must be earned on three (3) HL exams. The score for the exam will be determined by a combination of two assessment models, the Internal Assessment and the External Assessment.
Internal Assessment
Internal assessments (IA) are assessment projects that are conducted during the course and are assessed by the teacher (internal), with grades and samples being submitted prior to the final exam period. Internal assessments allow students and teachers to shape the way in which students demonstrate mastery of their course objectives by allowing them to choose materials, experiments, art work, etc, to address the IA process. IAs can contribute from 20% to 30% of a student’s final IB grade in the respective Diploma Programme course.
External Assessments
External assessments are a part of every Diploma Programme course. Unlike IAs, external assessments are examined by representatives of the IBO. Most courses hold their external assessments at the end of the course in May when students sit for exams. For some courses this is the sole eternal assessment. Other courses include eternal assessments that are conducted during the course and submitted to the IBO for assessment. Examples include Language A World Literature papers, Theory of Knowledge papers and various works in the IB Arts courses.
Assessment of the DP Core
In order for students to earn the IB Diploma, they must earn a passing mark for their Extended Essay and for their TOK assessments. Using the matrix below as a guide, students can earn additional points towards their IB Diploma based on the quality of their EE and TOK assessments.
At Millbrook High School our assessment of students serves multiple functions. First and foremost, assessment serves as tool that helps us to understand the extent to which students have mastered their learning objectives. At the same time assessment serves as a benchmarking tool, informing the students, teachers, and parents as to the progress students are making towards those learning objectives. Our assessment tools do not, however, simply serve as indicators of understanding; they are also used as learning opportunities through which students can engage material in new ways to further the learning process.
Of course assessment is a necessary process for teacher action and development as well. Through formative and summative assessment, are provided data that can track students’ understanding, inform teachers’ instructional planning, and determine areas for differentiation. This information provides opportunities for teachers to have conversations about student performance, content mastery, academic engagement and other critical matters. Finally, it gives teachers the opportunity to self-reflect on their efficacy in conveying material and ideas to students, and on the level of clarity and success they are having in their communication with students.
How do we assess?
Assessment is the process of gathering information through varying types of formative and summative assessments that allows us to draw conclusions about the extent to which our students are gaining proficiency and/or mastery in their subjects. To achieve such levels of learning, students must understand the content specific to their course of study. At the same time they must learn how to put that content to use in order to draw conclusions about their world. Therefore, assessment must address students’ ability to analyze and evaluate situations concerning course content and draw conclusions.
The assessments we offer must allow students the opportunity to demonstrate both content knowledge and the skills of application, analysis, and evaluation. Our goal at Millbrook is to use assessment as authentically as possible, in a way that allows students to demonstrate what they know, and not only what was taught. Assessments should be utilized in a manner that promotes positive attitudes towards learning.
The second half of the assessment process is the evaluation of student work. In keeping with the goal of measuring mastery of learning objectives and the requirements of IB course work, Millbrook teachers will utilize IB published criteria-referenced rubrics in each of the subject areas of the programme. The process will be standardized where all teachers work in a subject area together to agree on norms for each criteria in their subject. In this way, consistent application of the rubrics will occur. Rubric based assessment will be used regularly, and at all times when IB assessments are being given.
Persons with responsibilities in the assessment process:
The practice of assessment is one of shared responsibilities. It is critical that each stakeholder understand their role in the process.
Teachers
- engage in collaborative practice of criteria-norming
- make clear to students the value and application of criteria-based rubrics
- construct assessments that demonstrate student achievement of course objectives
MYP and DP Coordinators
- Monitor assessment activity to ensure a balanced assessment schedule across the curriculum
- assist in sharing of information/assessment data to teachers across curriculum to assist in student-support efforts
- work with teachers to better understand assessment practices and rubrics
- support Professional Learning Teams in the writing and implementation of Unit Planners, with an emphasis on criteria-based assessment
Students
- demonstrate understanding of the learning value of assessment by respecting and adhering to assessment deadlines, both formative and summative
- actively participate in assessment in order to complement classroom learning activities and demonstrate evidence of mastery of acquired skills
- respect the demand for integrity in assessment and understand the Malpractice Policy defined below
Parents
- Monitor student grades and progress on Powerschools, Wake County’s online grade reporting system
- Support students as they identify specific difficulties students are facing with their assessments
- Contact teachers with concerns regarding their student’s success and patterns of difficulty on assessments as reported by student and on Powerschools
Middle Years Programme Assessment Considerations
Throughout their time in the Middle Years Programmes, assessment is aligned with subject-specific, interim objectives that support student learning in Years 4 and 5. They are age-appropriate as students are a crucial part of the assessment process. Final grades will be determined using criteria-based rubrics that accurately reflect students’ learning. We are working toward common assessments that are internally standardized through our Professional Learning Teams (PLTs).
As students within the Wake County School System, students will also be measured on a scale of points from 0 to 100, with grade boundaries that result in the awarding of grades A through F. These grade boundaries are unique to the county and not congruent with IB grading practices. Therefore, teachers will be charged with translating IB style assessments into the Wake County system of grading using a fair and consistent model.
Recording, Reporting and Communicating IB MYP Grades
Throughout the course teachers will assess each criterion in their subject area at least twice and record the student’s achievement level. A copy of the rubrics along with the students’ level of achievement identified is given to students to take home to share with parents. The MYP Leadership Team is currently establishing a more formalized way in which these grades for all 8 subject area will be reported to students and parents, along with the frequency and format of the reports.
Enacting the MYP fundamental concept of communication, it will be important to communicate MYP grading practices with staff, students and parents. In the fall of 2012, we will hold a MYP Information Meeting for parents to give them an overview of the MYP and to explain how student assessment will be reported to them (and how often). Additionally, we will communicate with our parents through our PTSA newsletter and phone calls home any and all communication regarding grading in the MYP.
While at Millbrook High School we have fully developed our MYP principles and philosophy, we are still in the process of establishing protocols and procedures in order to best report grades.
Diploma Programme Assessment Considerations
Throughout their time in the Diploma Programmes, assessment is aligned with subject-specific, assessment objectives that support student learning and ultimate success on the IB exams. They are stage-appropriate as students develop as learners from the start to the end of the two-year programme. Student performance on these assessments will be measured using criteria-specific rubrics.
As students within the Wake County School System, students will also be measured on a scale of points from 0 to 100, with grade boundaries that result in the awarding of grades A through F. These grade boundaries are unique to the county and not congruent with IB grading practices. Therefore, teachers will be charged with translating IB style assessments into the Wake County system of grading using a fair and consistent model. That model includes teacher-created moderation tables that establish a set of grading norms for IB-specific assessments to reflect expected levels of understanding.
Description of Assessment Requirements for the Diploma Programme
Achievement of the IB Diploma
DP subjects are scored on a scale from 1-7. To receive the IB Diploma a student must earn a minimum of 24 points on six (6) IB subject assessments. A minimum of twelve (12) points must be earned on three (3) HL exams. The score for the exam will be determined by a combination of two assessment models, the Internal Assessment and the External Assessment.
Internal Assessment
Internal assessments (IA) are assessment projects that are conducted during the course and are assessed by the teacher (internal), with grades and samples being submitted prior to the final exam period. Internal assessments allow students and teachers to shape the way in which students demonstrate mastery of their course objectives by allowing them to choose materials, experiments, art work, etc, to address the IA process. IAs can contribute from 20% to 30% of a student’s final IB grade in the respective Diploma Programme course.
External Assessments
External assessments are a part of every Diploma Programme course. Unlike IAs, external assessments are examined by representatives of the IBO. Most courses hold their external assessments at the end of the course in May when students sit for exams. For some courses this is the sole eternal assessment. Other courses include eternal assessments that are conducted during the course and submitted to the IBO for assessment. Examples include Language A World Literature papers, Theory of Knowledge papers and various works in the IB Arts courses.
Assessment of the DP Core
In order for students to earn the IB Diploma, they must earn a passing mark for their Extended Essay and for their TOK assessments. Using the matrix below as a guide, students can earn additional points towards their IB Diploma based on the quality of their EE and TOK assessments.