Assessment Policy – MYP (Current Grade 7 Batch)

Purposes of assessment at Fountainhead School 

Assessment is an integral part of teaching and learning process. To ensure the effectiveness of student’s educational experience it is important that varied assessment techniques should be used at regular intervals. The following are the objectives for assessment which we at Fountainhead school would be targeting as part of IB global community.

To provide quality feedback to students  so as to ensure growth in learning of students.
To prepare students so that they can meet assessment requirements of MYP e-assessment.
To provide quality feedback to teachers regarding learner’s stage in the learning process, the level of knowledge acquired and the extent of skill development.
To provide feedback to parents regarding student’s progress through grades.
Ensuring that assessment is criterion-related and not norm referenced.
Ensure that the assessment process is aligned with school’s assessment objective.
Ensuring that the assessment process is reliable and trustworthy.

Continuous assessment as an indicator of effective assessment and assessment practice

To measure the knowledge, understanding, and skills attained by students, it is necessary that continuous assessment should form an integral part of the Middle Years. The school provides ample opportunities for continuous assessment through varied assessments. The  faculty at Fountainhead school will assess the student continuously over a period a time through his / her performance in group projects, activities (individual or group activities). The students will be receiving feedback from teachers at regular intervals which will enable them to focus on their areas of improvement and consolidate on their strengths. Through continuous assessment, the teachers will over a period of time ascertain the level of student’s progress and will be able to plan their teaching strategies so that effective learning takes place.

Assessment details:
All students will appear for three types of assessments:

Formative assessment (During the unit)
Unit Summative assessment (End of the unit)
Term Assessment (End of each Term)

Unit tests (Formative assessment)

Formative Assessment: which takes place during each unit of work and may be repeated many times over; formative assessment allows teachers to monitor the progress of each student through the unit so as to be able to counsel them and to give advice. Small projects can also be given as formative assessment.  Formative assessment will also happen during ‘Unit test’ slot of every cycle.
Unit tests (Formative assessment) for each subject will be conducted during the unit/ to check the prior knowledge. The subject teacher will notify the students in advance the date and the syllabus to be covered in the unit tests.
Checking of formative assessments will be based on MYP assessment criteria which will be modified as per the need of the unit.
The achievement level gained for each assessment criteria in the unit tests (Formative assessment) will be communicated through email to the students and parents.
The unit test is an ongoing assessment and does not carry any weightage in the end of the year report.
In case if a student remains absent on the day of unit test then the unit test paper will be handed over to the student later, once he/she joins back to school and a DD communication will be sent to the parents. The student can solve the paper at home and submit it to the teacher for checking. In the unit test log, the student will be marked absent.
In case if the student is absent on the day of unit test then he/she will NOT be allowed to come to school only to appear for the unit test.

Summative Assessment:

It takes place at the end of each unit of work and provides an indicator of student achievement in the particular unit against the MYP objective and the Assessment criteria for that particular subject.
Summative assessment scores will be shared with the parents along with term assessment report at the end of each term. However, checked assessment papers might be sent home with the students.
Teachers will ensure from their end that students achieve all learning objectives mentioned in the subject guides in each subject.
Teachers are not required to inform Summative assessment dates in advance.
If a student misses Summative assessment task because of any school event or medical reason then the task will be arranged(based on the nature of the task) for the students either during play time slot/ Personal Sports (PS)-Arts Special (AS) slot. If the student fails to come for the assessment then it will not be rescheduled further. In a case of casual absenteeism, teachers will make an effort  to reschedule the summative assessment if it is feasible.

Internal Assessments (IA)

In MYP, internal assessments will be part of the summative assessment. Internal assessments are compulsory for DP students. Hence to give the same exposure, students will write IA as per the requirement of the unit in different subjects.
The marking of the same will be done as per the requirement of the subject and the unit.

Term Assessment: To prepare students for final e-assessment, Term assessments will be organized twice in a year (Term 1 in October and Term 2 in April).

Term 1 exam

The syllabus covered before term 1 exam will be covered in the Term 1  examinations. The students are expected to prepare for the curriculum that is covered before the exam. The syllabus will be posted on blog well in advance for the reference.

Marks from each component will be added to calculate the final grade.

Term 2 exam

The syllabus of the whole year will be covered in the final examinations at the end of the year. The students are expected to prepare for the curriculum that is covered in both the terms. Unit Summative assessment weightage of all the units done in a year will be considered in term 2.

Assessment Cycle
Term 1 Tem 2
Formative assessment-

  • Will be taken during the unit.
  • Will be assessed based on MYP assessment criteria.
  • Carries no weightage in term 1 assessment.
Formative assessment-Same as Term 1.
Unit summative assessment-

  • Will be taken at the end of each unit.
  • Will be assessed based on MYP assessment criteria.
  • Achievement level obtained in each unit during Term 1 will be included while calculating the final achievement level and the grade of the student in each subject during Term 1 assessment.
  • Students’ achievement levels in each subject will be shared along with term 1 report.
Unit summative assessment-Same as Term 1 except:

  • Achievement levels obtained in all the units done in the year will be considered while calculating final grade at the end of the year.
Term summative assessment-

  • Will be conducted towards the end of Term 1.
  • The following subjects will be included in the assessment- Language & Lit, Language acquisition, Integrated Humanities, Integrated Sciences, Mathematics, Digital Design.
  • Syllabus completed in this term will be included in Term 1.
  • Will be assessed based on MYP assessment criteria.
  • Achievement level obtained in the paper will be included while calculating the final achievement level and the grade of the student in each subject during Term assessment.
Term summative assessment-Same as Term 1 except:

  • Will be conducted  towards the end of Term 2.
  • Entire year’s syllabus will be included.
Weightage system For the purpose of calculation of overall grade of a student, the following calculation will be applicable.
Final grade- Achievement level of Unit summative assessments + Achievement level of Term summative assessment End of the Year final grade- Achievement level of Unit summative assessments of all unit + Achievement level of Term 2 summative assessment

Marks from each component will be added to calculate the final achievement level and grade.

MARKING & GRADE BOUNDARIES

In the Middle Years Programme, all students are assessed against a prescribed set of criteria, which align with the objectives of each subject group. Just as each subject group has four objectives, so student work will be evaluated in each subject against four criteria. The following table gives an overview of the criteria for each subject group. Further information regarding the objectives from which criteria are derived can be found in the section containing course descriptions.

The MYP assessment criteria across subject groups

A B C D
Language & Literature Analysing Organizing Product text Using Language
Language acquisition Comprehending spoken & visual text Comprehending written and visual text Communicating Using Language
Individual & Societies Knowing & understanding Investigating Communicating Thinking critically
Sciences Knowing & understanding Inquiring & designing Processing & evaluating Reflecting on the impacts of science
Mathematics Knowing & understanding Investigating patterns Communicating Applying mathematics in real- world contexts
Arts Knowing & understanding Developing skills Thinking creatively Responding
Physical & Health Education Knowing & understanding Planning for performance Applying & performing Reflecting & improving performance
Design Inquiring & analysing Developing ideas Creating the solution Evaluating
MYP Project Investigating Planning Taking action Reflecting
Interdisciplinary Disciplinary grounding Synthesizing Communicating Reflecting

All criteria receive a score from 1 to 8 points which represent the level of achievement for that subject.

To decide the final grade of students in each subject, their summative assessment performance as well as Term assessment performance will be considered.

For the purpose of giving a clear outline of student achievement that can be easily understood by all the educational institutions regardless of their academic programmes, as well as to offer an indication of student achievement comparable to that of the IB Diploma, all the level of achievements for each criterion can be added up to obtain a score between 0 and 32. Each score is then reduced to a 1-7 grade using the following table. Also, note that IBDP follows the same grade range as MYP.

Grade Boundary guidelines Descriptor
1 1–5 Produces work of very limited quality. Conveys many significant misunderstandings or lacks understanding of most concepts and contexts. Very rarely demonstrates critical or creative thinking. Very inflexible, rarely using knowledge or skills.
2 6–9 Produces work of limited quality. Expresses misunderstandings or significant gaps in understanding of many concepts and contexts. Infrequently demonstrates critical or creative thinking. Generally inflexible in the use of knowledge and skills, infrequently applying knowledge and skills.
3 10–14 Produces work of an acceptable quality. Communicates basic understanding of many concepts and contexts, with occasionally significant misunderstandings or gaps. Begins to demonstrate some basic critical and creative thinking. Is often inflexible in the use of knowledge and skills, requiring support even in familiar classroom situations.
4 15–18 Produces good-quality work. Communicates basic understanding of most concepts and contexts with few misunderstandings and minor gaps. Often demonstrates basic critical and creative thinking. Uses knowledge and skills with some flexibility in familiar classroom situations, but requires support in unfamiliar situations.
5 19–23 Produces generally high-quality work. Communicates a secure understanding of concepts and contexts. Demonstrates critical and creative thinking, sometimes with sophistication. Uses knowledge and skills in the familiar classroom and real-world situations and, with support, some unfamiliar real-world situations.
6 24–27 Produces high-quality, occasionally innovative work. Communicates an extensive understanding of concepts and contexts. Demonstrates critical and creative thinking, frequently with sophistication. Uses knowledge and skills in familiar and unfamiliar classroom and real world situations, often with independence.
7 28–32 Produces high-quality, frequently innovative work. Communicates comprehensive, nuanced understanding of concepts and contexts. Consistently demonstrates sophisticated critical and creative thinking. Frequently transfers knowledge and skills with independence and expertise in a variety of complex classroom and real-world situations.

Book Club

As a school, we promote reading in a big way. To support this idea, we have initiated the Book Club for the Middle Years students. These are the minimum number of books; students from all the grades are expected to read throughout the year.

Grades Minimum
7 7 per year
8 8 per year
9 9 per year
10 10 per year

The Book club report is also shared with the term 1 report card. Please note that the students will not be given their end of the year report cards if they have not read the required number of books. Moreover, the teachers will not meet the parents during the PTC.

The student will not be allowed to attend classes in the next grade unless he/she has read the required number of books.

In the case of Grade 10, the final certificate will not be handed over to the students; unless the minimum number of books are read.

Decision regarding promotion of student to the subsequent grade

The final decision regarding promotion of the student will be taken by HOS/Coordinator in consultation with the mentor teacher and subject teachers. For promotion to the subsequent grade, the student may be told to reappear in a specific subject/group of subjects(however it is not mandatory in every case and promotion might be given by HOS/Coordinator in some specific case without the student appearing for retest), if the Mentor teacher and the subject teacher are of the view that the student can improve his/her performance(if given a second chance). The final decision regarding promotion/retest will be taken by the HOS and will be considered as final.

Policy for Retake Examinations

Objective: For students who value their education and aspire to achieve better grades, retake examinations will give them an opportunity to do so. Students can learn from their mistakes and strive to improve their scores.

This will also give a clear understanding to all the stakeholders (students, teachers, and parents) to frame the future plan of action for each student.

Applicable to: All students from Grade 7 to 12

Values: Responsible and Excellence

For students of Grade  7 & 8

Retake examination will be recommended on the basis of the grades earned at the end of the year final examinations. This includes the Summative assessment scores achieved at the end of each unit.

Retake examinations can be taken in a subject if the student gets

Grade “2” or less than “2” or
Grade 1 (failing condition)

Rationale:

Grades in most subjects are available from 7, 6, 5, 4, 3, 2 and 1 is failing condition. The reason we recommend retake examinations for grades lesser than “2” is that students will face difficulty in meeting the requirements of MYP assessment. Secondly, the Diploma Program is very challenging, and so students getting grades “2” or less than “2” are likely to struggle to get the Diploma.

The school will recommend retake examinations to the candidate under the above conditions. The candidate and the parents together have to inform on the day of PTC, if they are interested in taking the retake examination.

The final decision lies with the parents and the student regarding the retake. If the parent chooses not to do retake exams, then they have to sign an undertaking Appendix 1 saying that they take complete responsibility for their child’s learning and future academic performance.

The retake examinations will be held in the last week of May or first week of June; the results of which will be declared within two weeks.  The dates for the retake examination will be given at the time of PTC.
It is mandatory for the parents and students to meet the MYPC on PTC when there is a failing condition or grades in one or more than 1 subjects are less than “2”.
The highest score out of the 2 examinations taken will be considered, and the final end of the year report  card will be modified accordingly.

If the performance improves after the retake examination, the student is promoted to the next grade. However in the case the performance after the retake isn’t satisfactory, then:

In the case of Grade 7 & 8, if even after giving the retake examination, the performance is the same – the school is likely to recommend to repeat the grade, especially if the student’s performance is poor across more than one subjects.

If the school and the parents disagree on the course of action to be taken, the student may go on to the next grade, after the parents sign an undertaking Appendix 2 saying that they take complete responsibility for their child’s learning and future academic performance.

For students of Grade 9

The option of retake examination will be given to students if the final grade achieved is as mentioned in the table below.  This includes the Summative assessment scores achieved at the end of each unit (Summative assessment weightage 50%).

Conditions for retake examinations:

Grade “2” or less than “2” or
Grade 1 (failing condition)
Rationale:

Grades in most subjects are available from 7, 6, 5, 4, 3, 2 and 1 is failing condition. The reason we recommend retake examinations for grades lesser than “2” is that students will face difficulty in meeting the requirements of MYP e-assessment. Secondly, the Diploma Program is very challenging, and so students getting grades “2” or less than “2” are likely to struggle to get the Diploma.

The retake examinations will be held in the last week of May or first week of June; the results of which will be declared within two weeks. The dates for the retake examination will be given at the time of PTC.
It is mandatory for the parents and students to meet the MYPC on PTC when there is a failing condition or grades in one or more than 1 subjects are less than “2”.
The highest score out of the 2 examinations taken; will be considered and the final end of the year report card will be modified accordingly.
If a student fails – gets “1” or gets less than “2” grade, he / she may choose to drop that subject altogether. In this case, retake examination does not hold true.
This will help students to choose standard / extended component wherever applicable, and it  will also serve as a guideline for their career choices, based on their aptitude.
We can decide the number of subjects the student needs to take retake examination through discussion and mutual agreement.
If the parents and the student decide that they do not want to give a retake examination, the parents have to sign an undertaking Appendix 1 saying that they take complete responsibility for their child’s learning and future academic performance.
Even after the retake examination, grades do not improve, the undertaking Appendix 2  holds true.
Under failing conditions, the  decision to promote / retain the student, to the next grade will be taken by HOS, based on his/her performance in the retake examination as well as attitude towards academics. In cases where the student has failed multiple subjects, a retention is very likely.

Exceptional Circumstances

Students who require additional support

In such cases, the authorities discuss with the mentor teachers, subject teachers, and the counselor and provide access arrangements to the students, which may be in terms of giving extra time to the candidate, usage of word processor and  / or others as prescribed by IB. While taking a decision on this, student’s’ past record / performance and psychologist’s report (if any) will also be taken into consideration.

Absenteeism during term assessment

For a candidate who misses his/her examination, the retake policy will apply.  This means that the students’ performance through the year will be taken into consideration while taking a decision regarding promotion for the next year. Performance includes – feedback by the teacher, unit test scores, summative assessment (end of the unit) scores and scores of term 1 examinations. Further, in case the student has missed the examination in multiple subjects then the same rules will apply as in the case of the single subject.

The school will not reschedule exams under the following circumstances, even if the prior information has been given about  the same.

Family function
Out of town
Death in the family
Missed the bus

The school may  decide to reschedule the  examination under the following circumstances.

If the student goes for a national event, approved by the school
Sudden illness, accident or physical injury

The final decision regarding rescheduling of the exams lies with the school authorities. Parents cannot request for arranging a retest.

However in extreme cases like accidents or any form of physical injury to the candidate where the student is unable to appear for the retest, then lies for final term examination only.

Also, the school may or may not give the same paper for such retest. It is mandatory for the student to sign an undertaking before appearing for the retest that the student was having no access to the examination paper/s of that/those specific subject/s in which he/she has missed the examination/s and has not seen or heard about the content of the examination paper/s . In case the student is found guilty of misrepresentation of facts then appropriate punitive action will be taken against him/her which may include awarding zero marks or marking the candidate ‘absent’ for that particular examination. Also in extreme cases, HOS have the right to expel the student from the school. The decision of HOS will be considered as final in this case and no subsequent request will be entertained whatsoever.

In subjects, where there are more than one components (Exams), and if a candidate appears for anyone component, but not all components – then he/she will be marked absent for the entire examination. The marks of the component for which the student appeared for will not appear on the report card but will be shared by the teacher with the student informally.

Guidelines for malpractice during examination:

Please adhere to the following instructions during the examinations.

  1. Students are expected to report (10 minutes before the start of the examination) at the examination venue.
  2. Students are not expected to talk or create any disturbance during the conduct of the examination.
  3. Students are allowed to bring water bottles inside the room.
  4. Students are expected to carry their own stationery. Borrowing of stationary during examination is not allowed.
  5. Students are expected to check their pockets & pencil boxes for any extra academic related paper/s. Strict action (which includes denial of right to appear for the subsequent examinations) will be taken against students who are found carrying any material other than what is required.
  6. Students who do not have any examination are not expected to come to school.
  7. Students who are free in between two examinations (on same day) are expected to be seated at the following venues – Senior Library.
  8. Students are permitted to use their chromebooks in Senior library only.
  9. Students are not allowed to play or go to the grounds, after the examination is over. Students who do so, will have to face consequences.
  10. The students have to sit in the examination hall for at least 60 percent time of the total duration of the paper. For eg. if the duration of the paper is 1 hour, the students are expected to sit in the examination hall for at least 36 minutes. They can then leave the examination hall if they have finished writing the paper.
  11. Students are only allowed to bring transparent bottles, transparent pencil boxes and transparent writing pads. (applicable to all grades)
  12. GDC covers are not allowed in the examination hall (Grade 9 to 12).
  13. Students need to keep their bags outside the examination wing. They are not allowed to keep it outside their examination classrooms. Students pockets will be checked by invigilator / didi / bhaiya before they enter the examination wing.
  14. Students cannot carry any material in the examination hall other than the required stationery.

Consequences of misconduct during the examination for students

  1. A warning will be given to the whole class if the student/s is found talking or disturbing the class after the start of the examination.
  2. After the warning, if the student is still found talking in the class, then 5 marks will be deducted from the subject paper student is appearing for.
  3. If student is found second time talking in the class after step 1 and 2 are informed, then student will be marked “Fail” in that subject paper examination. The student has to immediately leave the examination hall. The incident will be added as comment in the Term report.
  4. The above consequence of “Fail” will also be applied if the student is carrying a subject textbook/ notebook/ chit / unauthorized material in the examination hall. This incident will be added as comment in the Term report.
  5. The above consequence of “Fail” will also be applied if the student is arguing with the invigilator on instructions or warning being given in the examination hall. This incident will be added as comment in the Term report.
  6. A report of the incident of academic misconduct with the evidence will be made by the invigilator in consultation with the SSLT (MYPC, DPC & Vice Principal) members. The student will have to sign the report to acknowledge the misconduct and the consequences as mentioned above, shall be implemented.

Appendix 1:

I, the parent of ________________________, studying in ____________ do not want my ward to appear for the retake examination, even though the school recommends the same. I take complete responsibility for my ward’s learning, if h/she is promoted to the next grade.Parent’s sign:________________Student’s sign:_______________                                                                     Date:_____________

Appendix 2

I, the parent of ___________________, studying in ____________ take complete responsibility for my ward’s learning, if h/she is promoted to the next grade. His/her performance in the retake examination has not been satisfactory yet I believe that he/she will be be able to meet the requirements of the next grade.Parent’s sign:________________Student’s sign:_______________                                                                     Date:_____________

Bibliography:

Organization, I.B. ( pub. May 2014) MYP: From principles into practice. Available at: https://ibpublishing.ibo.org/server2/rest/app/tsm.xql?doc=m_0_mypxx_guu_1409_1_e&part=1&chapter=1 (Accessed: 17 June 2016).
Fountainhead School, Middle School Assessment Policy (Grade 8 to 10), Web, N.P., Accessed: 17 October 2016, http://www.fountainheadschools.org/academic-policy/assessment-policy-middle-years/
International school Milan, Middle years program handbook for Parents and Students, pub. 2014-15

Back